Compares stereotypes with realities of the effect of Chinese culture on learning styles. Reviews literature on effective adult learning. Discusses learning style preferences of Hong Kong Chinese adults, teacher expectations, and new approaches to adult learning. (Contains 68 references.) (SK)
Leith, Karen Pezza
Malcolm Knowles, in his theory of adult learning (1972, revised 1980), presents adults as motivated, self-directed learners. Basically, once a person starts seeing himself or herself as an adult, he or she has an expectation of being independent in decision-making, valuing personal experience, and desiring respect. Courses, curriculum, and…
Mucowski, Richard; Hayden, Robert R.
When children are raised in an environment where alcoholism is prominent, certain dysfunctional responses are learned as a way to cope with the challenge of that environment. This study was conducted to examine the learning styles of adult children of alcoholics. Subjects were college freshmen and self-identified adult children of alcoholics…
Hutto, Sarah Tullos
The purpose of this study was to examine the relationships of learning style characteristics to self-directed learning propensity among adult learners. The learning style characteristics investigated were learning style balance as measured by a scoring method developed by Mainemelis, Boyatzis, and Kolb (2002) and learning style dimensions as…
Missouri Univ., Columbia. Coll. of Education.
Information is provided regarding major learning styles and other factors important to student learning. Several typically asked questions are presented regarding different learning styles (visual, auditory, tactile and kinesthetic, and multisensory learning), associated considerations, determining individuals' learning styles, and appropriate…
O Fathaigh, Mairtin
An action research project was conducted to understand the learning style profile of Irish adult learners better and to integrate the findings into development seminars for adult education teachers and tutors. The Grasha-Riechmann Student Learning Styles Scale (GRSLSS) was chosen as the research instrument to explore Irish adults' learning styles…
Rule, David L.; Grippin, Pauline C.
Theoretical framework, instrument development, and psychometric qualities are reviewed for some measures of learning style currently in use with adults. Instruments reviewed include: (1) Kolb's Learning Style Inventory I; (2) Kolb's Learning Style Inventory II; (3) the Myers-Briggs Type Indicator; (4) the Productivity Environmental Preferences…
Dirette, Diane Powers; Anderson, Michele A
Deficits in working memory are pervasive, resistant to remediation and significantly impact a persons ability to perform activities of daily living. Internal strategies are effective for improving working memory. Learning style preferences may influence the use of various internal working memory strategies. This study compares the use of internal working memory strategies among four different learning style preferences; converger, diverger, assimilator and accommodator. A non-experimental group design was used to compare the use of internal working memory strategies and learning style preferences among 110 adults. There were some significant differences in the types of strategies used according to learning style preferences. Knowing the learning style preference of clients may help occupational therapists better tailor cognitive rehabilitation treatments to meet the client's needs.
Manzo, Anthony V.; And Others
The study described in the report identifies personality characteristics and learning styles of adult basic education (ABE) students on the basis of three instruments: the Luscher Color Test, the Manzo Bestiary Inventory, and the Learning Preference Inventory. The volunteer sample consisted of 83 ABE students. Subsample comparison groups consisted…
Santo, Susan A.
This paper examines research on learning styles as related to online learning for adult learners. There is much disagreement regarding the definition of learning style. This paper defines it as an individual's preferred way of learning. The focus is on the extent to which learning styles are able to predict student success (e.g., grades,…
Roig, Matilde E.
Minority college students have varied learning styles and process information from distinct background and cultural perspectives, which influences their learning. Accordingly, the way faculty approach teaching affects student achievement. Few minorities are in scientific fields, with a shortage of scientists predicted. A problem exists in understanding the relationship between learning style preferences and achievement of minority college students. The purpose of the study was to investigate this relationship in adult minority students in a South Florida college's biology courses. Research questions pertained to relationships between learning style preferences, race, ethnicity and grades. This quantitative study used the online Felder-Soloman Inventory of Learning Styles with a 73% response comprised of 162 White, Black-African American, Hispanic, and Asian students. Variables included grades, race, ethnicity, and learning styles. Relative frequency analysis revealed students preferred sensing, visual and sequential learning. ANOVA analysis showed no significant differences between learning style preference and achievement, nor between race-ethnicity and grades. Chi-square analysis revealed a significant relationship between Black-African Americans and Hispanics for sensing, visual and sequential learning, but not for visual. Black-African American students had the lowest passing rate in biology courses, with Asians having the highest. Increased educator and advisor knowledge of learning styles could result in social change and educational reform from this study, through the adoption of best methods for teaching minority groups enrolled in science courses. Knowing the potential shortage of minorities in the sciences, increased achievement in science courses might encourage these students to enter into scientific careers.
Solomon, Daniel; And Others
Using 24 college and university teachers, this study investigated the effect of teaching styles on adult student learning and analyzed the results of a factor breakdown, interactions between teacher behavior and class and student characteristics, and profiles of teacher effectiveness. Gains in factual information were positively related to teacher…
Sweeney, R. Carol
This paper focuses on how the entrance of greater numbers of adults into university classes has changed and should continue to change the methods of teaching. The first part of the paper traces the history of the philosophy of adult education, recounting liberal education theories, progressive theories, behaviorist theories, humanistic approaches,…
Roberts, Larry N.
With more adults seeking unique and meaningful learning experiences in both recreational and professional arenas, informal learning institutions, such as museums, zoos, and botanical gardens are a natural source. Informal learning opportunities are the business of these institutions; moreover, a goal in education mission statements of many of…
Pashler, Harold; McDaniel, Mark; Rohrer, Doug; Bjork, Robert
that students receive instruction tailored to their putative learning style, the experiment must reveal a specific type of interaction between learning style and instructional method: Students with one learning style achieve the best educational outcome when given an instructional method that differs from the instructional method producing the best outcome for students with a different learning style. In other words, the instructional method that proves most effective for students with one learning style is not the most effective method for students with a different learning style. Our review of the literature disclosed ample evidence that children and adults will, if asked, express preferences about how they prefer information to be presented to them. There is also plentiful evidence arguing that people differ in the degree to which they have some fairly specific aptitudes for different kinds of thinking and for processing different types of information. However, we found virtually no evidence for the interaction pattern mentioned above, which was judged to be a precondition for validating the educational applications of learning styles. Although the literature on learning styles is enormous, very few studies have even used an experimental methodology capable of testing the validity of learning styles applied to education. Moreover, of those that did use an appropriate method, several found results that flatly contradict the popular meshing hypothesis. We conclude therefore, that at present, there is no adequate evidence base to justify incorporating learning-styles assessments into general educational practice. Thus, limited education resources would better be devoted to adopting other educational practices that have a strong evidence base, of which there are an increasing number. However, given the lack of methodologically sound studies of learning styles, it would be an error to conclude that all possible versions of learning styles have been tested and found
Ivie, Stan D.
What is a learning style? No one seems to know for sure. The language used by learning style theorists is filled with ambiguities. Price (2004) maintains that "learning style is often used as a metaphor for considering the range of individual differences in learning" (p. 681). Is learning style merely a fanciful metaphor or is it the wave of the…
Keefe, James W.
This monograph builds upon rapid developments in the field of learning styles during the past few years, providing useful information about the theory, research, instrumentation, and practice of learning style. The first section presents an overview of learning style and addresses the school learning process, learning style concept, cognitive…
This book is about learning styles and inclusion, but essentially it is about learning, and how to make learning more effective for all learners. To recognise the needs of learners as well as those of teachers, and at the same time appreciate that the inclusive education environment, irrespective of its merits, will present barriers for learners,…
Most professors realize that students receive and process information in different ways. Some professors are even capable of identifying how most students learn. If students' learning styles are compatible with the teaching style of their instructors, they tend to retain more information, effectively apply it, and have a better attitude toward the…
What was the nature of the CPD activity, practice-related feedback and/or event and/or experience in your practice? The article explored different learning styles and outlined some of the models that can be used to identify them. It discussed the limitations of these models, indicating that although they can be helpful in identifying a student's preferred learning style, this is not 'fixed' and might change over time. Learning is also influenced by other factors, such as culture and age.
Russell, Sally S
Part of being an effective instructor involves understanding how adults learn best. Theories of adult education are based on valuing the prior learning and experience of adults. Adult learners have different learning styles which must be assessed prior to initiating any educational session. Health care providers can maximize teaching moments by incorporating specific adult-learning principles and learning styles into their teaching strategies.
Koch, Kourtland R.
This study is a replication of an original study conducted by James and Blank (1991) which examined the relationship between educational attainment and adult performance using the Multi-Modal Paired Associates Learning Test-Revised (MMPALT-II) (Cherry, 1981). The MMPALT-II was designed to measure an individual's demonstrated perceptual modality…
Riener, Cedar; Willingham, Daniel
There is no credible evidence that learning styles exist. In this article, the authors begin by defining "learning styles"; then they address the claims made by those who believe that they exist, in the process acknowledging what the authors consider the valid claims of learning-styles theorists. But in separating the wheat from the…
Learning style is one of the individual differences that play an important but controversial role in the learning process. This paper aims at providing a critical analysis regarding learning styles and their use in technology enhanced learning. The identified criticism issues are addressed by reappraising the so called Unified Learning Style Model (ULSM). A detailed description of the ULSM components is provided, together with their rationale. The practical applicability of the model in adaptive web-based educational systems and its advantages versus traditional learning style models are also outlined.
Browne, Dauna B.
This paper summarizes research on learning styles, then examines the cognitive style of Native American primary school students. Five theories of cognitive style (Dunn and Dunn, Gregorc, Kagan, Witkin, and Cohen) are examined along with the test instruments these theories have fostered. A sixth concept of cognitive style, brain hemispheric…
McCart, Carol L.; And Others
As part of the Continuing Professional Education Development Project at Pennsylvania State University, the learning styles of 148 practicing professionals (accountants, architects, clinical dietitians, and nurses) were investigated. The study objectives were: (1) to describe their learning characteristics using Kolb's Learning Style Inventory…
Diller, Janelle; Moore, Rita
This learning module is designed to enable participants from any workplace setting to identify their own learning styles and to raise awareness of how to work with other employees who have different learning styles. The module includes units for six class sessions. Each unit includes the following materials: rationale, learning objectives,…
Browne, Dauna Bell
Reviews 5 models of learning or cognitive styles and the concept of brain hemispheric functions. Discusses the right hemisphere dominant learning style of many Native American children. Presents points to consider when modifying curricula or designing a reading program aimed at all learners. Contains 19 references. (SV)
Rose, John F.
Learning style theories offer opportunities and challenges to composition instructors. Some complement contemporary directions in composition theory, but others are counter-productive in prescribing neat categorizations of students that tend to limit teacher expectations of students' abilities. Four current directions in learning style research…
Rapid advances in information technology are reshaping the learning styles of many students in higher education. Many faculty will find such a shift in instruction difficult, but through professional development they can accommodate neomillennial learning styles to continue teaching effectively as the nature of students evolves. Beyond this…
Bourhis, John; Stubbs, Jay
A study examined the relationship between communication apprehension and the six learning styles of the Grasha-Riechmann Student Learning Styles Scale (GRSLSS). Data were gathered from 325 undergraduates enrolled in an introductory course in interpersonal communication who completed J. McCroskey's Personal Report of Communication Apprehension…
Keefe, James W.; Monk, John S.
This examiner's manual accompanies the Learning Style Profile (LSP), which measures cognitive skills as well as affective and environmental preferences. Charles Letteri's General Operations Model was accepted as the prototype for relating learning styles to cognitive information processing. The LSP was developed from 1983 to 1986; several versions…
Felder, Richard M.; Silverman, Linda K.
Discusses the incompatibility of learning and teaching styles in engineering education which results in society's potential loss of excellent engineers. Provides teaching techniques to accommodate learning styles. (RT)
Keefe, James W., Ed.
In 1986, the National Association of Secondary School Principals, with the assistance of a national task force, published the NASSP Learning Style Profile (LSP) for diagnosis of the cognitive styles, perceptual response tendencies, and instructional preferences of middle level and senior high school students. This monograph offers a short course…
DeCapua, Andrea; Wintergerst, Ann C.
How can learning styles best be measured? Reid's (1984) Perceptual Learning Styles Preference Questionnaire has been widely used in ESL/EFL research to investigate learning styles. Previous research revealed concerns with the reliability and validity of the PLSPQ, leading the researchers to devise a new Learning Styles Indicator (LSI), based on…
Clarke, Tricia A.; Lesh, Jennifer J.; Trocchio, Jennie S.; Wolman, Clara
This study investigated the relationship between two intellectual styles approaches: Sternberg's thinking styles of teachers and Felder and Silverman's learning styles. Ninety-five graduate students majoring in special education, reading, educational leadership and curriculum, and elementary education completed the Thinking Styles in Teaching…
Kostovich, Carol T; Poradzisz, Michele; Wood, Karen; O'Brien, Karen L
Acknowledging that individuals' preferences for learning vary, faculty in an undergraduate nursing program questioned whether a student's learning style is an indicator of aptitude in developing concept maps. The purpose of this research was to describe the relationship between nursing students' learning style preference and aptitude for concept maps. The sample included 120 undergraduate students enrolled in the adult health nursing course. Students created one concept map and completed two instruments: the Learning Style Survey and the Concept Map Survey. Data included Learning Style Survey scores, grade for the concept map, and grade for the adult health course. No significant difference was found between learning style preference and concept map grades. Thematic analysis of the qualitative survey data yielded further insight into students' preferences for creating concept maps.
Grosse, Christine Uber
The relationships between certain parallel aspects of the teaching and learning styles of 60 student teachers of English as a second language were examined in the context of the general assumption that an individual's teaching and learning styles are closely related. The Canfield Learning Styles Inventory and Instructional Styles Inventory were…
Berings, Marjolein G. M. C.; Poell, Rob F.; Simons, P. Robert-Jan
The broad aims of this study are to gain insight into employees' on-the-job learning activities to help them improve their on-the-job learning. The authors define on-the-job learning styles and operationalize the concept to include both mental and overt learning styles and both interpersonal and intrapersonal learning styles. Organizations and…
Eghan, Felicia R.; Eghan, Tony
The Hanson and Silver Learning Preferences Inventory was completed by 167 human ecology students. The predominant learning style was sensing feeling and introverted. There was a significant relationship between learning style and choice of major. (SK)
Sitar, Aleša Saša; Cerne, Matej; Aleksic, Darija; Mihelic, Katarina Katja
Business schools are in need of developing creative graduates. This article explores how creativity among business students can be stimulated. Because a considerable amount of knowledge is required for creative ideas to emerge, the learning process has a significant impact on creativity. This, in turn, indicates that learning style is important…
Bostrom, Lena; Lassen, Liv M.
Purpose: The purpose of this paper is to explore the field of learning, learning style, meta-cognition, strategies and teaching by classifying different levels of the learning process. The paper aims to present an attempt to identify how students' awareness of learning style and teachers' matched instruction might affect students' learning and…
Manolis, Chris; Burns, David J.; Assudani, Rashmi; Chinta, Ravi
To understand experiential learning, many have reiterated the need to be able to identify students' learning styles. Kolb's Learning Style Model is the most widely accepted learning style model and has received a substantial amount of empirical support. Kolb's Learning Style Inventory (LSI), although one of the most widely utilized instruments to…
DiBartola, Leesa M.; Miller, Miriam K.; Turley, Catherine L.
Kolb's Learning Style Inventory was completed by 29 allied health students on campus and 27 in distance education. Both groups had similar learning outcomes. Only the Diverger learning style showed a correlation between learning environment and outcome: 83% of Divergers with above average grades were in distance education. (Contains 20…
Discusses the following factors influencing learning: (1) environment; (2) emotional makeup; (3) persistence; (4) timing of learning; (5) teaching method; (6) cognitive style; (7) food intake; and (8) psychological factors, including the difference between analytical and global thinking. Discusses how to get a sense of one's personal learning…
Castro, Obdulia; Peck, Veronica
In order to identify what other elements besides linguistic deficits could be playing a role in foreign language learning difficulties, the Kolb Learning Styles Inventory was administered to students enrolled in regular and modified Spanish classes at a major U.S. university. Preliminary results gathered as part of a longitudinal study on learning…
Purpose: The purpose of this paper is to present the results of research aimed at collecting the data necessary for preparing personalised content of e-learning courses. Its aim is to show how the information describing individual learning styles can be linked to the rules of creating tailored online courses. Design/methodology/approach: The paper…
Giordano, James; Rochford, Regina A.
Recently, business education programs have experienced a decline in enrollment and an increase in attrition. To understand these issues and recommend solutions, the learning styles of 503 first-year business majors at an urban community college were examined. The results demonstrated that: (a) 94% of the participants were analytic learners; (b)…
Provides specific and useful guidelines for utilizing learning styles to increase instructional effectiveness during choral rehearsal. Broadly identifies students as either "analytical" (inductive reasoning) or "global" (deductive reasoning). Includes a chart containing specific rehearsal activities designed to interest each group. (MJP)
Stickle, Julia E.
Illustrates how to support and incorporate different student learning styles into teaching. Presents example materials pertaining to laboratory diagnosis of liver disease in a veterinary medical curriculum and demonstrates how a body of material can be adapted to multiple presentation formats. (EV)
Jones, Cheryl; Reichard, Carla; Mokhtari, Kouider
This study examines the extent to which community college students' learning style preferences vary as a function of discipline. Reports significant differences in students' learning style preferences across disciplines, but not by gender. Adds that student learning style preferences varied by academic performance as measured by gender. Discusses…
This study aimed to study cognitive learning styles of EFL students, compare language learning styles among students categorized by their background, and investigate the relationship between English background knowledge and language learning styles. The samples were 210 undergraduate students enrolled in Fundamental English course at Bangkok…
Hausler, Joel; Sanders, John W.; Young, Barbara
We examined the relationship between learning styles and student type. This research seeks to examine if online students exhibit different learning styles from onsite students; and, if so, what accommodations relating to learning style differences may be made for online students? Students (N = 80) were asked to complete an online survey in order…
Ferrer, Lourdes M.
In recent years there have been many studies on learners developing conceptions of natural phenomena. However, so far there have been few attempts to investigate how the characteristics of the learners and their environment influence such conceptions. This study began with an attempt to use an instrument developed by McCarthy (1981) to describe learners in Malaysian primary schools. This proved inappropriate as Asian primary classrooms do not provide the same kind of environment as US classrooms. It was decided to develop a learning style checklist to suit the local context and which could be used to describe differences between learners which teachers could appreciate and use. The checklist included four dimensions — perceptual, process, self-confidence and motivation. The validated instrument was used to determine the learning style preferences of primary four pupils in Penang, Malaysia. Later, an analysis was made regarding the influence of learning environment and learning styles on conceptual understanding in the topics of food, respiration and excretion. This study was replicated in the Philippines with the purpose of investigating the relationship between learning styles and achievement in science, where the topics of food, respiration and excretion have been taken up. A number of significant relationships were observed in these two studies.
Xie, Qiuzhi; Gao, Xiangping; King, Ronnel B.
This study investigated whether individual differences in thinking styles influence explicit and implicit learning. Eighty-seven university students in China participated in this study. Results indicated that performance in the explicit learning condition was positively associated with Type I thinking styles (i.e. legislative and liberal styles)…
Atkins, Hilary; Moore, David; Sharpe, Simon; Hobbs, Dave
This paper looks at the low participation rates in computer mediated conferences (CMC) and argues that one of the causes of this may be an incompatibility between students' learning styles and the style adopted by CMC. Curry's Onion Model provides a well-established framework within which to view the main learning style theories (Riding and…
Argues that there are substantial problems with the theoretical foundations of David Kolb's Learning Style Inventory (LSI). Notes anomalies with the relationship between Carl Jung's style and Kolb's use of possibility processing. Argues that these anomalies make it impossible for defining firm conclusions about the nature of Kolb's learning style.…
Omidvar, Pegah; Tan, Bee Hoon
The need for cross-cultural understanding of the relationship between culture and learning style is becoming increasingly important because of the changing cultural mix of classrooms and society at large. The research done regarding the two variables is mostly quantitative. This review summarizes results of the existing research on cultural…
Hawk, Thomas F.; Shah, Amit J.
The emergence of numerous learning style models over the past 25 years has brought increasing attention to the idea that students learn in diverse ways and that one approach to teaching does not work for every student or even most students. We have reviewed five learning style instruments (the Kolb Learning Style Indicator, the Gregorc Style…
Lee, Bokyung; Kim, Haedong
This study aims to investigate Korean university-level EFL learners' learning style preferences. The characteristics of their learning style preferences and implications for effective English learning were examined through the quantitative analysis of 496 subjects' responses to a learning style survey and their English achievement and term-end…
Karns, Gary L.
The learning style individual difference factor has long been a basis for understanding student preferences for various learning activities. Marketing educators have been advised to heavily invest in tailoring course design based on the learning style groups in their classes. A further exploration of the effects of learning style differences on…
Educational researchers have extensively documented the benefits of utilizing learning styles in the processes of teaching and learning from early childhood to Adult Education (Burke & Dunn, 2003; Cicco, 2009). This article examines the need to consider and employ learning-styles instruction in the online classroom. Adult learners are unique…
Cagiltay, Nergiz Ercil
Studies have shown that, while learning different concepts, people sometimes take different approaches (learning styles). Accordingly, their performance reflected differently in their academic studies. With the effect of globalisation to the educational environments, the influence of individual learning styles on educational performance is getting…
Chen, Chwen Jen; Toh, Seong Chong; Ismail, Wan Mohd Fauzy Wan
This study aims to investigate the effects of a virtual reality (VR)-based learning environment on learners with different learning styles. The findings of the aptitude-by-treatment interaction study have shown that learners benefit most from the VR (guided exploration) mode, irrespective of their learning styles. This shows that the VR-based…
Willingham, Daniel T.; Hughes, Elizabeth M.; Dobolyi, David G.
Theories of learning styles suggest that individuals think and learn best in different ways. These are not differences of ability but rather preferences for processing certain types of information or for processing information in certain types of way. If accurate, learning styles theories could have important implications for instruction because…
Thomas, Heather; Cox, Robin; Kojima, Takahiro
The paper examines the learning style preferences of 44 second-year Japanese college students pursuing an undergraduate degree and learning English as a Second Language at a New Zealand college. The goal is to learn more about between style and achievement, and how to cater to such students as multi-dimensional individuals and as members of a…
Hughes, Janeen M; Fallis, Drew W; Peel, Jennifer L; Murchison, David F
Significant challenges face many orthodontic residency programs, particularly a shortage of full-time experienced faculty members. Due to this shortage, it is critical that program directors design comprehensive curricula that incorporate the most effective and efficient teaching methods. It is theorized that teaching effectiveness and efficiency are optimized when the course design and content closely match students' learning preferences. This survey study was designed to distinguish the learning preferences of orthodontic residents utilizing Felder and Soloman's Index of Learning Styles, which assesses student learning preferences in four dimensions using dichotomous scales, thereby providing insight into how teaching strategies can best be structured. As a secondary focus, additional questions on the survey were asked to gain information about residents' access to the Internet and comfort level with online learning so as to address acceptance of web-based courses in response to the shortage of full-time faculty members. Orthodontic residents, contacted via email, were requested to complete an online survey; 261 responses were collected. The results indicate that orthodontic residents are highly visual learners and show a preference for sensing and sequential learning strategies. In terms of information technology, the residents are comfortable with and have adequate access to current technological assets; therefore, they may be well suited for inclusion of computer-based teaching modules and other multimedia devices in their residency curriculum.
Defines active learning as students actively involved in the learning process. Suggests that to learn actively, students need to know their learning styles and engage with the subject matter. Concludes that students who know their learning styles and are allowed to choose time management methods, note-taking systems, textbook marking methods and…
Peter, Sophie E.; Bacon, Elizabeth; Dastbaz, Mohammad
Purpose: The purpose of this paper is to discuss how learning styles and theories are currently used within personalised adaptable e-learning adaptive systems. This paper then aims to describe the e-learning platform iLearn and how this platform is designed to incorporate learning styles as part of the personalisation offered by the system.…
Ernst, Jeremy V.; Clark, Aaron C.
The objective of this study was to identify changes in dominant preferred learning styles of students based on instructional presentation of course content. This study evaluates dominant preferred learning styles of two groups of university students. The first group of students was enrolled in a course that introduces graphical representation in…
Wu, Darren C.
Although complex, controversial, and contradicting, learning styles is highly influential. Distance education (DE) has experienced tremendous growth in the last few decades. The popularity of learning styles and DE necessitates research. This correlational research study was conducted to determine if there is any evidence to incorporate learning…
Loos, Rebecca; Ward, James
Students in Physics learn in a variety ways depending on backgrounds and interests. This study proposes to evaluate how students in Physics learn using Howard Gardner's Theory of Multiple Intelligences. Physics utilizes numbers, conceptualization of models, observations and visualization skills, and the ability to understand and reflect on specific information. The main objective is to evaluate how Physics students learn specifically using spatial, visual and sequential approaches. This will be assessed by conducting a learning style survey provided by North Carolina State University (NCSU). The survey is completed online by the student after which the results are sent to NCSU. Students will print out the completed survey analysis for further evaluation. The NCSU results categorize students within five of ten learning styles. After the evaluation of Howard Gardner's Theory of Multiple Intelligences and the NCSU definitions of the ten learning styles, the NCSU sensing and visual learning styles will be defined as the Gardener's spatial, visual learning styles. NCSU's sequential learning style will be looked at separately. With the survey results, it can be determined if Physics students fall within the hypothesized learning styles.
Martínez Cartas, M. L.; Cruz Pérez, N.; Deliche Quesada, D.; Mateo Quero, S.
Through the previous detection of existing learning styles in a classroom, a Virtual Learning Environment (VLE) has been designed for students of several Engineering degrees, using the Learning Management System (LMS) utilized in the University of Jaen, ILIAS. Learning styles of three different Knowledge Areas; Chemical Engineering, Materials…
Psaltou-Joycey, Angeliki; Kantaridou, Zoe
The present paper investigates the language learning strategy use and learning style preferences of Greek university students in order to find out the possible relations that hold between degrees of plurilingualism, strategy use and learning styles. The subjects were 1555 Greek undergraduates from a number of disciplines, learning foreign…
Truong, Huong May
This paper provides an overview and update on my PhD research project which focuses on integrating learning styles into adaptive e-learning system. The project, firstly, aims to develop a system to classify students' learning styles through their online learning behaviour. This will be followed by a study on the complex relationship between…
Putman, Paul G.
Adult learners can develop leadership skills and competencies such as conflict management and negotiation skills. Virtual simulations are among the emerging new technologies available to adult educators and trainers to help adults develop various leadership competencies. This study explored the impact of conflict management tactics as well as…
Yue, Xiao D; Leung, Chun-Lok; Hiranandani, Neelam A
Playfulness has been referred to as a disposition that involves reframing a situation to amuse others and to make the situation more stimulating and enjoyable. It may serve to shift one's perspective when dealing with environmental threats. Despite all the benefits of playfulness towards psychological well-being, it remains a largely understudied subject in psychology, particularly in Chinese societies. Hence, this study examined the association between adult playfulness, humor styles, and subjective happiness among a sample of 166 university students in Hong Kong and 159 students in Guangzhou, who completed a self-administered questionnaire, including the Short Measure for Adult Playfulness, the Chinese Humor Styles Questionnaire, and the Subjective Happiness Scale. Results showed that adult playfulness was positively correlated with affiliative humor, self-enhancing humor, and subjective happiness in both Hong Kong and Guangzhou samples. By its implication, highly playful Chinese students preferred using affiliative and self-enhancing humor to amuse themselves and others.
Marin-Suarez, Teresita; Alarcon, Hugo
Several studies have shown the influence of scientific reasoning on the conceptual learning of students in courses developed with methodologies that promote active learning. Given that learning styles may also influence conceptual learning of physics, a correlacional study was conducted which used two different approaches of learning styles: the Honey-Alonso and Felder-Silverman models. This quantitative study was performed in two groups of students using modeling instruction in a college course of introductory mechanics. The Force and Motion Conceptual Evaluation test (FMCE) was used to assess conceptual learning. The results of this work suggest the dependence of the conceptual learning of physics on the learning styles.
Presents a discussion of learning styles by Lynn Curry, Rick Daly, Ashley Fields, Peter Honey, David Kolb, Patrick O'Brien and Gary Salton. Addresses learning style theories, style predictability, whether to teach exclusively to one style, and ways to make use of learning styles in corporate settings. (Author/JOW)
The proliferation of instruments reporting learning/cognitive style with school pupils is of particular interest, because most research on them focuses on applications in higher education, training and the adult workplace, where criticisms of their integrity, reliability and validity have been significant. This study examines two such popular…
Deever, Walter Thomas
More than half of adults in the USA have quantitative literacy ratings at or below a basic level. This lack of literacy often becomes a barrier to employability. To overcome this barrier, adults are returning to college to improve their quantitative skills and complete an undergraduate education, often through an accelerated degree program. A…
Lewis, A P; Bolden, K J
Continuing medical education sessions are often poorly attended by general practitioners. One reason may be that these traditionally consist of lectures by hospital consultants with a strong theoretical bias which may have little relevance to the learning needs of general practitioners. To compare the learning styles of teachers and learners in general practice, learning style questionnaires were administered to 50 hospital clinical tutors, 78 general practitioner trainers, 63 trainees and 47 non-trainer principals. The questionnaire covered four different learning preferences: activist, reflector, theorist and pragmatist. The findings showed that the learning styles of hospital tutors and general practitioner trainers were statistically significantly different to those of non-trainer principals and trainees. The tutors and trainers scored much higher on theorist styles and to a lesser extent on reflector and pragmatist styles. There were no significant differences on activist scores. Since teachers tend to teach in their preferred learning style, which may not match the style of the recipients, these findings have implications for continuing medical education in general practice. These implications are discussed. PMID:2560001
Morrison, Mark; Sweeney, Arthur; Heffernan, Troy
Debate over the link between student learning styles and effective teaching has a long tradition, made more interesting by Karns's recent article "Learning Style Differences in the Perceived Effectiveness of Learning Activities." Fundamentally he asserts, in critiquing Morrison et al. (2003), that marketing educators should not adopt "a high…
Sabry, Khaled; Baldwin, Lynne
Reports a study exploring the learning styles and perceptions of undergraduate and postgraduate students at Brunel University (United Kingdom) in relation to using the Web for learning. Explores the sequential/global learning style dimension in relation to three categories of Web-based interaction: learner-tutor, learner-leaner, and…
Curran, Mary K
The American Nurses Association advocates for nursing professional development (NPD) specialists to have an earned graduate degree, as well as educational and clinical expertise. However, many NPD specialists have limited exposure to adult learning theory. Limited exposure to adult learning theory may affect NPD educational practices, learning outcomes, organizational knowledge transfer, and subsequently, the professional development of the nurses they serve and quality of nursing care. An examination of current teaching practices may reveal opportunities for NPD specialists to enhance educational methods to promote learning, learning transfer, and organizational knowledge and excellence. This article, the first in a two-part series, examines best practices of adult learning theories, nursing professional development, curriculum design, and knowledge transfer. Part II details the results of a correlational study that examined the effects of four variables on the use of adult learning theory to guide curriculum development for NPD specialists in hospitals.
This paper is concerned with the relationship between authenticity and adult learning and prompted by some studies in which adult "authentic learning" is a central concept. The implication revealed by them is that real-worldness of learning contexts, learning content and learning tasks is perceived as conferring authenticity on learning. Here,…
Calcaterra, Andrea; Antonietti, Alessandro; Underwood, Jean
This study examined the influence of cognitive style, spatial orientation and computer expertise on hypertext navigation patterns and learning outcomes when participants interacted with a hypermedia presentation. A sample of 306 undergraduates was pre-tested both on their cognitive style and on their self-reported frequency and ability in using…
ALQahtani, Dalal A; Al-Gahtani, Sara M
Experiential learning theory (ELT), a theory developed by David Kolb that considers experience to be very important for learning, classifies learners into four categories: Divergers, Assimilators, Convergers, and Accommodators. Kolb used his Learning Style Inventory (LSI) to validate ELT. Knowing the learning styles of students facilitates their understanding of themselves and thereby increases teaching efficiency. Few studies have been conducted that investigate learning preferences of students in the field of dentistry. This study was designed to distinguish learning styles among Saudi dental students and interns utilizing Kolb's LSI. The survey had a response rate of 62 percent (424 of 685 dental students), but surveys with incomplete answers or errors were excluded, resulting in 291 usable surveys (42 percent of the student population). The independent variables of this study were gender, clinical experience level, academic achievement as measured by grade point average (GPA), and specialty interest. The Diverging learning style was the dominant style among those in the sample. While the students preferred the Assimilating style during their early preclinical years, they preferred the Diverging style during their later clinical years. No associations were found between students' learning style and their gender, GPA, or specialty interest. Further research is needed to support these findings and demonstrate the impact of learning styles on dental students' learning.
Data from nine introductory microeconomics classes was used to test the effect of student learning style on academic performance. The Kolb Learning Style Inventory was used to assess individual student learning styles. The results indicate that student learning style has no significant effect on performance, undermining the claims of those who…
This manual presents five learning styles instruments and presents data related to validity and reliability and descriptive statistics. The manual also discusses the implications for learning presented by each of these learning models. For purposes of this discussion, "learning style,""cognitive style," and "personal style" are used synonymously.…
Brown-Syed, Christopher; Adkins, Denice; Tsai, Hui-Hsien
This article looks at learning styles of library and information science (LIS) students. Felder and Solomon's "Index of Learning Styles" was administered to 108 LIS students between 2001 and 2002. These results were analyzed with respect to results from learning style assessments administered in the 1980s. Learning style preferences were compared…
Reid, Joy M., Ed.
A selection of essays in learning styles in English-as-a-Second-Language (ESL) instruction includes: "Cultural Differences in Learning Styles" (Gayle L. Nelson); "Difficulties with Cross-Cultural Learning-Styles Assessment" (Patricia A. Eliason); "Gender Differences in Language Learning Styles: What Do They Mean?" (Rebecca L. Oxford); "Cognitive…
Identifying your preferred learning style can be a useful way to optimise learning opportunities, and can help learners to recognise their strengths and areas for development in the way that learning takes place. It can also help teachers (educators) to recognise where additional activities are required to ensure the learning experience is robust and effective. There are several models available that may be used to identify learning styles. This article discusses these models and considers their usefulness in healthcare education. Models of teaching styles are also considered.
In an influential publication in 2009, a group of cognitive psychologists revealed that there was a lack of empirical evidence supporting the concept of learning styles-based instruction and provided guidelines for the type of research design necessary to verify the learning styles hypothesis. This article examined the literature since 2009 to…
This paper assesses the value of three learning style tests when used to examine the design of educational materials for teaching computer science at a distance. The paper presents three studies where three different learning styles were used to discriminate preference and performance in different contexts. The studies indicate that the Learning…
Fredette, Jenna; O'Brien, Corinne; Poole, Christy; Nomura, Jason
Experiential learning theory and the Kolb Learning Style Inventory (Kolb LSI) have influenced educators worldwide for decades. Knowledge of learning styles can create efficient learning environments, increase information retention, and improve learner satisfaction. Learning styles have been examined in medicine previously, but not specifically with Emergency Medicine (EM) residents and attendings. Using the Kolb LSI, the learning styles of Emergency Medicine residents and attendings were assessed. The findings showed that the majority of EM residents and attendings shared the accommodating learning style. This result was different than prior studies that found the majority of medical professionals had a converging learning style and other studies that found attendings often have different learning styles than residents. The issue of learning styles among emergency medical residents and attendings is important because learning style knowledge may have an impact on how a residency program structures curriculum and how EM residents are successfully, efficiently, and creatively educated.
Sutherland, Peter, Ed.
This book on adult learning is divided into six sections. Section 1, Cognitive Processes, includes the following chapters: "Cognitive Processes: Contemporary Paradigms of Learning" (Jack Mezirow); "Information Processing, Memory, Age and Adult Learning" (Gillian Boulton-Lewis); "Adult Learners' Metacognitive Behaviour in Higher Education" (Barry…
McConnell, James V.
The purpose of this study is to determine categories of learning styles based on research on the chemical and physiological correlates of learning, as well as the development of simple measures that would allow an investigator to place a subject within one or more of these categories. The data from eight experiments with rats suggests that there…
Art students have different learning styles. Some are visual learners who need to see the information. Some are auditory learners who need to hear the information. Others are tactile/kinesthetic learners who need to move, do, or touch in order to learn. Looking over her curriculum and lesson plans, the author realized almost every art lesson…
strange sit- uation” scenario (Ainsworth & Wittig, 1969). By studying how individual children reacted to the same situation, Ains- worth was able to...Solomon (1986) which they called Insecure-Disorganized/Disoriented. Children classified into this attachment category may appear con- fused and dazed in...Separated 72 5.6 Divorced 76 5.9 Widowed 3 0.2 ADULT ATTACHMENT STYLE, HARDINESS, AND MOOD 131 D ow nl oa de d by [ Pa ul T . B ar to ne ] at 1 2: 35
Platsidou, Maria; Metallidou, Panayiota
This study aimed at investigating the psychometric properties of two inventories for the measurement of learning style preferences in a Greek sample: Kolb's (1985) Learning Style Inventory (LSI) and the Index of Learning Styles (ILS) by Felder & Soloman (1999). The inventories were administered in a total of 340 Greek university undergraduate…
Cao, Jianxia; Nishihara, Akinori
More and more videos are now being used in e-learning context. For improving learning effect, to understand how students view the online video is important. In this research, we investigate how students deploy their attention when they learn through interactive slide video in the aim of better understanding observers' learning style. Felder and…
Eryigit, Suna; Kerpelman, Jennifer
This paper reports on two studies with Turkish young adults that used the Turkish version of the Identity Processing Style Q-Sort (IPSQ). The IPSQ is based on Berzonsky's informational, normative, and diffused identity styles. Participants sort descriptors of the styles into columns ranging from most to least like them. Patterns in Turkish young…
Nastanski, Michael; Slick, Thomas
This paper discusses the importance of student learning styles within a Distance Learning (DL) classroom. The study examines the learning style preferences of online business students as measured by the Kolb Learning Style Inventory and determines if a significant difference in course grades and course completion rates exist between students when…
In the EFL, ESL, ESP and in the ELT classes, students are taught their courses with different kinds of methods and approaches. Cognitive learning styles are the most essential styles in foreign language education. In this paper, the positive effects of cognitive learning styles will be handled. The benefits of these styles will be highlighted.…
Borracci, Raúl A; Arribalzaga, Eduardo B
The objective of this work was to study the relationship of Kolb's learning styles in academic success or failure in medical students. A prospective cohort study in 116 medical students of a private Argentine university was performed between March 2005 and March 2011. The follow-up included two cut-offs; during 2005-2006 the students' learning styles were determined and five years later, when individuals had to end their career, they were grouped into graduated, delayed or dropped status. At the end of the period, 50% of the students ended successfully, 24.1% abandoned and 25.9% was delayed. Learning styles were assimilator in 60.3% of cases, divergent in 14.7%, accommodator in 6.9%, convergent in 6.0% and undefined in 12.1%. In conclusion, the follow-up during the career demonstrated that convergent or undefined styles had a tendency to abandon the career, while delayed students had a more theoretical and reflexive style than successful individuals. The results observed in convergent students differed from other reports. This difference would be explained by a particular characteristic of the sample or by the teaching and evaluation profile of the university.
Christodoulou, Eleni; Kalokairinou, Athina
Numerous surveys have confirmed that emerging technologies and Web 2.0 tools have been a defining feature in the lives of current students, estimating that there is a fundamental shift in the way young people communicate, socialize and learn. Nursing students in higher education are characterized as digital literate with distinct traits which influence their learning styles. Millennials exhibit distinct learning preferences such as teamwork, experiential activities, structure, instant feedback and technology integration. Higher education institutions should be aware of the implications of the Net Generation coming to university and be prepared to meet their expectations and learning needs.
Bucic, Tania; Robinson, Linda; Ramburuth, Prem
Purpose: This paper seeks to explore the effect of leadership style of a team leader on team-member learning in organizations, to conceptually extend an initial model of leadership and to empirically examine the new model of ambidextrous leadership in a team context. Design/methodology/approach: Qualitative research utilizing the case study method…
While a number of systems have been developed based on cognitive styles, and a significant body of research has been carried out about learning with multiple representations, little is known about the effectiveness of systems based on multiple intelligences (MI). To address this, a prototype was built based on Gardner's theory of MI and…
This study aimed to explore learning styles of the professional mountaineers. The research was carried out according to the survey model. The research group composed of 61 professional mountaineers (n[subscript (men)] = 45, n[subscript (women)] = 16) who attended Advanced Snow Ice Education Camp in Rize on September 1-7, 2012, the last camp of…
Charlesworth, Zarina M.
Purpose: This paper seeks to present research findings on the relationship between culture and learning styles, as defined by Honey and Mumford in a Higher Education setting. Design/methodology/approach: The research was conducted with first semester students studying in an International Institute of Higher Education. A questionnaire administered…
Costello, Joan; Peyton, Ellice
This report explores the possibility of constructing a conceptual framework to account for variations in learning styles observed among preschool disadvantaged children. It begins with a review of the literature on preschool intervention programs relating to ways disadvantaged children approach new experiences; gather, organize, and process…
Bishop, Carolyn; Foster, Christopher
Internet supported teacher education programs at the university are increasing, as is the need for qualified teachers in rural areas and inner cities. This study focused on the thinking styles of online learners in a post baccalaureate teacher education program. In order to more effectively meet students individual learning needs, 184 students…
Reports on a study done at Aberdeen University (England) which assessed the learning styles of first-year medical students. Results indicated that these students scored higher than other students in achievement (including study methods and competitiveness) and prediction for success. Includes the instrument used. (TW)
Ewing, Norma J.; Yong, Fung Lan
This study compared learning style preferences among gifted African-American (n=54), Mexican-American (n=61), and American-born Chinese (n=40) middle grade students attending Chicago, Illinois, public schools. Significant ethnic, gender, and grade differences were found. All three groups preferred studying in the afternoon and bright light and did…
Dunn, Rita S.; Price, Gary E.
It was found, among other things, that six of the 24 variables on the Learning Style Inventory significantly discriminated between gifted and normal elementary age Ss, and that gifted Ss also tended to be highly individualistic in their preferences for sound, silence, interaction, temperature variations, intake, mobility, and time. (DLS)
Glasgow, Jacqueline N.
Describes a developmental writing course taught in prison. Describes how the teaching styles took into account the presumed learning preferences of the African Americans in this group of inmates and resulted in a boost of both their self-confidence and the level of their writing. (SR)
Tan, Lin Mei; Laswad, Fawzi
This study examines the impact of learning styles on academic performance using major assessment methods (examinations and assignments including multiple-choice and constructed response questions (CRQs)) in an introductory accounting course. Students' learning styles were assessed using Kolb's Learning Style Inventory Version 3.1. The results…
Despite a large body of research into learning styles from cognitive, personality and activity perspectives, the definition of learning style is still unclear. The assessment instruments commonly in use have methodological problems. The learning styles of conservatorium instrumentalists are scarcely known and are best studied using an…
This paper is intended to review the affect of personality on learning styles. Costa and McCrae's Five-Factor Model of Personality (The Big 5) is explored against Kolb Learning Styles. The Big 5 factors are extraversion, neuroticism, openness, agreeableness and conscientiousness, whereas Kolb Learning Styles are divergers, assimilators,…
Rinehart, Amanda; Sharkey, Jennifer; Kahl, Chad
Do librarians with different characteristics, such as type of work responsibilities or age, have different learning styles? The authors analyzed results from over 1,500 responses to a version of the Index of Learning Styles (ILS) questionnaire based on the Felder-Silverman Learning Styles model. This model consists of eight dimensions paired on…
There are a few unique English teaching and learning styles among some Chinese teachers and learners, which affect their work efficiency or are toxic to their work and study. Some suggestions on getting rid of toxic teaching and learning styles are necessary to the improvement of teaching and learning efficiency. Cultivating healthy styles for…
Uhlik, Kim S.; Jones, Pamela E.
The influence of students' learning styles has been increasingly recognized as an integral component of effective higher education; therefore, application of learning styles to academic advising is equally relevant. As academic advisors address student learning styles in the hope of promoting greater student success, the contribution of advisors'…
Librarians are using learning styles as a tool to engage students and enhance their teaching. However, a review of the literature reveals that learning styles theory is complex and problematic. It is important to base our practice on sound pedagogy. This critical examination of learning styles explores the issues surrounding them and what they can…
Landrum, Timothy J.; McDuffie, Kimberly A.
The concept of learning styles has tremendous logical and intuitive appeal, and educators' desire to focus on learning styles is understandable. Recently, a growing emphasis on differentiated instruction may have further increased teachers' tendency to look at learning styles as an instructionally relevant variable when individualizing instruction…
Reiff, Judith C.
This monograph reviews several approaches for describing learning styles and the instructional implications of an emphasis on learning styles for teachers. Several reasons for the importance of understanding individual learning styles are provided; such understanding leads to: (1) reduction of teacher and student frustration; (2) higher student…
Vinales, James Jude
The learning environment provides crucial exposure for the pre-registration nursing student. It is during this time that the student nurse develops his or her repertoire of skills, knowledge, attitudes and behaviour in order to meet competencies and gain registration with the Nursing and Midwifery Council. The role of the mentor is vital within the learning environment for aspiring nurses. The learning environment is a fundamental platform for student learning, with mentors key to identifying what is conducive to learning. This article will consider the learning environment and learning styles, and how these two essential elements guide the mentor in making sure they are conducive to learning.
Crawford, Stephanie Y.; Alhreish, Suhail K.
Objectives. To compare dominant learning styles of pharmacy students and faculty members and between faculty members in different tracks. Methods. Gregorc Style Delineator (GSD) and Zubin’s Pharmacists’ Inventory of Learning Styles (PILS) were administered to students and faculty members at an urban, Midwestern college of pharmacy. Results. Based on responses from 299 students (classes of 2008, 2009, and 2010) and 59 faculty members, GSD styles were concrete sequential (48%), abstract sequential (18%), abstract random (13%), concrete random (13%), and multimodal (8%). With PILS, dominant styles were assimilator (47%) and converger (30%). There were no significant differences between faculty members and student learning styles nor across pharmacy student class years (p>0.05). Learning styles differed between men and women across both instruments (p<0.01), and between faculty members in tenure and clinical tracks for the GSD styles (p=0.01). Conclusion. Learning styles differed among respondents based on gender and faculty track. PMID:23275657
Salter, Daniel W.; Evans, Nancy J.; Forney, Deanna S.
The stability of learning style preferences, as measured by the Myers-Briggs Type Indicator (MBTI) and Learning Style Inventory (LSI), was examined using a configural frequency analysis of differences. Thirteen cohorts (222 graduate students) completed the instruments 3 times during their programs. Implications for use of learning style measures…
Rubenson, Kjell, Ed.
As individuals and societies try to respond to fundamental economic and social transformation, the field of adult learning and education is rapidly getting increased attention and new topics for research on adult learning have emerged. This collection of articles from the International Encyclopedia of Education 3e offers practitioners and…
Eryigit, Suna; Kerpelman, Jennifer
This paper reports on two studies with Turkish young adults that used the Turkish version of the Identity Processing Style Q-Sort (IPSQ). The IPSQ is based on Berzonsky's informational, normative, and diffused identity styles. Participants sort descriptors of the styles into columns ranging from most to least like them. Patterns in Turkish young adults' identity styles were examined in the first study. The construct validity of the IPSQ-Turkish version based on associations between the IPSQ and measures of cultural orientation, self-definitions, self-concept clarity, self-esteem, and coping was tested in the second study. Results of the first study were consistent with the current literature in terms of a negative correlation between informational and diffuse/avoidant styles, and a relatively weaker relationship between informational and normative styles. Support for the construct validity of the Turkish version of the IPSQ was found in the second study, with results consistent with other IPSQ research.
Liao, Chechen; Chuang, Shu-Hui
In this study, similarities and differences in learning outcome associated with individual differences in cognitive styles are examined using the traditional (face-to-face) and web-based learning modes. 140 undergraduate students were categorized as having analytic or holistic cognitive styles by their scores on the Style of Learning and Thinking questionnaire. Four different conditions were studies; students with analytic cognitive style in a traditional learning mode, analytic cognitive style in a web-based learning mode, holistic cognitive style in a traditional learning mode, and holistic cognitive style in a web-based learning mode. Analysis of the data show that analytic style in traditional mode lead to significantly higher performance and perceived satisfaction than in other conditions. Satisfaction did not differ significantly between students with analytic style in web-based learning and those with holistic style in traditional learning. This suggest that integrating different learning modes into the learning environment may be insufficient to improve learners' satisfaction.
Fleming, Sandra; McKee, Gabrielle; Huntley-Moore, Sylvia
This paper reports on the main findings of a longitudinal study of the learning styles of one cohort of undergraduate pre-registration nursing students at an Irish university. The Honey and Mumford (2000a) Learning Styles Questionnaire was administered to a sample of students in their first (n=202) and final year of study (n=166), the final sample number (58) was based on matched pairs. The most common dominant learning style in first year was the dual learning category (35%) while a large proportion of the students (53%) in their final year had no dominant learning style. The preferred learning style of students in their first (69%) and final (57%) year was reflector. Learning styles were significantly different at the two time points and there was a significant relationship between some learning styles and students' age but not with academic achievement. Total scores of all learning styles showed significant improvements across the two time points of the study. An important implication for nurse education practice is the need for nurse educators to be aware of students' learning styles and in an attempt to maximise students' learning potential, utilise a range of teaching and learning methodologies and assessments that develop all learning styles.
Foley, Griff, Ed.
This broad introduction to adult and postcompulsory education offers an overview of the field for students, adult educators and workplace trainers. The book establishes an analytical framework to emphasize the nature of learning and agency of learners; examines the core knowledge and skills that adult educators need; discusses policy, research and…
Fatahi, Somayeh; Moradi, Hadi; Farmad, Elaheh
Learning Style (LS) is an important parameter in the learning process. Therefore, learning styles should be considered in the design, development, and implementation of e-learning environments. Consequently, an important capability of an e-learning system could be the automatic determination of a student's learning style. In this paper, a set of…
Chang, Yi-Hsing; Chen, Yen-Yi; Chen, Nian-Shing; Lu, You-Te; Fang, Rong-Jyue
This study designs and implements an adaptive learning management system based on Felder and Silverman's Learning Style Model and the Mashup technology. In this system, Felder and Silverman's Learning Style model is used to assess students' learning styles, in order to provide adaptive learning to leverage learners' learning preferences.…
Li, Yulong; Medwell, Jane; Wray, David; Wang, Lixun; Liu, Xiaojing
The debate about learning styles has been on going for nearly half a century, many researchers have categorised them into style families. For some reasons, VAK is the most often heard, however, it is only one of the many categories. Current study gives a synthetic introduction of the existing strands of learning style categorizations, and…
Fournier, Randolph Scott; Schmidt, B. June
Fifty preservice vocational teachers completed the Gregorc Style Delineator and received voice-input and dictation training. No differences appeared in performance or attitude for people with different learning styles. Students with concrete sequential learning styles and high attitudes toward technology had higher scores, those with low attitudes…
Huang, Juan; Prochner, Larry
Self-regulated learning is an important aspect of student learning and academic achievement. Certain parenting styles help children develop self-regulated learning and encourage them to exert control over their own learning. The purpose of this study was to examine the relationship between Chinese parenting style and children's involvement in…
Mior Yusup, Farah Nabillah; Balakrishnan, Khaymalatha
Learning style is an individual's natural or habitual pattern of acquiring and processing information in learning situations. A core concept is that individuals differ in how they learn. This study focused on to look at a group of TESL undergraduates' preference in learning styles. The finding showed that the students have different kind learning…
Dunser, Andreas; Jirasko, Marco
In this study, the relevance of the distinction between sequential and global learners in the context of learning with hypertext was investigated. Learners with global learning style were expected to produce better results when learning with hypertext, whereas learners with sequential learning style should profit from a structural aid in form of a…
Griffiths, Carol; Inceçay, Görsev
Although the learning style construct has aroused much interest over the years, questions remain regarding basic issues such as definition, the validity and/or reliability of various measurement instruments, and the relationship between learning style and successful learning. Furthermore, although maintaining stylistic flexibility is recommended…
Wildermuth, Mary; Aubrecht, Gordon J., II
In 1997 we introduced a new Physics by Inquiry course using portions of the Light and Shadows and Astronomy by Sight sections of Physics by Inquiry by Lillian McDermott, et al. The course content requires varied student learning strategies, such as geometric and ratio reasoning to understand similar triangles or the analysis of moon position data to determine cycles of the moon. We decribe our efforts using interviews, written journal entries, and pre and post test questionnaires to discern the epistomological framework used by students for different learning styles.
Background: The term “learning style” refers to the fact that each person has a different way of accumulating knowledge. While some prefer listening to learn better, others need to write or they only need to read the text or see a picture to later remember. According to Fleming and Mills the learning styles can be classified in Visual, Auditory and Kinesthetic. There is no evidence that teaching according to the learning style can help a person, yet this cannot be ignored. Subjects and methods: In this study, a number of 230 medical students were questioned in order to determine their learning style. Results: We determined that 73% of the students prefer one learning style, 22% prefer to learn using equally two learning style, while the rest prefer three learning styles. According to this study the distribution of the learning styles is as following: 33% visual, 26% auditory, 14% kinesthetic, 12% visual and auditory styles equally, 6% visual and kinesthetic, 4% auditory and kinesthetic and 5% all three styles. 32 % of the students that participated at this study are from UMF Craiova, 32% from UMF Carol Davila, 11% University of Medicine T Popa, Iasi, 9% UMF Cluj Iulius Hatieganu. Discussions: The way medical students learn is different from the general population. This is why it is important when teaching to considerate how the students learn in order to facilitate the learning PMID:25729590
del Moral, M. Esther; Cernea, Ana; Villalustre, Lourdes
The Web 2.0 brought in the use of social tools at a large scale in every area: a transformation which led to redefining the teaching-learning process. In this new context knowledge is distributed over network connections in an uncontrolled way - thus learning consists of recognizing relevant information patterns and constructing new connections.…
Differences in the learning styles of students with and without learning disabilities (LD) at a distance-learning university were examined. Two hundred and twelve students answered self-report questionnaires on their learning styles. Results revealed that students with LD preferred to use more stepwise processing, including memorizing and…
Fuelscher, Ian Tobias; Ball, Kevin; MacMahon, Clare
We present the perspective that while coaches and instructors commonly adapt learning styles to maximize training outcomes, there has been little to no empirical support for the efficacy of this practice. Learning styles is a learner’s preferred mode (e.g., visual, verbal) of taking in and processing new information. Although it is a relevant topic for the learning of motor and sport skills, few studies have used an appropriate methodology to test the effectiveness of learning style-based instruction. We highlight the need for a learning style assessment tool specific to motor skills and call for a test of the learning style hypothesis, the claim that learners will benefit from instruction that is tailored to their individual learning style. To this end, we suggest methodological guidelines. PMID:22416240
Fuelscher, Ian Tobias; Ball, Kevin; Macmahon, Clare
We present the perspective that while coaches and instructors commonly adapt learning styles to maximize training outcomes, there has been little to no empirical support for the efficacy of this practice. Learning styles is a learner's preferred mode (e.g., visual, verbal) of taking in and processing new information. Although it is a relevant topic for the learning of motor and sport skills, few studies have used an appropriate methodology to test the effectiveness of learning style-based instruction. We highlight the need for a learning style assessment tool specific to motor skills and call for a test of the learning style hypothesis, the claim that learners will benefit from instruction that is tailored to their individual learning style. To this end, we suggest methodological guidelines.
From an anthropologist's (Maddock, 1981) point of view, "science and science education are cultural enterprises which form a part of the wider cultural matrix of society and educational considerations concerning science must be made in the light of this wider perspective" (p.10). In addition, Spindler (1987) states that teaching science is considered cultural transmission while, Wolcott (1991) focuses on learning science as culture acquisition. In these statements, culture is defined as "an ordered system of meaning and symbols, in terms of which social interaction takes place" (Geertz, 1973). Thus, learning and culture are a partnership. Jones and Fennimore (1990) state: "Every culture brings habits of thought, resources, and context, which have built into them vehicles that promote learning and inquiry. Accordingly, children of any culture can and should have curriculum and instructional practices that draw from that culture." (p.16). Unfortunately, even though this statement is probably accurate, most schools still use the same curriculum, instructional methods, and assessment strategies for all students regardless of their differences in learning styles. The purpose of this study is to identify the relationship between students' learning styles and their culture. This is a correlational study. Does culture limit or expand the learning of individuals? For this study Turkish students who graduated from a Turkish high school and undertook undergraduate education in the United States or finished their undergraduate education in Turkey and pursued graduate education in the United States were identified. These Turkish subjects were compared to American college students through learning styles data and anxiety levels as cultural markers. To identify individuals' learning styles we used the Building Excellence (BE) instrument, which is an adult version of The Learning Style Inventory by Dunn, and Rundle (1996.1997, 1998, 1999, and 2000). BE assesses twenty four
Inott, Theresa; Kennedy, Betsy B
Nurses must facilitate and support patient and family decision-making and improvement in health outcomes using instructional skills. Complex patient needs and nursing responsibilities necessitate thoughtful consideration for maximizing the effectiveness of patient teaching encounters. This article reviews assessment of patient learning styles in combination with context for an individualized approach, as well as motivation for adult learners as a framework for organization of patient teaching. Methods and modes of patient teaching are discussed as well as tips for overcoming barriers to planning and implementing patient teaching.
Yannibelli, Virginia; Godoy, Daniela; Amandi, Analia
Learning styles encapsulate the preferences of the students, regarding how they learn. By including information about the student learning style, computer-based educational systems are able to adapt a course according to the individual characteristics of the students. In accomplishing this goal, educational systems have been mostly based on the…
Lethaby, Carol; Harries, Patricia
Recent research suggests that brain-based teaching, as exhibited in the idea of teaching to address perceptual learning styles, has no basis in what scientists are learning about the brain and how it works. This article questions whether training teachers to assess and accommodate learning styles is harmless or potentially poor educational…
Li, Haishan; He, Qingshun
Ambiguity tolerance and perceptual learning styles are the two influential elements showing individual differences in EFL learning. This research is intended to explore the relationship between Chinese EFL learners' ambiguity tolerance and their preferred perceptual learning styles. The findings include (1) the learners are sensitive to English…
Garcia, Patricio; Amandi, Analia; Schiaffino, Silvia; Campo, Marcelo
Students are characterized by different learning styles, focusing on different types of information and processing this information in different ways. One of the desirable characteristics of a Web-based education system is that all the students can learn despite their different learning styles. To achieve this goal we have to detect how students…
Khan, Zebun Nisa
Problem statement: As shown by research studies, knowledge of learning styles of students on the part of teachers is helpful in enhancing effectiveness of teaching-learning process. The present study was conducted to study and compare learning styles of students pursuing different professional courses at the university stage. The ultimate purpose…
Each child has a personal learning style that results from innate tendencies and environmental experiences. Because cultural groups often share common values, the experiences of children growing up with those values are reflected in their classroom learning behaviors. This paper discusses cultural differences in children's learning styles. The…
Williams, Chad J.; Matt, John J.; O'Reilly, Frances L.
A study was conducted of students participating in on-line academic courses in institutions of higher education to ascertain if there was a generational influence on learning styles. The specific research question was: What, if any, relationships exist among learning styles, generational groups, and satisfaction with online learning? Inferential…
Knowledge of students' learning styles can be a valuable tool in counseling them on what type of job/work environment they will be most satisfied in. A student's preference for work environments can be assessed by using learning style inventories, such as Canfield's, since many of the characteristics people prefer in the learning environment…
Fung, Y. H.; And Others
Describes a study of Chinese undergraduate students at the Hong Kong Polytechnic that was conducted to examine the reliability and predictive validity of a short form of Honey and Mumford's Learning Styles Questionnaire. Correlations between learning style scores and preferences for different types of learning activities are discussed. (16…
Adaptation to customer needs is a key component of competitiveness in any service industry. In online HE (higher education), which is increasingly worldwide, this adaptation must include consideration of learning styles. Most research shows that learning style has little impact on learning outcomes in online education. Nevertheless, students with…
Griffiths, Carol; İnceçay, Görsev
Although the learning style construct has aroused much interest over the years, questions remain regarding basic issues such as definition, the validity and/or reliability of various measurement instruments, and the relationship between learning style and successful learning. Furthermore, although maintaining stylistic flexibility is recommended by many authors, few studies have attempted to relate the style-stretching concept to successful learning. This study therefore attempted to address these questions. According to results, conducted among 106 Turkish university students, using an original instrument constructed using elements from established questionnaires, a small group of styles was significantly correlated with exam results, accounting for about a quarter of the variance (considered a large effect size in social science). In addition, higher-scoring students reported a more eclectic range of styles, suggesting more willingness to style-stretch, while lower-scoring students reported a more limited range. Pedagogical implications as well as areas for ongoing research are suggested.
Adults Learning, 2009
The Campaigning Alliance for Lifelong Learning is to lobby parliament for the restoration of the 1.5 million adult learning places lost over the past two years. The campaign has attracted supporters from an astonishingly wide range of backgrounds. In this article, Gordon Marsden, Caroline Biggins, Beth Walker, Mike Chaney, Peter Davies, Sian…
Rogers, Alan; Illeris, Knud
This dialog between Alan Rogers and Knud Illeris debates arguments Rogers made in a previous article about the differences between adult and child learning. Rogers emphasizes differences in teacher-learner relationships. Illeris believes the differences result from different motivations for learning. (SK)
This article analyses the styles of English produced by an adult migrant who started to speak the language later in life, and it approaches them from the perspective of quantitative style-shifting and discursive stylization. After defining style and the procedures needed to justify the term "L2," the study describes the focal informant's…
Barron, Daniel D.
Understanding learning styles can help teachers get beyond lecture, text, and test. This article reviews some of the research and literature on learning styles, highlighting the Myers-Briggs Type Indicator, the Keirsey Temperament Sorter, the 4-MAT System, and Attention Deficit Disorder (ADD). Includes related Web sites and print resources. (PEN)
The purpose of the current study was to identify the extent to which learning styles influence the educational process as well as the outcome of elementary-age students in terms of academic achievement. This study examined potential relationships between the degree of match (as determined by comparing learning style preferences of students with…
Peterson, Kay; DeCato, Lisa; Kolb, David A.
This article introduces ways in which movement can enhance one's understanding of how to learn using Experiential Learning Theory (ELT) concepts of the Learning Cycle, Learning Styles, and Learning Flexibility. The theoretical correspondence between the dialectic dimensions of the Learning Cycle and the dimensions of the Laban Movement Analysis…
Yang, Tzu-Chi; Hwang, Gwo-Jen; Yang, Stephen Jen-Hwa
In this study, an adaptive learning system is developed by taking multiple dimensions of personalized features into account. A personalized presentation module is proposed for developing adaptive learning systems based on the field dependent/independent cognitive style model and the eight dimensions of Felder-Silverman's learning style. An…
Skeen, Thomas; Zafonte, Maria
Students struggle with learning correct documentation style as found in the Publication Manual of the American Psychological Association and teachers are often at a loss for how to best instruct students in correct usage of APA style. As such, the first part of this paper discusses the current research on teaching documentation styles as well as…
Schulz, Renate A., Ed.
This volume consists of the following papers selected from those presented at the 1977 Central States Conference on the Teaching of Foreign Languages: (1) "Educational Cognitive Style: A Basis for Personalizing Foreign Language Instruction," by Derek N. Nunney; (2) "Discovering Student Learning Styles through Cognitive Style Mapping," by Helen S.…
Fan, Jieqiong; Zhang, Li-fang
The present study examined the association between students' perceived general learning environment and their thinking styles (a specific term for "intellectual styles"). Seven hundred and fifty-two undergraduates in Shanghai responded to the Thinking Style Inventory-Revised II and the Inventory of Students' Perceived Learning…
Karbalaei Sabagh, Ali; Khademi, Mojgan; Noorbakhsh, Simasadat; Razjooyan, Katayoon; Arabgol, Fariba
The aim of the present study was to compare the parenting styles in parents with and without adult attention deficit hyperactivity disorder (ADHD) who had children with ADHD. It was a case-control study with convenience sampling strategy. Participants were recruited from the parents of previously diagnosed children with ADHD referred to Imam Hossein Hospital, Tehran/ Iran. Ninety parents with adult ADHD and 120 normal parents were chosen by Conner's Adult ADHD Screening Scale (CAARS) and psychiatrist interview. Using Baumrind Parenting Styles Questionnaire and Arnold Parenting Scale, parenting styles were assessed in both the groups. Results from independent samples t-test indicated that Authoritarian parenting style (F = 0.576, p 0.022) and Over reacting style (F = 7.976, p 0.045) were significantly higher in cases. On the other hand, controls were using Permissive style (F = 0.131, p 0.044) more than cases. The results are consistent with prior studies; these findings can improve the content of parent training for children with ADHD, who have adult ADHD themselves.
Hwang, Gwo-Jen; Sung, Han-Yu; Hung, Chun-Ming; Huang, Iwen
Learning styles are considered to be one of the factors that need to be taken into account in developing adaptive learning systems. However, few studies have been conducted to investigate if students have the ability to choose the best-fit e-learning systems or content presentation styles for themselves in terms of learning style perspective. In…
Landry, John M.
This quantitative study utilized the VARK learning style preference assessment instrument to examine how full-time sworn law enforcement officers learn and attempted to identify a predominant learning style preference among the participants. The primary question was: Which is the dominant learning style preference of full-time sworn law…
The idea of a personal style in learning has grown during the past decade to dominate teacher discourse in the UK. The theory supporting this idea is work in understanding cognitive and learning style. A recent review of learning styles for the Learning and Skills Development Agency in the UK has been widely publicised and is deeply critical of…
Jackson, Dontae L.
In the world of aviation, air traffic controllers are an integral part in the overall level of safety that is provided. With a number of controllers reaching retirement age, the Air Traffic Collegiate Training Initiative (AT-CTI) was created to provide a stronger candidate pool. However, AT-CTI Instructors have found that a number of AT-CTI students are unable to memorize types of aircraft effectively. This study focused on the basic learning styles (auditory, visual, and kinesthetic) of students and created a teaching method to try to increase memorization in AT-CTI students. The participants were asked to take a questionnaire to determine their learning style. Upon knowing their learning styles, participants attended two classroom sessions. The participants were given a presentation in the first class, and divided into a control and experimental group for the second class. The control group was given the same presentation from the first classroom session while the experimental group had a group discussion and utilized Middle Tennessee State University's Air Traffic Control simulator to learn the aircraft types. Participants took a quiz and filled out a survey, which tested the new teaching method. An appropriate statistical analysis was applied to determine if there was a significant difference between the control and experimental groups. The results showed that even though the participants felt that the method increased their learning, there was no significant difference between the two groups.
Grothe, Rebecca, Ed.
This book contains eight papers about lifelong learning in the Christian church. The preface and foreword are written by Rebecca Groth and H. George Anderson, respectively. (1) "The Gospel Calls Us" (Margaret A. Krych) examines five theological themes of lifelong learning. Adult development and learning styles are considered in (2) "What Teachers…
Knoll, Abby R; Otani, Hajime; Skeel, Reid L; Van Horn, K Roger
The concept of learning style is immensely popular despite the lack of evidence showing that learning style influences performance. This study tested the hypothesis that the popularity of learning style is maintained because it is associated with subjective aspects of learning, such as judgements of learning (JOLs). Preference for verbal and visual information was assessed using the revised Verbalizer-Visualizer Questionnaire (VVQ). Then, participants studied a list of word pairs and a list of picture pairs, making JOLs (immediate, delayed, and global) while studying each list. Learning was tested by cued recall. The results showed that higher VVQ verbalizer scores were associated with higher immediate JOLs for words, and higher VVQ visualizer scores were associated with higher immediate JOLs for pictures. There was no association between VVQ scores and recall or JOL accuracy. As predicted, learning style was associated with subjective aspects of learning but not objective aspects of learning.
Horton, C B; Oakland, T
Considerable interest in applications of temperament theory has led to proposals of four temperament-related learning styles. The hypothesis that achievement is higher when instructional strategies utilize methods consistent with students' preferred learning styles was tested using 417 seventh graders, the majority of whom were from minority and low SES families. The hypothesis was not supported; instead, student achievement was significantly higher with instructional strategies designed to promote personalized learning. The need to extend temperament-based learning styles by considering additional qualities that are important to learning is discussed.
Tawil, Norngainy Mohd; Ismail, Nur Arzilah; Asshaari, Izamarlina; Othman, Haliza; Zaharim, Azami; Bahaludin, Hafizah
Nowadays, traditional learning styles are assisted with e-learning components to ensure the effectiveness of the teaching and learning process, especially for the students. This approach is known as blended learning. Objective of this paper is to investigate and clarify the students' preferences in learning style, either traditional or e-learning.…
Andreou, Eleni; Andreou, Georgia; Vlachos, Filippos
Given the paucity of research that has examined associations between learning styles and chosen academic discipline in connection with performance on different second language (L2) verbal fluency tasks, the authors undertook the current study with the aim of investigating the relationship between Greek students' learning styles and performance on…
Seiver, Daniel Alan; Haddad, Kamal; Do, Andrew
Many academic disciplines have examined the role that variation in Jungian personality types plays in the academic performance of college students. Different personality types tend to have different learning styles, which in turn influence student performance in a variety of college courses. To measure the impact of learning styles on student…
Purpose: The purpose of this paper is to explore the relevance of three different types of styles measure for students' learning in a large introductory university course in psychology, using information technology to enhance teaching. The paper examines the relationship between styles, the usage of learning technology, and academic performance in…
Aden, Lori Ann Parsley
Although the field of distance education is growing, according to research, most online courses only use text-based instructional strategies instead of incorporating various instructional strategies to match differing learning styles. Furthermore, studies of learning styles in online professional development courses are limited. Using a…
Wu, Darren C.
Are potential relationships among students' learning styles and effectiveness in online education moderated by subject matter for undergraduate students at a private higher education institution? This causal relationship correlational study evaluated the effects of subject matter as a moderating variable between students learning styles and…
Turkel, Yesim Deniz; Tezer, Esin
This study investigated the differences among 834 high school students regarding learned resourcefulness in terms of perceived parenting style and gender. The data were gathered by administering the Parenting Style Inventory (PSI) and Rosenbaum's Self-Control Schedule (SCS). The results of ANOVA pertaining to the scores of learned resourcefulness…
Dunn, Rita, Ed.; Griggs, Shirley A., Ed.
The focus of this collection of essays is on new approaches to teaching in higher education. Selections are organized in five sections; the first section focuses on learning styles, while the remaining sections focus on applications in various academic disciplines. The chapters include: (1) "Capitalizing on College Students' Learning Styles:…
Ballone, Lena M.; Czerniak, Charlene M.
Learning styles is a common strand found throughout recent science education reform recommendations. The objective of this study was to examine the influences of teacher beliefs regarding their intent to implement a variety of instructional strategies to meet the needs of different learning styles in the science classroom. Ajzen's (1985) Theory of…
Personalization is one of the most expected features in the current educational systems. User modeling is supposed to be the first stage of this process, which may incorporate learning style as an important part of the model. Learning style, which is a non-stable characteristic in the case of children, differentiates students in learning…
Latham, Annabel; Crockett, Keeley; McLean, David; Edmonds, Bruce
This paper proposes a generic methodology and architecture for developing a novel conversational intelligent tutoring system (CITS) called Oscar that leads a tutoring conversation and dynamically predicts and adapts to a student's learning style. Oscar aims to mimic a human tutor by implicitly modelling the learning style during tutoring, and…
Ortigosa, Alvaro; Paredes, Pedro; Rodriguez, Pilar
One of the main concerns when providing learning style adaptation in Adaptive Educational Hypermedia Systems is the number of questions the students have to answer. Most of the times, adaptive material available will discriminate among a few categories for each learning style dimension. Consequently, it is only needed to take into account the…
This study analyzes and compares the results of a survey and an interview investigation concerning the learning styles of 32 student music teachers at The University College of Music Education (SMI) in Sweden. The students' learning style preferences were examined through a productivity environmental preference survey (PEPS), a computer-based…
Purpose: The purpose of this paper is to present, try out, and evaluate a strategy for implementation of learning and teaching styles at the teacher level. Design/methodology/approach: The study takes a qualitative approach to evaluating the short-term and long-term effects of a workshop on teaching and learning styles with regard to changing…
Jepsen, Denise M.; Varhegyi, Melinda M.; Teo, Stephen T. T.
Purpose: Although learning styles and teaching quality have been studied separately, the association between the association between the two has yet to be identified. The purpose of this paper is to establish the relationship between students' learning styles with students' perceptions of teaching quality. Design/methodology/approach: The study…
National Association of Secondary School Principals, Reston, VA.
Cosponsored by St. John's University (New York) and the Learning Styles Network of the National Association of Secondary School Principals (NASSP), the conference was designed to bring together leading figures in the fields of student learning styles and brain behavior research. Thirty-two papers from the conference are collected in this volume,…
Gonyea, Nathan E.
The present study investigated the impact of acculturation on the learning styles of 151 Hispanic students enrolled in a Hispanic Serving Institution in South Texas, controlling for age, gender, and country of origin. Acculturation did not significantly predict learning style when controlling for these three variables. These results may be because…
People have different learning styles that are reflected in different academic strengths, weaknesses, skills, and interests. Given the almost unlimited variety of job descriptions within food science and engineering, it is safe to say that students with every possible learning style have the potential to succeed as food scientists and engineers.…
Bhatti, Rahmatullah; Bart, William M.
The present study was designed to explore the influence of learning styles on scholastic achievement levels. The participants in this study were undergraduate students studying social sciences at a Division 1 research university. The frequencies of the participants in the four learning style categories are the following: Convergent ("n"…
This study aimed to investigate the relationship between social studies pre-service teachers' (SSPTs) learning style, test anxiety and academic achievement. A total of 315 SSPTs participated in the study. Data were collected using Turkish versions of Grasha-Reichmann learning style scale (GRLSS) and test anxiety scale (TAS) by Spielberger.…
Dunn, Rita; Honigsfeld, Andrea
In this essay, the authors argue that understanding students' learning styles is likely to (a) help teachers recognize the causes of some academic problems, and (b) lead to better planned, differentiated instruction. Learning style, as defined by Dunn and Dunn, is highlighted, and research supporting its effectiveness is outlined. By citing…
McLawhon, Ryan; Cutright, Marc
The purpose of this study was to determine the relationship between instructor learning style/preference and online faculty job satisfaction. Learning style was assessed using the Readiness for Education At a Distance Indicator (READI) now called Smarter Measure. Online faculty job satisfaction was assessed using the National Study of…
Sadeghi, Nabiollah; Kasim, Zalina Mohd; Tan, Bee Hoon; Abdullah, Faiz Sathi
This study aims at reviewing the relationship between learning styles, personality and reading comprehension performance. In the last two decades, ample studies have been done to examine the relationship between learning styles, learner's personality and performance in academic settings. The reviewed studies substantiate that there is a…
Eyuboglu, Filiz; Orhan, Feza
This study investigates the navigational patterns and learning achievement of university students with different cognitive styles, on hypermedia learning environments using paging or scrolling. The global-local subscales of Sternberg's Thinking Styles Inventory, two hypermedia, one using paging, the other using scrolling, a multiple choice…
Huber, Mary J.; Workman, Judson; Ford, Jo Ann; Moore, Dennis; Mayer, Theresa
This article reports on the evaluation of a two-year alcohol, tobacco and other drug (ATOD) intervention, the Prevention through Alternative Learning Styles ("PALS") program, targeting both teachers and middle-school students. Teachers are taught to recognize students' unique learning styles in the context of the ATOD curriculum and…
Psaltou-Joycey, Angeliki; Kantaridou, Zoe
This paper reports research on the learning style preferences of 1616 university students learning foreign languages for academic purposes across eight fields of study in a given educational and cultural context, namely, tertiary education in Greece. Data was collected by using the Style Analysis Survey the outcomes of which were further analysed…
Identifying personality types and learning style preferences of students and professionals in the allied health professions can aid college students in academic achievement and in career decision making. A literature review regarding personality types and learning style preferences of students enrolled in various allied health fields is presented.…
Williams, Chad James
The purpose of this study was to determine whether students associated with a generational group exhibit similar learning styles as identified by the Felder and Soloman Index of Learning Styles instrument. The secondary purpose was to determine to what degree these generational groups rate their satisfaction with online education through the use…
Lesmes-Anel, J; Robinson, G; Moody, S
BACKGROUND: Experienced trainers know that individual registrars react very differently to identical learning experiences generated during the year in practice. This divergence reflects differences in registrars' learning styles. Only one study of United Kingdom (UK) general practitioners' learning styles has been undertaken. Learning style theory predicts that matching learning preference with learning style will enhance learning. This paper researches for the first time the evidence in the setting of UK general practice. AIM: To determine, for the general practice registrars within the Wessex Region, the nature of their learning preferences and learning styles and correlations between them. DESIGN OF STUDY: A descriptive confidential postal questionnaire survey. SETTING: Fifty-seven registrars identified in the Wessex Region with a minimum experience of six months in general practice. METHOD: The questionnaire gathered demographic data (sex, age, experience in general practice, years post-registration, and postgraduate qualifications). Learning preferences were elicited using a six-point Likert scale for learning experiences. The Honey and Mumford Learning Style Questionnaire (LSQ) elicited the registrars' learning styles. A second questionnaire was sent to non-responders. RESULTS: The response rate was 74%. Registrars report that interactive learning with feedback is preferred, but more passive learning formats remain valued. A wide range of learning style scores was found. The Honey and Mumford LSQ mean scores fell within the reflector-theorist quadrant. Evidence for correlations between learning preferences and learning styles was also found, in particular for the multiple choice question and audit components of summative assessment. CONCLUSION: A wide range of registrar learning styles exists in Wessex, and initial correlations are described between learning preferences and learning styles as predicted by style theory. This work sets the stage for a shared
Roberson, Donald N., Jr.
This summary of adult development covers a wide range of authors. Adult development is one way of understanding how the internal and external changes in our lives have an impact on learning. Of particular importance in this work are the developmental issues of older adults. I present various theories of adult development such as linear and…
Damrongpanit, Suntonrapot; Reungtragul, Auyporn
The purposes of this study were to identify learning styles of ninth-grade students, to identify teaching styles of four subject teachers, and to compare four academic achievements between different matching conditions of students' learning styles and teachers' teaching styles. The research participants comprised of 3,382 ninth-grade students and,…
Pazzaglia, Francesca; Moè, Angelica
In inspecting, learning and reproducing a map, a wide range of abilities is potentially involved. This study examined the role of mental rotation (MR) and verbal ability, together with that of cognitive styles in map learning. As regards cognitive styles, the traditional distinction between verbalizers and visualizers has been taken into account, together with a more recent distinction between two styles of visualization: spatial and object. One hundred and seven participants filled in two questionnaires on cognitive styles: the Verbalizer-Visualizer Questionnaire (Richardson in J Ment Imag 1:109-125, 1977) and the Object-Spatial Imagery Questionnaire (Blajenkova et al. in Appl Cogn Psych 20:239-263, 2006), performed MR and verbal tests, learned two maps, and were then tested for their recall. It was found that MR ability and cognitive styles played a role in predicting map learning, with some distinctions within cognitive styles: verbal style favoured learning of one of the two maps (the one rich in verbal labels), which in turn was disadvantaged by the adoption of spatial style. Conversely, spatial style predicted learning of the other map, rich in visual features. The discussion focuses on implications for cognitive psychology and everyday cognition.
Chen, Sherry Y.; Chang, Li-Ping
Both individual learning (IL) and collaborative learning (CL) provide students with different benefits. However, previous research indicates that cognitive styles affect students' learning preferences. Thus, it is necessary to examine how cognitive styles influence students' reactions to IL and CL. Among various cognitive styles, Pask's…
Bacon, Donald R.
In this study, the author examined two learning style measures that are available online, Felder's Index of Learning Styles and Jester's Learning Styles Survey. Most of the subscales contained in these measures were found to have poor reliability. Further, the author found that these measures exhibited little or no meaningful association with…
Price, Elsa C.
To meet the challenges created by diverse learning styles and abilities, community college students are often required to take placement tests to identify individual learning styles. This study was conducted to determine whether organizing students into activity groups based on learning style contributes to performance; and whether grouping…
Spevak, Arlene J.
Research in science education has presented investigations and findings related to the significance of particular learning variables. For example, the factors of learning style, learning strategy and motivational orientation have been shown to have considerable impact upon learning in a traditional classroom setting. Although these data have been somewhat generous for the face-to-face learning situation, this does not appear to be the case for distance education, particularly the Internet-based environment. The purpose of this study was to describe the on-line graduate science student, regarding the variables of learning style, learning strategy and motivational orientation. It was believed that by understanding the characteristics of adult science learners and by identifying their learning needs, Web course designers and science educators could create on-line learning programs that best utilized students' strengths in learning science. A case study method using a questionnaire, inventories, telephone interviews and documents was applied to nine graduate science students who participated for ten weeks in an asynchronous, exclusively Internet mediated graduate science course at a large, Northeastern university. Within-case and cross-case analysis indicated that these learners displayed several categories of learning styles as well as learning strategies. The students also demonstrated high levels of both intrinsic and extrinsic motivation, and this, together with varying strategy use, may have compensated for any mismatch between their preferred learning styles and their learning environment. Recommendations include replicating this study in other online graduate science courses, administration of learning style and learning strategy inventories to perspective online graduate science students, incorporation of synchronous communication into on-line science courses, and implementation of appropriate technology that supports visual and kinesthetic learners. Although
Wilson, Vicki A.
The literature on learning styles is full of unresolved issues, both theoretical and practical. Early research into learning styles includes that of H. A. Witkin, who developed the Embedded Figures Test in the late 1960s. This test determines the "field dependence" or "field independence" of individuals, marking their global…
This study compared the gifted students and nongifted students' learning styles and their motivation styles toward science learning. In accordance with this purpose, this research was based upon thirty gifted students, who were selected by a specially-designed exam throughout Turkey and have been educated in ASTC (Art and Science Training Center…
Hsu, Chia-Cheng; Wang, Kun-Te; Huang, Yueh-Min
An innovative learning mechanism for identifying learners' learning styles to improve adaptive learning is proposed. Hypermedia-learning tools are highly interactive to learners in web-based environments that have become increasingly popular in the field of education. However, these learning tools are frequently inadequate for individualize learning because accessing adaptive learning content is required for learners to achieve objectives. For predicating adaptive learning, a neuron-fuzzy inference approach is used to model the diagnosis of learning styles. Then, according to the diagnosis results, a recommendation model is constructed to help learners obtain adaptive digital content. The proposed approach has the capability of tracking learning activities on-line to correspond with learning styles. The results show that the identified model successfully classified 102 learners into groups based on learning style. The implemented learning mechanism produced a clear learning guide for learning activities, which can help an advanced learning system retrieve a well-structure learning unit.
Gurpinar, Erol; Bati, Hilal; Tetik, Cihat
The aim of the present study was to investigate if any changes exist in the learning styles of medical students over time and in relation to different curriculum models with these learning styles. This prospective cohort study was conducted in three different medical faculties, which implement problem-based learning (PBL), hybrid, and integrated curriculum models. The study instruments were Kolb's Learning Style Inventory (LSI) and a questionnaire describing the students' demographic characteristics. Sample selection was not done, and all first-year students (n = 547) were targeted. This study was designed in two phases. In the first year, the study instruments were delivered to the target group. The next year, the same instruments were delivered again to those who had fully completed the first questionnaire (n = 525). Of these, 455 students had completed the instruments truly and constituted the study group. The majority of the students were assimilators and convergers in both the first and second years. A change in learning style was observed between 2 yr in 46.9% of the students in the integrated curriculum, in 49.3% of the students in the hybrid curriculum, and 56.4% of the students in the PBL curriculum. The least and most changes observed between the learning style groups were in assimilators and divergers, respectively. Curriculum models and other independent variables had no significant effect on the change between learning styles. The learning styles of medical students may change over time. Further followup studies in larger groups are needed to clarify this relation.
Drissi, Samia; Amirat, Abdelkrim
Personalized e-learning implementation is recognized as one of the most interesting research areas in the distance web-based education. Since the learning style of each learner is different one must fit e-learning with the different needs of learners. This paper presents an approach to integrate learning styles into adaptive e-learning hypermedia.…
Sherry, Alissa; Lyddon, William J.; Henson, Robin K.
The current study was designed to test specific hypotheses associated with W. J. Lyddon and A. Sherry's (2001) attachment theory model of developmental personality styles. More specifically, 4 adult attachment dimensions were correlated with 10 personality scales on the Millon Clinical Multiaxial Inventory-III (T. Millon, R. Davis, & C.…
Castolo, Carmencita L.; Rebusquillo, Lizyl R.
Learning styles have a big contribution to the academic performance of a student. Awareness of one's learning styles will help a person maximize his potential in accumulating learning to the best of his ability with the use of his preferred learning styles. The teacher's awareness of the student's learning styles will help him/her select teaching…
Massey, Margaret G; Kim, Suk-Hee; Mitchell, Courtney
This study examines the learning styles of students in social work classes at Norfolk State University. Knowledge of learning styles can enhance the ability of faculty to build on student experiences and construct new learning opportunities. Kolb's Learning Style Inventory was administered to identify each student's dominate learning style. The theoretical underpinning is experiential learning, which supports the concept that learning styles are developed through experiences. The results indicated that diverging and accommodating learning styles occurred most often. Students with these styles learn best in classes where activities include lectures, role playing exercises, discussions, opportunities to practice skills, and reflection.
Davis, Stacey M.; Franklin, Scott V.
Students express a wide range of preferences for learning environments. We are trying to measure the manifestation of learning styles in various learning environments. In particular, we are interested in performance in an environment that disagrees with the expressed learning style preference, paying close attention to social (group vs. individual) and auditory (those who prefer to learn by listening) environments. These are particularly relevant to activity-based curricula which typically emphasize group-work and de-emphasize lectures. Our methods include multiple-choice assessments, individual student interviews, and a study in which we attempt to isolate the learning environment.
Meeuwsen, Harry J; King, George A; Pederson, Rockie
A growing body of research supports cooperative learning as an effective teaching strategy. A specific cooperative learning strategy, Team-based Learning, was applied to a convenience sample of four undergraduate sophomore-level motor behavior courses over four semesters from Fall 2002 to Spring 2004 to examine whether this strategy would affect students' learning styles. The data from the Grasha-Reichmann Student Learning Style Scales indicated that this teaching strategy was associated with a significant decrease in the negative Avoidant and Dependent learning styles and an improvement in the positive Participant learning style.
Chen, Bryan H.; Chiou, Hua-Huei
The purpose of this study is to investigate how hybrid learning instruction affects undergraduate students' learning outcome, satisfaction and sense of community. The other aim of the present study is to examine the relationship between students' learning style and learning conditions in mixed online and face-to-face courses. A quasi-experimental…
Çirkinoǧlu, A. G.; Dem&ircidot, N.
In the literature, some researches on kinematics revealed that students have many difficulties in connecting graphs and physics. Also some researches showed that the method used in classroom affects students' further learning. In this study the correlation between university students' kinematics achieve and learning style are investigated. In this purpose Kinematics Achievement Test and Learning Style Inventory were applied to 573 students enrolled in general physics 1 courses at Balikesir University in the fall semester of 2005-2006. Kinematics Test, consists of 12 multiple choose and 6 open ended questions, was developed by researchers to assess students' understanding, interpreting, and drawing graphs. Learning Style Inventory, a 24 items test including visual, auditory, and kinesthetic learning styles, was developed and used by Barsch. The data obtained from in this study were analyzed necessary statistical calculations (T-test, correlation, ANOVA, etc.) by using SPSS statistical program. Based on the research findings, the tentative recommendations are made.
de Boer, Jelle; Kommers, Piet A. M.; de Brock, Bert
Improving the effectiveness of learning when students observe video lectures becomes urgent with the rising advent of (web-based) video materials. Vital questions are how students differ in their learning preferences and what patterns in viewing video can be detected in log files. Our experiments inventory students' viewing patterns while watching…
Whittington, M. Susie; Raven, Matt R.
The Group Embedded Figures Test and Van Tilburg/Heimlich Teaching Style Preference instrument were completed by 31 agriculture student teachers (58% over age 25). Females were more field independent than the general female population. Overall, field independence was the preferred learning style and student-centered was the preferred teaching…
Lin, Carolyn A.; Creswell, Kent W.
Describes study of undergraduates that explored potential effects of instructional television (ITV) lecture presentation styles on student learning and acceptance. Eye contact and interspersed questioning techniques are emphasized, four treatment styles are explained, results are analyzed, and further research studies are suggested. (44…
Oakland, Thomas; Joyce, Diana
Four temperament qualities and their origins are described together with the influence of temperament styles on teaching and learning styles. Teachers are encouraged to provide opportunities for students to utilize their strengths, to overcome weaknesses, to encourage positive behaviors, to promote an understanding of themselves and others, and to…
Turney, Mary Ann
With an increasing number of women becoming members of flight crews, the leadership styles of men and women are at issue. A study explored three basic questions: (1) How do male and female learning and leadership styles differ? (2) What barriers to gender integration and crew teamwork are perceived by pilot crew members? and (3) What…
The aims of this research were to determine the effect of cooperative learning model and learning styles on learning result. This quasi-experimental study employed a 2x2 treatment by level, involved independent variables, i.e. cooperative learning model and learning styles, and learning result as the dependent variable. Findings signify that: (1)…
Brown, Ted; Zoghi, Maryam; Williams, Brett; Jaberzadeh, Shapour; Roller, Louis; Palermo, Claire; McKenna, Lisa; Wright, Caroline; Baird, Marilyn; Schneider-Kolsky, Michal; Hewitt, Lesley; Sim, Jenny; Holt, Tangerine-Ann
The objective for this study was to determine whether learning style preferences of health science students could predict their attitudes to e-learning. A survey comprising the "Index of Learning Styles" (ILS) and the "Online Learning Environment Survey" (OLES) was distributed to 2885 students enrolled in 10 different health…
The study described looks at the effects of learning style profile of teams on the quality of materials developed in a collaborative learning process. The study was carried out on collaborative teams of four or five university students, formed through learner preferences. Learning styles of the teams were determined using Kolb's Learning Styles…
Schulz, Lisa C.
Telecommuting learning style preferences were examined in an effort to determine the impact of learning transfer and if employees could benefit from blended training methodologies (i.e., online, face-to-face). Learning style preferences were examined in an effort to promote learning transfer and retention in the workplace. Employees in higher…
Viola, Silvia Rita; Graf, Sabine; Kinshuk; Leo, Tommaso
Learning styles are incorporated more and more in e-education, mostly in order to provide adaptivity with respect to the learning styles of students. For identifying learning styles, at the present time questionnaires are widely used. While such questionnaires exist for most learning style models, their validity and reliability is an important…
Olaniran, Bolanle A.
This article explores Web 2.0 in interactive learning environments. Specifically, the article examines Web 2.0 as an interactive learning platform that holds potential, but is also limited by learning styles and cultural value preferences. The article explores the issue of control from both teacher and learner perspectives, and in particular the…
National Languages and Literacy Inst. of Australia, Melbourne. Adult Education Resource and Information Service.
This information sheet provides a summary of general observations regarding adult learners. Adults from different walks of life may seek out learning at different times in their lives, for different reasons, and for vastly different purposes. Adult learning groups may include students of different ages, cultures, and educational and socioeconomic…
This symposium on adult learning and human resource development consists of three presentations. "Adult Learning Principles and Concepts in the Workplace: Implications for Training in HRD" (Margot B. Weinstein) reports on findings from interviews with restaurant employees who reported that training practices using adult learning…
Newton, Philip M
The existence of 'Learning Styles' is a common 'neuromyth', and their use in all forms of education has been thoroughly and repeatedly discredited in the research literature. However, anecdotal evidence suggests that their use remains widespread. This perspective article is an attempt to understand if and why the myth of Learning Styles persists. I have done this by analyzing the current research literature to capture the picture that an educator would encounter were they to search for "Learning Styles" with the intent of determining whether the research evidence supported their use. The overwhelming majority (89%) of recent research papers, listed in the ERIC and PubMed research databases, implicitly or directly endorse the use of Learning Styles in Higher Education. These papers are dominated by the VAK and Kolb Learning Styles inventories. These presence of these papers in the pedagogical literature demonstrates that an educator, attempting to take an evidence-based approach to education, would be presented with a strong yet misleading message that the use of Learning Styles is endorsed by the current research literature. This has potentially negative consequences for students and for the field of education research.
Freeman, Michael K.; Whitson, Donna L.
Reviews models of learning style, cognitive style, and thinking style and makes recommendations: (1) style preferences are not unchangeable; (2) style refers to learner actions not ability; (3) learning should be considered broader than cognitive achievement; and (4) teachers should adopt a bilateral approach to influencing student actions. (SK)
Daghan, Gökhan; Akkoyunlu, Buket
This study examines learning styles of students receiving education via online learning environments, and their preferences concerning the online learning environment. Maggie McVay Lynch Learning Style Inventory was used to determine learning styles of the students. The preferences of students concerning online learning environments were detected…
Falk-Kessler, Janet; Emery, Lynnda J; Scoggin, Angela E
The purpose of this study was to examine the learning styles of university students in an occupational therapy program in a Hispanic-serving institution. Forty-four university students completed the Self-Directed Learning Style Check. This 80-item questionnaire identifies preferred self-directed learning styles and corresponding strategies to enhance learning. Analysis revealed a preference for the learning styles of organizing, personalizing, doing, and imagining in contrast to the styles of reflecting, collaborating, observing, and envisioning. Strategies to facilitate learning by building on preferred learning styles, while also encouraging flexibility of learning strategies, are presented.
Lee, Chen Kang; Sidhu, Manjit Singh
Engineering educators have been increasingly taking the learning style theories into serious consideration as part of their efforts to enhance the teaching and learning in engineering. This paper presents a research study to investigate the learning style preference of the mechanical engineering students in Universiti Tenaga Nasional (UNITEN),…
Lee, Cynthia; Yeung, Alexander Seeshing; Ip, Tiffany
Computer technology provides spaces and locales for language learning. However, learning style preference and demographic variables may affect the effectiveness of technology use for a desired goal. Adapting Reid's pioneering Perceptual Learning Style Preference Questionnaire (PLSPQ), this study investigated the relations of university students'…
Mohr, Alexander Toni; Holtbrugge, Dirk; Berg, Nicola
This paper uses data gathered from 953 students to investigate how far individuals' preferences for a particular learning style are associated with the perceived usefulness of e-learning. Our findings reveal the effect of individuals' learning styles as well as their gender and professional experience on the perceived usefulness of different forms…
Woods, Helen Buckley
In this article, Kolb's cycle of learning is put forward as a useful theory to consult when planning information literacy or other teaching sessions. The learning cycle is contextualised and Kolb's and other theories are briefly explored. The author then considers how learning style theories can be utilised when planning teaching and learning activities. The use of planning tools is advocated and ideas for sessions are suggested. HS.
Smith Staley, Charlesetta
This quantitative study explored the leadership styles of mentors for retained first-year adult students to analyze whether the prevalent style had a higher impact on first-year adult student retention. The Multifactor Leadership Questionnaire (MLQ) 5x was used to collect data on the mentors' leadership styles from the perspective of retained…
Shevlin, Mark; Boyda, David; Elklit, Ask; Murphy, Siobhan
Background Based on Bowlby's attachment theory, Bartholomew proposed a four-category attachment typology by which individuals judged themselves and adult relationships. This explanatory model has since been used to help explain the risk of psychiatric comorbidity. Objective The current study aimed to identify attachment typologies based on Bartholomew's attachment styles in a sample of bereaved parents on dimensions of closeness/dependency and anxiety. In addition, it sought to assess the relationship between the resultant attachment typology with a range of psychological trauma variables. Method The current study was based on a sample of 445 bereaved parents who had experienced either peri- or post-natal death of an infant. Adult attachment was assessed using the Revised Adult Attachment Scale (RAAS) while reaction to trauma was assessed using the Trauma Symptom Checklist (TSC). A latent profile analysis was conducted on scores from the RAAS closeness/dependency and anxiety subscales to ascertain if there were underlying homogeneous attachment classes. Emergent classes were used to determine if these were significantly different in terms of mean scores on TSC scales. Results A four-class solution was considered the optimal based on fit statistics and interpretability of the results. Classes were labelled “Fearful,” “Preoccupied,” “Dismissing,” and “Secure.” Females were almost eight times more likely than males to be members of the fearful attachment class. This class evidenced the highest scores across all TSC scales while the secure class showed the lowest scores. Conclusions The results are consistent with Bartholomew's four-category attachment styles with classes representing secure, fearful, preoccupied, and dismissing types. While the loss of an infant is a devastating experience for any parent, securely attached individuals showed the lowest levels of psychopathology compared to fearful, preoccupied, or dismissing attachment styles. This may
Ross, Jonathan L.; Drysdale, Maureen T. B.; Schultz, Robert A.
Investigated effects of cognitive learning style on academic performance in two university computer applications courses. Discusses use of the Gregorc Style Delineator to collect learning style information over a four-year period. Results indicated a significant effect of learning style on academic performance, and that sequential learners…
There are both psychological and biological reasons to expect that certain areas of learning will present young children with Down syndrome with significant problems. Knowledge of the neurological underpinnings of these specific difficulties can often allow compensatory teaching strategies to be put in place, however, and some of these have proved highly effective. The impact of the psychological environment on the progress of development in children with Down syndrome is less well understood. Experience of how others respond to their attempts at understanding the physical and social world and the balance of successes and failures they experience in their early learning are both likely to influence the approach to learning adopted when faced with mastering new skills. Findings from inter-linking studies of cognitive and socio-cognitive development which have explored learning behaviours at different ages and at different developmental stages illustrate how a learning style can sometimes evolve over time in which less than efficient use is made of current levels of cognitive ability. Social ploys are sometimes used to avoid engagement in learning, with the net effect that opportunities to learn new skills are not fully exploited and old skills are sometimes inadequately consolidated. Findings of a misuse of social skills in cognitive contexts do not necessarily provide support for the widely-held view that social understanding is an area of strength in children with Down syndrome and less vulnerable to disruption than cognitive development. Data from a recent study of face-processing abilities suggest that there may in fact be a specific weakness in a fundamental skill normally underpinning the development of social understanding: the ability to recognise differences in emotional expressions. The children with Down syndrome in this study had few problems in correctly identifying individual faces but evidenced difficulties in reliably interpreting the emotional
Kinshuk; Liu, Tzu-Chien; Graf, Sabine
Although learning styles are considered as an important factor in education, students often have to learn in courses that do not support their learning styles. A challenge for technology facilitated learning is therefore to assist and help students to cope with courses that do not match their learning styles by training and developing their less…
Sywelem, Mohamed; Al-Harbi, Qassem; Fathema, Nafsaniath; Witte, James E.
All students learn, but not all learn in the same way. Educational researchers postulate that everyone has a learning style. This article examines how cultural variability is reflected in the learning style of students in Egypt, Saudi Arabia and United States. In this study, the learning styles of over 300 students in Teacher Education…
Harris, La Verne Abe; Sadowski, Mary S.; Birchman, Judy A.
Kolb (2004) and others have defined learning style as a preference by which students learn and remember what they have learned. This presentation will include a summary of learning style research published in the "Engineering Design Graphics Journal" over the past 15 years on the topic of learning styles and graphics education. The…
Özerem, Aysen; Akkoyunlu, Buket
Problem Statement: While designing a learning environment it is vital to think about learner characteristics (learning styles, approaches, motivation, interests… etc.) in order to promote effective learning. The learning environment and learning process should be designed not to enable students to learn in the same manner and at the same level,…
This study was carried out to help occupational therapy students utilize learning strategies necessary to be successful at the graduate level. Students completed The Kolb Learning Style Inventory and Motivation Strategies for Learning Questionnaire to identify their personal learning preferences. These preferences were used as the basis for a remediation program carried out during the second semester of the curriculum following less than adequate performance during the first semester in basic science content. At mid-term, all but one student was satisfied with her performance in neuroanatomy. Following a closer scrutiny of the dissatisfied student's approach to learning, the student and program developer devised a more comprehensive plan. By the end of the semester, all students successfully passed neuroanatomy while adequately balancing other courses within the semester. Given the initial positive results, the utilization of attention to learning styles as a means to direct student learning may be a promising model for struggling students in graduate education.
Theis, Saundra L.; Merritt, Sharon L.
The Patient Learning Styles Questionnaire derived from Canfield and administered to 134 elderly coronary artery disease patients revealed the following order of learning preferences: structure, iconics, listening, direct experience, reading, achievement, affiliation, and eminence. Level of education significantly influenced preferred learning…
This research tests the effectiveness of taking learning style variables from the Kolb learning model in designing strategic planning seminars. We observe in our research that the participants in the seminar--school principals--positively judge the effectiveness of the seminar. The research also tests the seminar's effectiveness in terms of the…
Cincotta, Madeline Strong
Outlines the preferred learning styles of students studying second languages, offering suggestions for their application in second-language classrooms. The paper describes the right-brain/left-brain theory and how the two brain hemispheres are involved in learning; presents four classroom strategies (diversification, contextualization,…
Beacham, N. A.; Elliott, A. C.; Alty, J. L.; Al-Sharrah, A.
This paper reports initial results from a study which investigated whether different media combinations could be shown to improve students' understanding of computer-based learning materials and to determine whether student learning style affected student understanding for different media combinations. Three groups of participants were given a…
Compton, David A.; Compton, Cynthia M.
The authors describe an intensive graduate program involving compressed classroom preparation followed by a period of experiential activities designed to reinforce and enhance the knowledge base. Beginning with a brief review of the andragogical issues, they describe methods undertaken to track learning styles via the Kolb Learning Styles…
Dunn, Rita; Griggs, Shirley A.
Learning style is the way people concentrate on, internalize, and remember new and difficult knowledge or skills. It is composed of cognitive, motivational, and physiological elements that affect each person's ability to perceive, interact with, and respond to the learning environment. Extensive research documents the hypothesis that when students…
Knight, Carol Bugg
The purpose of this study was to devise an instructional model accommodating students' learning styles in the following areas: sound, light, temperature, design, and mobility. Specifically, this study determined if students in an experimental group with environmental accommodations to their preferred modes of learning differed from students in a…
Alomyan, Hesham Raji
This paper reports a study, which investigated whether different instructional strategies might interact with individual's cognitive style in learning. A web-based learning package was designed employing three strategies, Interactive Concept Maps, Illustration with Embedded Text and Text-Only. Group Embedded Figure Test was administered to 178…
Manikutty, Sankaran; Anuradha, N. S.; Hansen, Katrin
This paper develops a framework for understanding the relationships between approaches to learning adopted by students in the context of higher education and the culture of the country they were brought up in. The paper, after examining the more widely used Kolb's learning styles, opts for another categorisation, namely the so called learning…
Rogowsky, Beth A.; Calhoun, Barbara M.; Tallal, Paula
While it is hypothesized that providing instruction based on individuals' preferred learning styles improves learning (i.e., reading for visual learners and listening for auditory learners, also referred to as the "meshing hypothesis"), after a critical review of the literature Pashler, McDaniel, Rohrer, and Bjork (2008) concluded that…
What are the differences in learning styles between students and educators who teach and/or design their e-learning environments? Are there variations in the learning styles of students at different levels of study? How may we use this learning styles data to inform the design in e-learning environments? This paper details mixed-methods research…
Robinson, Joan, Ed.; And Others
This volume contains essays and studies dealing with learning partnerships in adult education. The introduction, written by Joan Robinson and Sharon Saberton, discusses the concept of the learning partnership, defined as a peer relationship between two people for whom the main objective is learning. The second section consists of comments of…
Neel, Jennifer A; Grindem, Carol B
Awareness of student learning-style preferences is important for several reasons. Understanding differences in learning styles permits instructors to design course materials that allow all types of learners to absorb and process information. Students who know their own learning style are better able to help themselves in courses taught in a non-preferred method by developing study strategies in line with their preferred learning method. We used the Felder and Solomon Index of Learning Styles to assess the learning-style profiles of 150 veterinary students in three consecutive years. Students were predominantly active (56.7%), sensing (79.3%), visual (76.7%), and sequential (69.3%). Most were balanced on the active-reflective (59.3%) and global-sequential (50%) dimensions, and 61.3% and 54% were moderately to strongly sensing and visual, respectively. Small but significant numbers of students were moderately to strongly intuitive (8.7%), verbal (13%), and global (12%). The most common patterns were active-sensing-visual-sequential (26%), reflective-sensing-visual-sequential (19.3%), active-sensing-visual-global (8.7%), and active-sensing-verbal-sequential (8.7%). Although most students (65.3%) were balanced on one to two dimensions, 77.3% had one or more strong preferences. Our results show that although people have dominant learning-style preference and patterns, they have significant minor preferences and patterns across all dimensions with moderate to strong preferences on each scale. These results indicate that a balanced approach to teaching is essential to allow all students to learn optimally.
Singh, B. R.
In a pluralistic society, there is a need for increased sensitivity in the selection of teaching styles. This paper considers evidence which shows that future responses to teaching and learning style are determined in pre-school years by the child's socio-cultural environment. The teaching methods in common use in Britain, however, presuppose cognitive styles current in white middle-class culture, which may be inappropriate to children from other backgrounds. While some will respond only to co-operative, social methods, others will act analytically and competitively. Factors of social class are also considered. The paper argues that curriculum, methodology and materials should allow all children to identify with the educational process, and should enable them eventually to function bi-cognitively. Teachers will therefore need to recognize the range of cognitive and learning styles among their pupils.
Regmi, Krishna; Regmi, Sharada
This paper presents the initial findings from a study of education system in Nepal. This paper examines the adult learning opportunities within the educational and cultural contexts by reviewing available literature relevant to Nepal. Findings show that there are wider opportunities for adult learning than those considered from education and…
Nguyen, Dat-Dao; Zhang, Yue
This study uses the Learning-Style Inventory--LSI (Smith & Kolb, 1985) to explore to what extent student attitudes toward learning process and outcome of online instruction and Distance Learning are affected by their cognitive styles and learning behaviors. It finds that there are not much statistically significant differences in perceptions…
Problem Statement: For this study, a cooperative learning process was designed in which students with different learning styles could help each other in heterogeneous groups to perform teamwork-based activities. One aspect deemed important in this context was whether the instructional environment designed to reach students with different learning…
Ankad, Roopa B; Shashikala, G V; Herur, Anita; Manjula, R; Chinagudi, Surekharani; Patil, Shailaja
PowerPoint presentations (PPTs) have become routine in medical colleges because of their flexible and varied presentation capabilities. Research indicates that students prefer PPTs over the chalk-and-talk method, and there is a lot of debate over advantages and disadvantages of PPTs. However, there is no clear evidence that PPTs improve student learning/performance. Furthermore, there are a variety of learning styles with sex differences in classrooms. It is the responsibility of teacher/facilitator and student to be aware of learning style preferences to improve learning. The present study asked the following research question: do PPTs equally affect the learning of students with different learning styles in a mixed sex classroom? After we assessed students' predominant learning style according to the sensory modality that one most prefers to use when learning, a test was conducted before and after a PPT to assess student performance. The results were analyzed using Student's t-test and ANOVA with a Bonferroni post hoc test. A z-test showed no sex differences in preferred learning styles. There was significant increase in posttest performance compared with that of the pretest in all types of learners of both sexes. There was also a nonsignificant relationship among sex, learning style, and performance after the PPT. A PPT is equally effective for students with different learning style preferences and supports mixed sex classrooms.
Yildirim, Osman; Acar, Ahmet Cevat; Bull, Susan; Sevinc, Levent
There is debate about whether the leadership style of the teacher or the learning style of the student affects academic achievement more. A large sample (n = 746) of eighth-grade students in Istanbul, Turkey, participated in a study where the leadership style of the teacher was assessed in terms of people orientation and task orientation. The…
Kanske, Craig A.
Kolb's Learning Style Inventory was used to identify the predominant learning styles of pilots currently qualified in United States Air Force aircraft. The results indicate that these pilots show a significant preference for facts and things over people and feelings. By understanding the preferred learning styles of the target population, course material can be developed that take advantage of the strengths of these learning styles. This information can be especially useful in the future design of cockpit resource management training. The training program can be developed to demonstrate both that there are different learning styles and that it is possible to take advantage of the relative strengths of each of these learning styles.
Sarikcioglu, Levent; Senol, Yesim; Yildirim, Fatos B; Hizay, Arzu
The summary is the last part of the lesson but one of the most important. We aimed to study the relationship between the preference of the summary method (video demonstration, question-answer, or brief review of slides) and learning styles. A total of 131 students were included in the present study. An inventory was prepared to understand the students' learning styles, and a satisfaction questionnaire was provided to determine the summary method selection. The questionnaire and inventory were collected and analyzed. A comparison of the data revealed that the summary method with video demonstration received the highest score among all the methods tested. Additionally, there were no significant differences between learning styles and summary method with video demonstration. We suggest that such a summary method should be incorporated into neuroanatomy lessons. Since anatomy has a large amount of visual material, we think that it is ideally suited for this summary method.
Chase, T M
Enhancing the effectiveness of patient education efforts is a key goal for any health care provider involved in patient care. Nurses have limited time to review many important topics of education for patients in the rehabilitation process. Assessing the learning style of patients and then focusing teaching strategies to meet those individual styles can increase motivation, improve retention, and make the teaching-learning session more effective. This article will provide the reader with some practical information, usable tools, and additional resources to meet Joint Commission on Accreditation of Healthcare Organizations (JCAHO) standards and improve the delivery of patient education. Nurses attuned to the individual needs of patients, including learning styles, will find that this article has important information that can be applied to the clinical setting.
Mokmin, Nur Azlina Mohamed; Masood, Mona
Many students, especially the low achievers, find that mathematics is a difficult subject. Various studies found that student achievement in mathematics can be increased by attuning to students' learning styles. This study focused on the development of four differentiated learning materials for learning mathematics. The effectiveness of the developed learning materials was tested on 309 Malaysian polytechnic students. The result shows that the learning achievement of the students significantly increased when they learned using the learning material that was mapped with their preferred learning styles
Rovai, Alfred P.; Grooms, Linda D.
The purpose of this study was to examine the relationship of personality-based learning styles and learning among graduate students enrolled in an online doctoral program that utilized the Blackboard[SM] e-learning system. Two measures of learning--course grades and perceived learning--were used. According to the Myers-Briggs Type Indicator[R],…
Li, Xiaojie; Yang, Xianmin
Learning concentration deserves in-depth investigation in the field of mobile learning. Therefore, this study examined the interaction effects of learning styles and interest on the learning concentration and academic achievement of students who were asked to learn conceptual knowledge via their mobile phones in a classroom setting. A total of 92…
Newton, Philip M.
The existence of ‘Learning Styles’ is a common ‘neuromyth’, and their use in all forms of education has been thoroughly and repeatedly discredited in the research literature. However, anecdotal evidence suggests that their use remains widespread. This perspective article is an attempt to understand if and why the myth of Learning Styles persists. I have done this by analyzing the current research literature to capture the picture that an educator would encounter were they to search for “Learning Styles” with the intent of determining whether the research evidence supported their use. The overwhelming majority (89%) of recent research papers, listed in the ERIC and PubMed research databases, implicitly or directly endorse the use of Learning Styles in Higher Education. These papers are dominated by the VAK and Kolb Learning Styles inventories. These presence of these papers in the pedagogical literature demonstrates that an educator, attempting to take an evidence-based approach to education, would be presented with a strong yet misleading message that the use of Learning Styles is endorsed by the current research literature. This has potentially negative consequences for students and for the field of education research. PMID:26696947
Graf, Sabine; Viola, Silvia Rita; Leo, Tommaso; Kinshuk
Learning styles are increasingly being incorporated into technology-enhanced learning. Appropriately, a great deal of recent research work is occurring in this area. As more information and details about learning styles becomes available, learning styles can be better accommodated and integrated into all aspects of educational technology. The aim…
Kablan, Zeynel; Kaya, Sibel
This study examined the relationship between pre-service teachers' constructivist teaching and their learning styles based on Kolb's Experiential Learning Theory. The Learning Styles Inventory-3 was administered at the beginning of the semester to determine preferred learning style. The Constructivist Teaching Evaluation Form was filled out by…
Garber, Lawrence L., Jr.; Hyatt, Eva M.; Boya, Unal O.; Ausherman, Babs
To understand how learners of respective types respond to marketing games, a joint space generated by canonical correlation analysis is used to recreate Kolb's learning style-type plot and locate business students as points within it according to their learning style types. Two hundred twenty-three undergraduate students played The Marketing Game!…
Cegielski, Casey G.; Hazen, Benjamin T.; Rainer, R. Kelly
The rich, interdisciplinary tradition of learning styles is markedly absent in information systems-related research. The current study applies the framework of learning styles to a common educational component of many of today's information systems curricula--object-oriented systems development--in an effort to answer the question as to whether…
Stahl, Steven A.; Kuhn, Melanie R.
Research on whole language suggests its effects on achievement vary markedly from site to site, and differences may be based not on whether a teacher uses it but how it is implemented. Learning-styles research suggests that little is gained from matching children to methods using learning styles. Instead, any approach needs to take into account…
Stackhouse, Omega N.
The problem addressed in this study was that little was known about the impact on student academic achievement, when grouped by learning style, in a multiple intelligence based science curriculum. The larger problem was that many students were frequently unengaged and, consequently, low achieving in their science courses. This quantitative study used an ex post facto research design to better understand the impact of student learning style on the academic success of students in a Multiple Intelligence Theory based course room. Gardner's work on Multiple Intelligence served as the conceptual framework for this study. The research question for this study asked if academic instruction that employs multiple intelligence theories has a relationship with students' academic achievement differently according to their learning style group (auditory, visual, and kinesthetic). Existing data from 85 students were placed into 1 of 3 groups: (a) Auditory, (b) Visual, or (c) Kinesthetic Learning Style) using existing data from a student inventory instrument. The independent variable was existing data from student inventories of learning style and the dependent variable was existing student scores from the Physical Science End of Course Test. Existing data were taken from students that were all taught with the same strategies in similar classroom environments. The Physical Science End of Course Test was developed with stringent measures to protect validity by the developer, McGraw-Hill. Cronbach's Alpha was conducted to determine the internal reliability coefficient of the student inventory. The impact for social change is that adding to the body of knowledge regarding student learning style and science curriculum provides valuable information for teachers, administrators, and school policy makers. This will allow teachers to better prepare to engage their students' and to prepare them for their place in society.
Pederson, Jacqueline K.; Askins, Billy E.
A study classified and compared the learning style preferences of learning-disabled (LD) and gifted elementary school students with peers who were not identified as gifted or LD. The Learning Style Inventory (Dunn, Dunn, and Price, 1981), covering 22 learning style elements grouped under four categories (environmental, emotional, sociological, and…
Many children are in dire need of differentiated instruction to support their unique learning needs. Differentiated instruction seeks to maximize each student's growth by recognizing that students have different ways of learning, different interests, different ways of responding to instruction, and preferred ways of learning or expressing…
Christian, Jane M.
In India, the use of language dialect and style, like many aspects of Indian thought and life, follows a continuum from the ritually pure and worthy of respect to the ritually defiled and unworthy. In North India, according to adult informants, Hindi is spoken at school, in formal business contacts or government offices, in formal ceremonies; it…
Lau, Winnie; Peterson, Candida C.
Asperger syndrome (AS) is a disorder resembling autism in its problems with social interaction and cognitive flexibility. Today, a number of adults with AS marry and rear children. Yet there has been little research into the quality of their marital and parental relationships. This study explored romantic attachment style, marital satisfaction and…
This study explored the extent to which ambiguity can serve as a catalyst for adult learning. The purpose of this study is to understand learning that is generated when encountering ambiguity agitated by the complexity of liquid modernity. "Ambiguity," in this study, describes an encounter with an appearance of reality that is at first…
Brannan, Jane D; White, Anne; Long, Janice
Nurse Educators must develop nursing curriculum with engaging learning strategies that promote the knowledge and confidence needed for safe, effective nursing practice. Faculty should explore new methods of teaching that consider how students learn. Studies have shown mixed results regarding student learning styles, academic achievement, and development of confidence in nursing practice. An experimental study using Felder and Soloman's (2004). Index of learning styles instrument was conducted to examine nursing student learning styles and their impact on confidence and knowledge in traditional and high fidelity simulation settings. Findings revealed students were more likely to have active, visual, sensing, and sequential learning styles. Student confidence or knowledge did not significantly differ among the learning styles in either simulation or traditional classroom methods. Awareness of learning styles may aid faculty in adapting engaging teaching strategies. Further research is needed with larger samples to identify best approaches to enhance student learning within the context of learning styles.
DiBartola, Leesa M
The purposees of this study were (1) to describe a model that educators can use to meet the needs of students with diverse learning styles and (2) to report participants' responses about the usefulness and applicability of the Learning Style Inventory (LSI) challenge. Over 3 years, 77 clinician/educators completed the LSI challenge (30 physicians, 10 nurses, 13 physical therapists, 12 physician assistants, 4 occupational therapists, and 8 educators). All four LSI groups were represented in the sample. Participants were given questionnaires at the end of the session and 6 months after the course. The data were reported and analyzed descriptively. Differences in the participants' ratings of observed learning sessions were compared with their individual learning styles. The response rate was 94% (73/77). At 6-month follow-up, 63 of the participants reported the strategies to be highly effective, while 10 reported them to be effective. Participants' ratings of the educational sessions directly reflected their learning styles. The LSI challenge provides educators with a method to move beyond recognition and understanding to "action" that empowers students.
1987:77). Teachers who have information regarding the learning styles of their students are more aware of the individual differences which exist in...students. And, 3 by measuring for changes in the two learning style components, this research can provide insights concerning how student learning styles are...validity. 3. Both the MBTI and LSS rely on respondents to self- report information concerning their learning styles . The self-reports are assumed to reflect
Chase, C R
Individuals have unique learning styles that develop in childhood and remain constant throughout adulthood. One approach to orienting and training staff and students is to match individuals with a preceptor with a similar learning style. Benefits of matching learning styles and using appropriate teaching strategies for each learning style include decreased anxiety and increased staff and student satisfaction. This is a US government work. There are no restrictions on its use.
Goldfinch, Judy; Hughes, Moira
This study investigates the relationships between students' confidence in their generic skills on entry to university, their learning styles and their academic performance in first year. Research based on a large cohort of Scottish undergraduates found that students generally entered university feeling very confident that they already possessed…
Van Note Chism, Nancy; Weerakoon, Shrinika
Inspired by Perkins' Theories of Difficulty concept, this exploratory study examined the learning patterns of graduate students as they grappled with using the style sheet of the American Psychological Association (APA). The researchers employed task performance analysis of three APA formatting tasks, interviews, and observation during a "think…
Thomas, Patrick R.; McKay, Jacinta B.
Changes in conceptualization and measurement of the verbalizer-visualizer dimension led us to re-examine the hypothesis that students learn best when instructional material matches their cognitive style. First-year psychology university students (n = 41) studied information on three personality theories presented in text only, text+picture, or…
Mamo, Martha; Kettler, Timothy; Hussman, Dann
Our objective was to evaluate responses from students with different learning styles to the use of computer technology as a supplemental tool in teaching soil erosion concepts. The online lesson utilized photographs, illustrations, animations, and an interactive model that allowed students to manipulate factors influencing soil erosion. Students…
The purpose of this paper is to describe user behavior with fixed-format and context-sensitive help that has been implemented on a personnel information system at Los Alamos National Laboratory and to suggest that user learning style is a key determinant for the design of embedded training.
Ballone, Lena M.; Czerniak, Charlene M.
Examines the influences of teacher beliefs regarding their intent to implement a variety of instructional strategies to meet the needs of different learning styles in the science classroom. Results indicate that attitude toward behavior and subjective norm influenced teachers' intent to implement a variety of instructional strategies to meet the…
Becker, Karen; Kehoe, Jo; Tennent, Beth
Purpose: The purpose of this paper is to explore the extent to which learning styles influence tertiary students' preferences for flexible delivery and assessment methods in higher education. Design/methodology/approach: A voluntary self-administered questionnaire was distributed within three core undergraduate courses. A total of 891 students…
Scope and Method of Study: The scope of this study was the decision making styles and the learning strategies preferences among entrepreneurs. The study utilized a descriptive research design. Internet was utilized as a data collection tool, Participant in the study were 240 entrepreneurs from the Oklahoma state, Tulsa county members of the SBA.…
Stackhouse, Omega N.
The problem addressed in this study was that little was known about the impact on student academic achievement, when grouped by learning style, in a multiple intelligence based science curriculum. The larger problem was that many students were frequently unengaged and, consequently, low achieving in their science courses. This quantitative study…
Sarikcioglu, Levent; Senol, Yesim; Yildirim, Fatos B.; Hizay, Arzu
The summary is the last part of the lesson but one of the most important. We aimed to study the relationship between the preference of the summary method (video demonstration, question-answer, or brief review of slides) and learning styles. A total of 131 students were included in the present study. An inventory was prepared to understand the…
Gencel, Ilke Evin
Global changes in educational discourse have an impact on educational systems, so teacher education programs need to be transformed to better train teachers and to contribute to their professional development. In this process learning styles and problem solving skills should be considered as individual differences which have an impact in…
This paper presents the results of a comparative investigation into the learning styles of successful and unsuccessful language learners. Subjects of the study were seventeen graduate university students at Yarmouk University, Jordan. They were categorized as "successful" or "unsuccessful" learners, on the basis of their final…
A research project carried out by the Southwestern Cooperative Educational Laboratory attempted to define and describe characteristic learning styles and related environmental factors of children of 2 minority groups in the Southwest. Students of Spanish American and Indian descent were subjected to specific tests, and comparative analyses were…
Jackson, Josephine A.; Dorgo, Sandor
Describes benefits of and challenges to achieving the national standards for physical education by using the Spectrum reciprocal style of teaching, discussing how it can be linked to all seven of the national standards for physical education and how all three of the learning domains (psychomotor, cognitive, and social) have some connection, with…
Price, Barrie Jo; Marsh, George E., II
The Coping Analysis Schedule for Educational Settings (CASES), an observation instrument to identify students' primary coping or interaction styles, was evaluated with 44 educable mentally retarded (EMR), learning disabled (LD), or normal children (7 to 11 years old). CASES is intended to be a quantitative tool for collecting the data required…
Watkins, Angela Farris
Explored the developmental nature of learning styles among young African American children. Children's help-seeking behaviors were observed, coded, and tallied. Type of help solicitation significantly affected help source. Age and kind of activity did not significantly affect help source. Children approached teachers more than peers for social…
Kablan, Zeynel; Kaya, Sibel
Problem Statement: The interest in raising levels of achievement in math and science has led to a focus on investigating the factors that shape achievement in these subjects. Understanding how different learning styles might influence science achievement may guide educators in their efforts to raise achievement. This study is an attempt to examine…
The aim of this study is to investigate the relation between the learning styles of teacher candidates and those of their parents. Relational survey method has been employed to conduct the study. The target group contains 211 novice teachers studying at different teacher training departments of a Turkish university. The Grasha-Riechmann Student…
Allcock, Sarah J.; Hulme, Julie A.
Differentiation of teaching is encouraged to accommodate student diversity. This study investigated whether using learning styles as a basis for differentiation improved A-level student performance, compared to differentiation on the basis of academic ability. Matched classes of A-level psychology students participated. In one class, learning…
Wong, Lillian L. C.; Nunan, David
This paper presents the results of a comparative investigation into the learning styles and strategies of effective and ineffective language learners. Subjects for the study were one hundred and ten undergraduate university students in Hong Kong. They were categorized as "more effective" or "less effective" learners, on the…
Mayfield, Linda Riggs
This small, descriptive, pilot study addressed survey data from four levels of nursing students who had been taught to maximize their learning styles in a first-semester freshman success skills course. Bandura's Agency Theory supports the design. The hypothesis was that without reinforcing instruction, the students' recall and application of that…
Threeton, Mark D.; Walter, Richard A.; Evanoski, Daniel C.
In an effort to provide further insight into the individual education needs of learners within the trade and industry sector of Career and Technical Education (CTE), the authors (a) sought to identify the predominant personality type and learning style distribution of postsecondary automotive technology students, as well as (b) evaluate whether…
Kandil Ingec, Sebnem
This study aims to determine the dominant learning styles of pre-service physics teachers and to examine them in terms of variables such as gender, information and communication technologies skills, academic achievement and type of motivation. Survey model was used. The sample composed of 50 pre-service physics teachers. The data were collected…
Keefe, James W.
A cognitive processing model was adopted by the task force developing the National Association of Secondary School Principals' (NASSP) Learning Style Profile (LSP). The LSP contains 23 independent scales representing four higher order factors: cognitive skills; perceptual responses; study preferences; and instructional preferences. The subscales…
This guide provides a practical explanation of cognitive type theory and learning style that will help teachers meet students' needs and discover their own strengths as teachers and colleagues. The introduction provides an overview of the book from the perspective of a high school classroom teacher. Part One introduces the theory of psychological…
Pedrosa De Jesus, Helena; Almeida, Patricia; Watts, Mike
A study of the relationships between students' questioning and learning styles is being conducted on data collected in two university semesters with a sample of 300 students. This report discusses the results of case studies looking in depth at four of the students. These were involved in further data collection through written and oral questions,…
McKinney, James D.; And Others
This study investigated the relationship between learning styles, classroom behaviors, ability levels, and academic achievement in an open classroom kindergarten setting. Thirty subjects were selected (ten children from each of the 4-, 5-, and 6-year-old groups). Each child was tested on the following measures: Matching Familiar Figures (MMF);…
Griggs, Shirley A.
The article examines implications for school counselors of gifted students' learning styles of independence, internal control, persistence, perceptual strength, nonconformance, and high motivation. Guidance techniques should include highly cognitive processing, reasoning, abstract thinking, creative problem solving, and self-monitoring. (Author/CL)
Many students withdraw from online learning because of their low levels of satisfaction and preparedness, and students are often unprepared to adapt their learning habits to meet the demands of online learning. However, the way in which students incorporate knowledge about their own learning styles into their self-concept as learners and their…
Yusop, Farrah Dina; Sumari, Melati
The main purpose of this exploratory study was to investigate pre-service teachers' learning styles and their preferences with respect to 15 technology-based instructional activities and collaborative work tasks. Felder and Silverman's online Index of Learning Style (ILS) and a questionnaire were used to measure students' learning styles and…
Walsh, Chris L.; Ferguson, Susan E.; Taylor, Lou
The learning and communication styles of front-line literacy workers and supervisors at two national industrial sites served by a national workplace literacy grant were examined to determine whether the front-line workers' learning styles differed from those of their supervisors. A learning styles inventory developed by the Center for Innovative…
In this study, the Felder learning styles inventory was administered to students who were non-English majors in a Chinese University. Descriptive statistics identified that participants do vary in their preference for particular learning styles with a great variety of learning style preferences distributed unevenly among the sample population. A…
Solvie, Pamela; Sungur, Engin
This study, using mixed methods design research, examined the achievement of third level preservice teachers when advice in the form of text and resources was provided based on students' identified learning styles. In this study, Kolb's learning style inventory was used to identify students' preferred learning style preferences, and an online…
Learning styles have been an area of interest in educational psychology for many decades. However, community college students have been overlooked in learning styles research. To enhance teacher efficacy and student success, it is important to continue to evaluate the relationship between learning styles and academic achievement. The purpose of…
Sizemore, Mary Hoyte; Schultz, Pamela N.
Literature has shown that considerations of learning styles are important in the educational process of health professionals. Among other variables, differences of learning styles may be influenced by language, culture, and heritage. The purpose of this study was to describe the learning styles of nursing students at an Hispanic-serving…
Caldwell, Adonna B.
The purpose of this study was to investigate if there were relationships between college students' talent themes as defined by the Clifton StrengthsFinder(TM) Instrument and their learning style as defined by Kolb Learning Styles Inventory. Logistical regression methodology was utilized to assess the relationship between learning styles and talent…
Peréz Cavana, María Luisa
Interest in learning styles has produced innumerable studies over the last three decades. However, the application of knowledge of learning styles in education is a controversial matter, particularly in instruction, where there is less evidence of the usefulness of learning styles tests. This article is concerned with the role of reflection in…
This study focuses on the relationship between cognitive styles and learning strategies of 184 second-year English majors from the Foreign Language School of a university in Wuhan. In this study, quantitative data is presented. Two self-reported inventories are employed. Learning Style Survey is used to examine the learning styles of the…
Sriphai, Sunan; Damrongpanit, Suntonrapot; Sakulku, Jaruwan
This study aims to investigate the effect of learning styles, as well as compare the effect of two different variable structure models of learning styles on factors influencing mathematics achievement. The research sample was made up of 508 seventh-grade students. The findings were that the model including learning styles as factors influencing…
Kalsbeek, David H.
The Trucking Retention and Academic Integration by Learning Style (TRAILS) research project at St. Louis University, which is designed to incorporate information on learning style in ongoing enrollment research and improve campus retention, is described. Learning style and the Tinto Model of student attrition are discussed, along with the…
This study examined the relationship between learning styles of students and their success on a mathematics course. In this study, the categorization of high school students' learning style scores was defined. The given method for calculating the learning style scores was developed by the author. The purpose of this study was to raise the success…
Conti, Gary J., Ed.; Fellenz, Robert A., Ed.
Five projects are reported that examined factors related to adult learning in nontraditional environments. "Conrad, Montana: A Community of Memories" (Janice Counter, Lynn Paul, and Gary Conti) reports on a group of adults who for over 40 years have been active in building a better community for friends, relatives, and themselves. A…
Lindstrom, Steven K.
This phenomenological research study examines the lived experience of individual adult transformation in the context of travel. Adults throughout history have experienced profound personal and perception changes as a result of significant travel events. Transformative learning occurs through experience, crisis, and reflection, all of which are…
Wolf, Lorraine E., Ed.; Schreiber, Hope E., Ed.; Wasserstein, Jeanette, Ed.
Recent advances in neuroimaging and genetics technologies have enhanced our understanding of neurodevelopmental disorders in adults. The authors in this volume not only discuss such advances as they apply to adults with learning disorders, but also address their translation into clinical practice. One cluster of chapters addresses developmental…
Kidd, J. R.
The book's emphasis is on learning during the years of adulthood and examines present-day practice of adult education for practitioners. This revised edition brings up to date advances in such areas of learning as controversial theory; the effects of environment; sensory processes; intellectual capacities; motivation and attitude; transactional…
According to recent census figures, 10% of today's population are over 65 years old. It has often been stated that individual learning needs and capabilities decline with age. To challenge this idea, a study was conducted to gather information about older adults, their learning interests, activities, and obstacles. Four hypotheses were tested…
facilitated by matching instructional strategies to particular learning styles . The incorporation of computers as instructional tools in the learning environment provides an excellent means of individualizing instruction.
Zatarain-Cabada, Ramón; Barrón-Estrada, M. Lucia; Zepeda-Sánchez, Leopoldo; Sandoval, Guillermo; Osorio-Velazquez, J. Moises; Urias-Barrientos, J. E.
The identification of the best learning style in an Intelligent Tutoring System must be considered essential as part of the success in the teaching process. In many implementations of automatic classifiers finding the right student learning style represents the hardest assignment. The reason is that most of the techniques work using expert groups or a set of questionnaires which define how the learning styles are assigned to students. This paper presents a novel approach for automatic learning styles classification using a Kohonen network. The approach is used by an author tool for building Intelligent Tutoring Systems running under a Web 2.0 collaborative learning platform. The tutoring systems together with the neural network can also be exported to mobile devices. We present different results to the approach working under the author tool.
Beauchamp, Guy; Martineau, Marc; Gagnon, André
Although previous research indicates that both employment and adult attachment style have an influence on academic achievement, the interaction of these two factors has not been clarified. The purpose of this study was to investigate the moderating effect of adult attachment style on the relationship between employment status and first semester…
This study is focused on the relationships among learning styles, participation types, and learning performance for programming language learning supported by an online forum. Kolb's learning style inventory was used in this study to determine a learner's learning type: "Diverger", "Assimilator", "Converger", and "Accommodator". Social Learning…
Zokaee, Saeedeh; Zaferanieh, Elaheh; Naseri, Mahdieh
Students' learning styles and vocabulary learning strategies are among the main factors that help determine how students learn second language vocabulary. This work examined the extent to which choice of vocabulary learning strategies is affected by students' perceptual learning style. In this research, the participants were 54 EFL learners at…
Chang, Yi-Chun; Kao, Wen-Yan; Chu, Chih-Ping; Chiu, Chiung-Hui
With the growing demand in e-learning, numerous research works have been done to enhance teaching quality in e-learning environments. Among these studies, researchers have indicated that adaptive learning is a critical requirement for promoting the learning performance of students. Adaptive learning provides adaptive learning materials, learning…
Fan, Kuo-Kuang; Xiao, Peng-wei; Su, Chung-Ho
This study aims to discuss the correlations among learning styles, meaningful learning, and learning achievement. Directed at the rather difficult to comprehend human blood circulation unit in the biology materials for junior high school students, a Mobile Meaningful Blood Circulation Learning System, called MMBCLS gamification learning, was…
Dunphy, Alison; Spellman, Greg
Fieldwork is considered central to an education as a physical geographer. However, there are doubts whether all students benefit from it equally. A preferred way of learning may have an influence upon its perceived value. Attitude surveys were administered to 1191 2nd- and 3rd-year physical geography undergraduates across 16 British universities.…
Hein, Teresa Lee
Student ability to analyze and interpret motion graphs following laboratory instruction that utilized interactive digital video as well as traditional instructional techniques was investigated. Research presented suggested that digital video tools serve to motivate students and may be an effective mechanism to enhance student understanding of motion concepts. Two laboratory exercises involving motion concepts were developed for this study. Students were divided into two instructional groups. The treatment group used digital video techniques and the control group used traditional techniques to perform the laboratory exercises. Student understanding of motion concepts were assessed, in part, using the Test of Understanding Graphs-Kinematics. Other assessment measures included student responses to a set of written graphical analysis questions and two post-lab activities. Possible relationships between individual learning style preferences and student understanding of motion concepts were also addressed. Learning style preferences were assessed using the Productivity Environmental Preference Survey prior to the instructional treatments. Students were asked to comment in writing about their learning styles before and after they were given the learning style assessment. Student comments revealed that the results they received from Productivity Environmental Preference Survey accurately reflected their learning styles. Results presented in this study showed that no significant relationship exists between students' learning style preferences and their ability to interpret motion graphs as measured by scores on the Test of Understanding Graphs-Kinematics. In addition, the results showed no significant difference between instructional treatment and mean scores on the Test of Understanding Graphs-Kinematics. Analysis of writing activities revealed that students in the treatment group responded more effectively than students in the control group to graphical interpretation
Novak, Suzanne; Shah, Sonalee; Wilson, James P.; Lawson, Kenneth A.; Salzman, Robert D.
Objectives To determine learning-style scores of second-year pharmacy students before and after a problem-based learning (PBL) teaching experience and to evaluate the relationships between scores and demographic variables. Methods The Grasha-Reichmann Student Learning Style Scale (GRSLSS) was given to pharmacotherapy laboratory students before and after a semester-long problem-based learning class. Results Only one of the GRSLSS score variables was reported as “high” (“collaborative”) and none were reported as “low.” Students’ “avoidant” mean score increased and “participant” mean score decreased after completing the PBL experience (p ≤ 0.05). Conclusion While PBL appears to be a teaching style that is conducive to the learning preferences of this cohort of pharmacy students, significant changes in learning styles were noted after completing the PBL experience. These changes may reflect difficulties that occured in adapting from a didactic teaching style to PBL, and specifically, difficulties in adjusting to participating in a group learning experience. A major limitation was that the teaching style of the facilitator was not measured. PMID:17136193
Hull, Debra B.; Hull, John H.
Examines the effect of stereotypically masculine and feminine teaching styles on college students. Results indicate that students prefer the feminine style, and that students learn significantly less from a female using the masculine style than from a male using the feminine style. (FMW)
This study investigates the relationships between the primary learning styles of students and different learning objects presented simultaneously in an online learning environment in the context of the usage levels of these objects. A total of 103 sophomores from a Turkish State University participated in the study. Felder-Solomon Index of…
Li, Kai Ming
This paper reports the results of an attempt to integrate a collaborative technology, Wiki, into learning within a course in a teacher education programme based on social constructivist learning theory. The current study aimed to explore student-teacher acceptance of the proposed pedagogy and to identify specific learning style preferences that…
de Jesus, Helena T. Pedrosa; Almeida, Patricia Albergaria; Teixeira-Dias, Jose Joaquim; Watts, Mike
Purpose: The purpose of this study is to identify the types of questions that students ask during the learning of chemistry; discuss the role of students' questions in the process of constructing knowledge, and investigate the relationship between students' questions, approaches to learning, and learning styles. Design/methodology/approach: The…
Gyeong, Ju An; Myung, Sook Yoo
The purpose of this study is to examine the critical thinking dispositions and learning styles, as well as the relationships between critical thinking and learning styles of nursing students enrolled in Baccalaureate nursing programs in Korea. The convenient sample consisted of 724 students from five cities. The learning style inventory of Kolb (1976) and critical thinking disposition inventory of Rudd et al (2000) were used for collecting data. Learning styles of the subjects were Diverging 315 (43.5%), Accommodating 223 (30.4%), Assimilating 78 (10.8%), and Converging 65 (9.0%). There were no significant differences in learning styles among grades (p=.197). The level of critical thinking significantly differed among learning styles (p=.000), and grades (p=.043). Critical thinking positively related to learning styles (r=.219) and grades (r=.097). This study suggested that adopting Abstract Conceptualization and Active Experimentation modes of pedagogy may promote critical thinking.
Zhang, Huan; Lambert, Vickie
Although considerable information exists regarding the learning styles and critical thinking dispositions of nursing students from Western countries, limited comparable information exists within China. The purposes of this study were to assess the learning styles and critical thinking dispositions of Chinese baccalaureate nursing students and to identify the relationships among the learning styles, critical thinking dispositions, and demographics. The sample consisted of 100 Chinese baccalaureate nursing students enrolled at two universities. The data were obtained through a Demographic Data Questionnaire, the California Critical Thinking Disposition Inventory, and the Index of Learning Styles. The primary learning style dimensions were found to be reflective, sensing, visual, and global, while the critically thinking abilities was found to be weak. A number of positive and negative correlations were found among the demographics, learning styles, and critical thinking dispositions. These findings suggest further examination on how to increase nursing students' critical thinking skills based upon their preferred learning styles.
Cox, Craig D.; Seifert, Charles F.
Objectives. To identify preceptors’ and students’ learning styles to determine how these impact students’ performance on pharmacy practice experience assessments. Methods. Students and preceptors were asked to complete a validated Pharmacist’s Inventory of Learning Styles (PILS) questionnaire to identify dominant and secondary learning styles. The significance of “matched” and “unmatched” learning styles between students and preceptors was evaluated based on performance on both subjective and objective practice experience assessments. Results. Sixty-one percent of 67 preceptors and 57% of 72 students who participated reported “assimilator” as their dominant learning style. No differences were found between student and preceptor performance on evaluations, regardless of learning style match. Conclusion. Determination of learning styles may encourage preceptors to use teaching methods to challenge students during pharmacy practice experiences; however, this does not appear to impact student or preceptor performance. PMID:23049100
Schneider-Hassloff, H; Straube, B; Nuscheler, B; Wemken, G; Kircher, T
Adult attachment style (AAS) is a personality trait that affects social cognition. Behavioral data suggest that AAS influences mentalizing proficiency, i.e. the ability to predict and explain people's behavior with reference to mental states, but the neural correlates are unknown. We here tested how the AAS dimensions "avoidance" (AV) and "anxiety" (ANX) modulate neural correlates of mentalizing. We measured brain activation using functional magnetic resonance imaging (fMRI) in 164 healthy subjects during an interactive mentalizing paradigm (Prisoner's Dilemma Game). AAS was assessed with the Relationship Scales Questionnaire, including the subscales AV and ANX. Our task elicited a strong activation of the mentalizing network, including bilateral precuneus, (anterior, middle, and posterior) cingulate cortices, temporal poles, inferior frontal gyri (IFG), temporoparietal junctions, superior medial frontal gyri as well as right medial orbital frontal gyrus, superior temporal gyrus, middle frontal gyrus (MFG), and amygdala. We found that AV is positively and ANX negatively correlated with task-associated neural activity in the right amygdala, MFG, midcingulate cortex, and superior parietal lobule, and in bilateral IFG. These data suggest that avoidantly attached adults activate brain areas implicated in emotion regulation and cognitive control to a larger extent than anxiously attached individuals during mentalizing.
Harrelson, Gary L.; Leaver-Dunn, Deidre; Wright, Kenneth E.
Objective: Increased attention has been directed toward assessing and improving academic quality in athletic training education. The educational process has been assessed from a global level, but little is known about how athletic training students learn. The purpose of this investigation was to assess the learning styles of undergraduate athletic training students. Design and Setting: Undergraduate students enrolled in a Committee on Accreditation of Allied Health Education Programs (CAAHEP)-accredited athletic training education program completed a learning styles inventory during a regularly scheduled athletic training class at the start of the spring semester. Subjects: Twenty-seven student athletic trainers (age range, 19-30 yrs, mean age = 20.5 yrs) served as subjects. Sixteen subjects (7 male, 9 female) were in the first year of this 3-year program. Eleven subjects (7 male, 4 female) were second-year students. Measurements: Learning style was assessed using the Productivity Environmental Preference Survey. Results: Parametric and nonparametric one-way analyses of variance for each learning subscale by sex and by year in program revealed significant differences (P < .05) in light preferences for male and female students. There were also significant differences (P < .05) between first-and second-year students in preferences for afternoon learning activities. Conclusions: These findings suggest that undergraduate athletic training students function best as leamers in a well-lit leaming environment. The significance of aftemoon as the preferred time for learning reinforces the importance of the clinical setting in the introduction and mastery of skills. Athletic training educators and clinical instructors can use these results as they examine their teaching strategies and educational environments. PMID:16558485
Smith, N. C.
At the beginning of the 2000 fall semester, one faculty member boldly announced, "We are teaching but our students are not learning. We must change". And change we did. The introductory biology professors decided that knowledge of how each student learned would help us as instructors and empower our students to direct changes in our pedagogical techniques. Using learning style information and resources, I designed a cooperative venture for use in our department. Professors challenged students to accept and share the responsibility for their own learning and "do science" at the same time. They accepted the challenge. This project significantly altered the nature of student-professor interactions in my class. I was thrilled to learn that the project had impacted other classes and students from other colleges. However, my greatest reward came when several of my students commented, "Why haven't we been told this before? Everyone needs to know this!" Now, one hopes, everyone will.
Smits, Dirk-Wouter; Verschuren, Olaf; Ketelaar, Marjolijn; van Heugten, Caroline
A major focus of rehabilitation is that of optimizing patients' activities. Learning and teaching are key elements in this respect, but raise important questions: what do rehabilitation professionals know with respect to learning and teaching, what do they do, and what do they need? This paper discusses the issue of learning and teaching in rehabilitation practice, and introduces the concept of learning styles. This concept, new in the field of rehabilitation, but well-known in other areas, is presumed to benefit both patients and professionals, as it allows teaching strategies to be matched to individual patients. As a consequence, the process of learning may be more efficient and optimizing activities may be more effective.
Armstrong, Elizabeth; Parsa-Parsi, Ramin
As changes in health care delivery systems and in the global burden of disease call for a reassessment of how tomorrow's physicians should be educated--indeed, for a reconsideration of the diversity of roles the physician should play--there is an immediate need to produce continuing medical education (CME) programs with real impact. Curriculum planners are questioning both the content of medical education and the methods of instruction and training. The product, or content, and the mechanism for its delivery have been defined and discussed, but a significant body of literature has shown that new knowledge does not necessarily lead to new behavior. Ample evidence exists in the CME literature to support the implementation of more active and self-directed learning strategies to promote the desired change in behaviors. The question, then, that is the focus of this article is how educational planning might be better guided by an understanding of how physicians learn within the continuing medical education domain. Revisiting the principles of David Kolb's Learning Styles Inventory, the authors propose applying his experiential learning model to overall curriculum design work. The authors argue that promoting the application of all learning styles in sequence in an educational encounter is a most desirable approach, and that this approach to learning could extend far beyond individual learners to influence how every component of medical education is designed, from the individual lecture or class activity to entire courses or programs.
Keefe, James W.
In 1986, the National Association of Secondary School Principals (NASSP) published a new learning style instrument, the NASSP Learning Style Profile (LSP). The LSP offers educators a well-validated and easy to use instrument for diagnosing the cognitive styles, perceptual response tendencies, and study and instructional preferences of middle level…
The Adult Learning Program Service (ALPS) aims to reach eight and a half million adults between ages 25 and 44 and teach them reading and math skills they can use at home and on the job. ALPS proposes to reach those who have never finished high school but do have at least a sixth-grade reading level. They could use their new skills to prepare for…
The World Wide Web (WWW) is the latest in a long line of educational technologies, and the list of courses on it is growing daily. Formative evaluations would help educators enhance teaching and learning in Web-based courses. This study analyzed the relationships between student achievement and the following variables: attitudes, motivation, learning strategies, patterns of learning, learning styles, and selected demographics. It was a population study that included 99 students taking two non-major introductory biology courses offered over the WWW by Iowa State University in the fall of 1997. Seventy-four (75%) students completed a learning style test, an on-line questionnaire, and received a grade by the end of the semester. The learning style test was the Group Embedded Figures Test (GEFT), which classified students as either field-dependent or field-independent. The on-line questionnaire consisted of four scales (attitude, motivation, learning strategies, and patterns of learning), whose pilot-test reliabilities ranged from .71 to .91. The selected demographic variables were gender, class level, previous experience in subject area, hours per week studying and working, computer access, and types of students as off-campus, on-campus, or adult students. Over two-thirds of the students taking the Web-based courses were field-independent learners; however, there were no significant differences (.05 level) in achievement by learning style. Also, different backgrounds of students with different learning styles learned equally well in Web-based courses. The students enjoyed the convenience and self-controlled learning pace and were motivated by competition and high expectations in Web-based learning. They used most the learning strategies of finding important ideas from lectures and memorizing key words of important concepts and least the learning strategy of making charts or tables to organize the material. They seemed more interested in checking their grades than in
It is commonly believed that learning styles are not really concerned with "what" learners learn, but rather "how" they prefer to learn and it is also an important factor for students' academic achievement and attitudes. The purpose of this study was to investigate the learning styles of pre-service teachers enrolled at…
Adapting teaching materials and strategies to the learning preferences of each child can make a difference in how well and how much students learn. Steps in introducing strategies based on learning styles into an elementary school are described, and recommendations are provided for initiating a learning styles program. (TE)
Franzoni, Ana Lidia; Assar, Said
Recent research on the learning process has shown that students tend to learn in different ways and that they prefer to use different teaching resources as well. Many researchers agree on the fact that learning materials shouldn't just reflect of the teacher's style, but should be designed for all kinds of students and all kind of learning styles.…
Bohn, D. M.; Rasmussen, C. N.; Schmidt, S. J.
Learning styles vary among individuals, and understanding which instructional tools certain learning styles prefer can be utilized to enhance student learning. Students in the introductory Food Science and Human Nutrition course (FSHN 101), taught at the Univ. of Illinois at Urbana-Champaign, were asked to complete Gregorc's Learning Style…
O'Neill, Linda P; Murray, Lindsay E
Adult siblings of individuals with developmental disabilities often experience higher levels of anxiety than individuals in the general population. The present study tested whether perceived parenting could mediate the relationship between attachment styles and anxiety in the sibling group compared to a control group. Little association was found between perceived parenting and attachment styles or anxiety for the siblings but there were robust and expected findings for the control. Adult attachment-related-anxiety was a significant unique predictor of anxiety in the sibling group but there was no mediational role for perceived parenting. Conversely, the majority of parenting styles significantly mediated the relationship between attachment and anxiety in the control. Implications for the atypical findings in the sibling group are discussed.
Guraya, Shaista Salman; Guraya, Salman Yousuf; Habib, Fawzia A.; Khoshhal, Khalid I.
Background: Understanding the learning styles of medical students can drive the institutions to adapt instructional materials to enhance students’ learning of knowledge and skills. This study explored the learning styles of undergraduate medical students, comparing gender variations in terms of their significant preferences. Materials and Methods: A cross-sectional observational study was performed in 2012-2013, incorporating 1st-5th year undergraduate medical students of Taibah University. The instrument used was a Learning Style Questionnaire, with four learning styles (activist, reflector, theorist and pragmatist) and 40 items. Results: Of 450 students, 384 responded (response rate; 85%). No single learning style predominated; 96 (25%) reflectors, 78 (20%) theorists, 68 (17%) pragmatists, and 37 (9%) activists. Combined reflector and theorist was the predominant dual learning style in 27 (7%) students. Among genders, theorist style had a significant result (P = 0.071) indicating that theorists varied among genders due to their different opinions. Learning style preferences of theorists and pragmatists also showed a significant result (P = 0.000 each), depicting that both genders had unique preferences. Males had fewer variations of preferences, when compared with females who showed a significant difference of opinions (P < 0.05). Conclusion: The students in the study preferred diverse learning styles, which were unevenly distributed, reflectors being the most common and activists as the least common. The results reflect the need to promote self-directed learning and modifications of instructional strategies, with expectant tilt in the students’ learning styles towards activists and pragmatists. PMID:25709657
Wilkinson, Tracey; Boohan, Mairead; Stevenson, Michael
Educational research on learning styles has been conducted for some time, initially within the field of psychology. Recent research has widened to include more diverse disciplines, with greater emphasis on application. Although there are numerous instruments available to measure several different dimensions of learning style, it is generally accepted that styles differ, although the qualities of more than one style may be inherent in any one learner. But do these learning styles have a direct effect on student performance in examinations, specifically in different forms of assessment? For this study, hypotheses were formulated suggesting that academic performance is influenced by learning style. Using the Honey and Mumford Learning Style Questionnaire, learning styles of a cohort of first year medical and dental students at Queen's University Belfast were assessed. Pearson correlation was performed between the score for each of the four learning styles and the student examination results in a variety of subject areas (including anatomy) and in different types of assessments - single best answer, short answer questions and Objective Structured Clinical Examinations. In most of the analyses, there was no correlation between learning style and result and in the few cases where the correlations were statistically significant, they generally appeared to be weak. It seems therefore from this study that although the learning styles of students vary, they have little effect on academic performance, including in specific forms of assessment.
Dugbartey, A T
There are few empirical studies of the adult outcomes of nonverbal learning disability (NLD). An overwhelming majority of NLD studies has been devoted to the nature of academic difficulties of school children, whereas the few follow-up studies have tended to be limited to college-age young adults. Herein, it is argued that the problems of adults with NLD do not fall solely in academic areas, and that early academic remediation programs might do well to include intervention in emotional and social skills enhancement.
O'Neill, Linda P.; Murray, Lindsay E.
Adult siblings of individuals with developmental disabilities often experience higher levels of anxiety than individuals in the general population. The present study tested whether perceived parenting could mediate the relationship between attachment styles and anxiety in the sibling group compared to a control group. Little association was found…
Stemmans, Catherine L.; Ingersoll, Christopher D.; Langley, David J.
Objective: The phrase learning style refers to the method one uses to obtain and use information to learn. Personal learning styles can be assessed by specifically designed inventories. We conducted this study to determine if undergraduate athletic training students possess a dominant learning style, according to the Kolb Learning Style Inventory IIA (KLSI IIA), the newest version of the Kolb Learning Style Inventory (KLSI), and whether this style is related to education program admission success. Design and Setting: A 1 × 4 factorial design was used. The independent variable was learning style type with 4 levels (converger, diverger, assimilator, or accommodator). The dependent variable was successful versus unsuccessful admission into selected programs. Subjects: Forty undergraduate students (21 men, 19 women) from 3 institutions (mean ± SD age, 20.7 ± 1.7 years; mean ± SD grade point average, 3.26 ± 0.43) participated in this study. No subjects had previously taken the KLSI IIA, and none had a diagnosed learning disability. Measurements: The KLSI IIA was administered to the participants at their respective institutions. We used 2 separate χ2 analyses to determine if the observed distribution of learning styles differed from the expected distribution. Additionally, a Mann-Whitney U test was performed to determine if the learning style distributions of those subjects who were successfully admitted to the selected programs differed from those who were not. Results: No significant differences existed between the observed distribution and the expected distribution for those admitted and those not admitted (χ23 = 3.8, P = .28; and χ23 = 3.1, P = .4, respectively). Also, no significant differences existed between the learning style distributions of the groups when compared with each other (Mann-Whitney U = 158, P = .5). Conclusions: Learning styles can be easily identified through the use of the KLSI IIA. We found no dominant learning style among undergraduate
Hassanein, Osama Hassanein Sayed
The present study attempted to identify the preferred learning styles of non-Arabic speaking EFL faculties hired to teach at the Saudi universities and those of Saudi EFL university students towards learning English and to use learning styles data to inform e-learning design for Saudi EFL university students. The study used a mixed-methods design…
Aberg, Kristoffer Carl; Doell, Kimberly C; Schwartz, Sophie
Learning how to gain rewards (approach learning) and avoid punishments (avoidance learning) is fundamental for everyday life. While individual differences in approach and avoidance learning styles have been related to genetics and aging, the contribution of personality factors, such as traits, remains undetermined. Moreover, little is known about the computational mechanisms mediating differences in learning styles. Here, we used a probabilistic selection task with positive and negative feedbacks, in combination with computational modelling, to show that individuals displaying better approach (vs. avoidance) learning scored higher on measures of approach (vs. avoidance) trait motivation, but, paradoxically, also displayed reduced learning speed following positive (vs. negative) outcomes. These data suggest that learning different types of information depend on associated reward values and internal motivational drives, possibly determined by personality traits.
Carl Aberg, Kristoffer; Doell, Kimberly C.; Schwartz, Sophie
Learning how to gain rewards (approach learning) and avoid punishments (avoidance learning) is fundamental for everyday life. While individual differences in approach and avoidance learning styles have been related to genetics and aging, the contribution of personality factors, such as traits, remains undetermined. Moreover, little is known about the computational mechanisms mediating differences in learning styles. Here, we used a probabilistic selection task with positive and negative feedbacks, in combination with computational modelling, to show that individuals displaying better approach (vs. avoidance) learning scored higher on measures of approach (vs. avoidance) trait motivation, but, paradoxically, also displayed reduced learning speed following positive (vs. negative) outcomes. These data suggest that learning different types of information depend on associated reward values and internal motivational drives, possibly determined by personality traits. PMID:27851807
Baskas, Richard S.
A student-centered nontraditional learning program was proposed to better prepare fire department military personnel in obtaining their 911 dispatch certification at a Florida military installation. Maintaining an adequate number of dispatched qualified military personnel, in addition to current civilian dispatchers at the same location, improves…
González-Haro, Carlos; Calleja-González, Julio; Escanero, Jesus F
The aim of this study was to characterize the learning styles of different groups of athletes grouped according to level of performance and sport. Seventy-one male athletes completed a questionnaire on learning styles at the beginning of the 2008-2009 training season. Learning styles were assessed using the Honey-Alonso Learning Styles Questionnaire, and were also converted into learning styles described by Kolb. The Honey-Alonso learning styles were compared among the various groups using one-way analysis of variance, and the Kolb learning styles that were most favoured using a chi-square test. Pearson's correlation coefficient was used to verify the relationships between variables. No significant differences were observed in learning styles between different sports and physical activities. Years of experience did not correlate strongly with learning styles. With respect to level of performance, the pragmatic component was significantly lower in professional athletes than amateur and recreational athletes. These characteristics of learning styles preferred by the athletes should help coaches and physical trainers to reflect on their role as educators in the context of planning sports training.
Qian, Ning; Lipkin, Richard M.
Understanding autism's ever-expanding array of behaviors, from sensation to cognition, is a major challenge. We posit that autistic and typically developing brains implement different algorithms that are better suited to learn, represent, and process different tasks; consequently, they develop different interests and behaviors. Computationally, a continuum of algorithms exists, from lookup table (LUT) learning, which aims to store experiences precisely, to interpolation (INT) learning, which focuses on extracting underlying statistical structure (regularities) from experiences. We hypothesize that autistic and typical brains, respectively, are biased toward LUT and INT learning, in low- and high-dimensional feature spaces, possibly because of their narrow and broad tuning functions. The LUT style is good at learning relationships that are local, precise, rigid, and contain little regularity for generalization (e.g., the name–number association in a phonebook). However, it is poor at learning relationships that are context dependent, noisy, flexible, and do contain regularities for generalization (e.g., associations between gaze direction and intention, language and meaning, sensory input and interpretation, motor-control signal and movement, and social situation and proper response). The LUT style poorly compresses information, resulting in inefficiency, sensory overload (overwhelm), restricted interests, and resistance to change. It also leads to poor prediction and anticipation, frequent surprises and over-reaction (hyper-sensitivity), impaired attentional selection and switching, concreteness, strong local focus, weak adaptation, and superior and inferior performances on simple and complex tasks. The spectrum nature of autism can be explained by different degrees of LUT learning among different individuals, and in different systems of the same individual. Our theory suggests that therapy should focus on training autistic LUT algorithm to learn regularities
This is a fascinating time for adult learning in the UK. With a plethora of reviews reaching report stage alongside ongoing discussion about funding, qualifications and quality and the review of post-16 planning and funding in Wales, there is a real sense that things are about to change after a decade of well-meant but often misfocused reform.…
Keep, Ewart; Rogers, David; Hunt, Sally; Walden, Christopher; Fryer, Bob; Gorard, Stephen; Williams, Ceri; Jones, Wendy; Hartley, Ralph
With 6 billion British pounds of public spending reductions already on the table, and far deeper cuts inevitable, what are the prospects for adult learning in the new Parliament? Some of the regular contributors of this journal were asked what they expected and what they would like to see. Ewart Keep warns that the coalition parties' commitments…
Frost, Mary E.; Derby, Dustin C.; Haan, Andrea G.
Objective Changes in small business and insurance present challenges for newly graduated chiropractors. Technology that reaches identified, diverse learning styles may assist the chiropractic student in business classes to meet course outcomes better. Thus, the purpose of our study is to determine if the use of technology-based instructional aids enhance students' mastery of course learning outcomes. Methods Using convenience sampling, 86 students completed a survey assessing course learning outcomes, learning style, and the helpfulness of lecture and computer-assisted learning related to content mastery. Quantitative analyses occurred. Results Although respondents reported not finding the computer-assisted learning as helpful as the lecture, significant relationships were found between pre- and post-assisted learning measures of the learning outcomes 1 and 2 for the visual and kinesthetic groups. Surprisingly, however, all learning style groups exhibited significant pre- and post-assisted learning appraisal relationships with learning outcomes 3 and 4. Conclusion While evidence exists within the current study of a relationship between students' learning of the course content corollary to the use of technologic instructional aids, the exact nature of the relationship remains unclear. PMID:24087903
Frost, Mary E; Derby, Dustin C; Haan, Andrea G
Objective : Changes in small business and insurance present challenges for newly graduated chiropractors. Technology that reaches identified, diverse learning styles may assist the chiropractic student in business classes to meet course outcomes better. Thus, the purpose of our study is to determine if the use of technology-based instructional aids enhance students' mastery of course learning outcomes. Methods : Using convenience sampling, 86 students completed a survey assessing course learning outcomes, learning style, and the helpfulness of lecture and computer-assisted learning related to content mastery. Quantitative analyses occurred. Results : Although respondents reported not finding the computer-assisted learning as helpful as the lecture, significant relationships were found between pre- and post-assisted learning measures of the learning outcomes 1 and 2 for the visual and kinesthetic groups. Surprisingly, however, all learning style groups exhibited significant pre- and post-assisted learning appraisal relationships with learning outcomes 3 and 4. Conclusion : While evidence exists within the current study of a relationship between students' learning of the course content corollary to the use of technologic instructional aids, the exact nature of the relationship remains unclear.
Frost, Mary E; Derby, Dustin C; Haan, Andrea G
Objective : Changes in small business and insurance present challenges for newly graduated chiropractors. Technology that reaches identified, diverse learning styles may assist the chiropractic student in business classes to meet course outcomes better. Thus, the purpose of our study is to determine if the use of technology-based instructional aids enhance students' mastery of course learning outcomes. Methods : Using convenience sampling, 86 students completed a survey assessing course learning outcomes, learning style, and the helpfulness of lecture and computer-assisted learning related to content mastery. Quantitative analyses occurred. Results : Although respondents reported not finding the computer-assisted learning as helpful as the lecture, significant relationships were found between pre- and post-assisted learning measures of the learning outcomes 1 and 2 for the visual and kinesthetic groups. Surprisingly, however, all learning style groups exhibited significant pre- and post-assisted learning appraisal relationships with learning outcomes 3 and 4. Conclusion : While evidence exists within the current study of a relationship between students' learning of the course content corollary to the use of technologic instructional aids, the exact nature of the relationship remains unclear.
Teevan, Colleen J.; Li, Michael; Schlesselman, Lauren S.
Objective The goal of this study was to assess for a predominance of learning styles among pharmacy students at an accredited U.S. school of pharmacy. Methods Following approval by the Institutional Review Board, the Index of Learning Styles© was administered to 210 pharmacy students. The survey provides results within 4 domains: perception, input, processing, and understanding. Analyses were conducted to determine trends in student learning styles. Results Within the four domains, 84% of students showed a preference toward sensory perception, 66% toward visual input, and 74% toward sequential understanding. Students showed no significant preference for active or reflective processing. Preferences were of moderate strength for the sensing, visual, and sequential learning styles. Conclusions Students showed preferences for sensing, visual, and sequential learning styles with gender playing a role in learning style preferences. Faculty should be aware, despite some preferences, a mix of learning styles exists. To focus on the preferences found, instructors should focus teaching in a logical progression while adding visual aids. To account for other types of learning styles found, the instructors can offer other approaches and provide supplemental activities for those who would benefit from them. Further research is necessary to compare these learning styles to the teaching styles of pharmacy preceptors and faculty at schools of pharmacy. PMID:24688613
Bush, Stephanie I.; And Others
Undergraduate adult children of alcoholics (ACOAs) (n=57) were compared with children of nonalcoholic parents (n=100) on depression, self-esteem, and attributional style. ACOAs were found to have higher depression scores and lower self-esteem and were more likely to have a depressive attributional style. (SLD)
Zhang, Li-fang; Higgins, Paul
The present study examines the predictive power of socialization variables for thinking styles among adults in the workplace. One hundred and seventeen managerial personnel (aged between 18 and 55 years) in England responded to the Thinking Styles Inventory-Revised based on Sternberg's theory of mental self-government and to questions concerning…
Miller, Angie L.; Lambert, Amber D.; Speirs Neumeister, Kristie L.
The current study explores the potential relationships among perceived parenting style, perfectionism, and creativity in a high-ability and high-achieving young adult population. Using data from 323 honors college students at a Midwestern university, bivariate correlations suggested positive relationships between (a) permissive parenting style and…
De Carli, Pietro; Tagini, Angela; Sarracino, Diego; Santona, Alessandra; Parolin, Laura
Attachment and caregiving are separate motivational systems that share the common evolutionary purpose of favoring child security. In the goal of studying the processes underlying the transmission of attachment styles, this study focused on the role of adult attachment styles in shaping preferences toward particular styles of caregiving. We hypothesized a correspondence between attachment and caregiving styles: we expect an individual to show a preference for a caregiving behavior coherent with his/her own attachment style, in order to increase the chance of passing it on to offspring. We activated different representations of specific caregiving modalities in females, by using three videos in which mothers with different Adult Attachment states of mind played with their infants. Participants' facial expressions while watching were recorded and analyzed with FaceReader software. After each video, participants' attitudes toward the category “mother” were measured, both explicitly (semantic differential) and implicitly (single target-implicit association task, ST-IAT). Participants' adult attachment styles (experiences in close relationships revised) predicted attitudes scores, but only when measured implicitly. Participants scored higher on the ST-IAT after watching a video coherent with their attachment style. No effect was found on the facial expressions of disgust. These findings suggest a role of adult attachment styles in shaping implicit attitudes related to the caregiving system. PMID:26779060
Aslam, Manika Arbab; Sultan, Sarwat
The study was conducted to explore the impact of parenting styles of adolescents on their self-determination and personal growth. The data was collected from 300 adults evenly divided by gender, aged 23-38 years. To measure the parenting styles, level of self-determination and personal growth, the Caregivers Practices Report, Self Determination…
Sahragard, Rahman; Khajavi, Yaser; Abbasian, Reza
The present study aimed to investigate the possible relationships between field of study, learning style preferences, and language learning strategies among university students majoring in the fields of arts and humanities, science, engineering, social sciences, and English as a foreign language. To this end, 376 university students completed the…
Stokes, Suzanne P.
Undergraduate college students enrolled in courses that incorporated Web-based modules were surveyed to assess their satisfaction with learning in a digital instructional environment with the goal of identifying possible predictors of satisfaction according to temperament, preferred learning styles, and the demographic characteristics of gender,…
Wang, K. H.; Wang, T. H.; Wang, W. L.; Huang, S. C.
The purpose of this research was to investigate the effects of formative assessment and learning style on student achievement in a Web-based learning environment. A quasi-experimental research design was used. Participants were 455 seventh grade students from 12 classes of six junior high schools. A Web-based course, named BioCAL, combining three…
Introduction: Since a part of the instruction happens online, a hybrid course has usually been used to solve the problems of space and time. This article explores how students' learning styles influence their learning and satisfaction when certain format of a hybrid course is implemented. Methods: Participants were 122 first-year students at a…
Ozpolat, Ebru; Akar, Gozde B.
A desirable characteristic for an e-learning system is to provide the learner the most appropriate information based on his requirements and preferences. This can be achieved by capturing and utilizing the learner model. Learner models can be extracted based on personality factors like learning styles, behavioral factors like user's browsing…
Gallagher, Kevin P.
This study's focus was to examine the impact of learning style on learning outcomes in an Interactive Multimedia Instruction program (IMI). The literature review emphasizes that incorporating technology alone does not ensure positive gains in an educational initiative. It also identified a number of factors that may influence how students will…
Jie, Li; Xiaoqing, Qin
This study focuses on the relationship between learning styles and language learning strategies in the EFL context in China. The study presents two kinds of data: quantitative and qualitative. In the quantitative study, the subjects consisted of 187 second-year undergraduates. Two self-reported inventories, the Chinese version of MBTI-G and a…
Gargallo López, Bernardo; Almerich Cerveró, Gonzalo; Suárez Rodríguez, Jesús M.; García Félix, Eloïna; Garfella Esteban, Pedro R.
We assessed the learning approaches and learning styles of a sample of 148 excellent students selected from 11 degrees from nine centers of the Polytechnic University of Valencia (Spain), and we compared the results with those of a sample of 133 average students from the same centers. We found that excellent students took deeper approach than…
Kharb, Poonam; Samanta, Prajna Paramita; Jindal, Manisha; Singh, Vishram
Introduction: The purpose of teaching is to facilitate learning and to encourage the learners to learn more effectively. The learning style is an individual’s consistent way of perceiving, processing and retaining new information. Educational researchers have shown an increasing interest in the learning styles, the related instructional methods and the andrgogical teaching techniques. This interest is spurred by a desire to help the students to become capable and successful learners. Aim: The aim of this study was to determine the preferred learning styles of medical students as well as their preferences of specific teaching-learning methods. Method: A cross sectional study was conducted on 100 first semester medical students who were enrolled at SMS & R, Sharda University, India. The VARK questionnaire, version 7.1 was used to categorize the learning preferences/modes as visual (V), auditory (A), read and write (R) and kinaesthetic (K). The students were also asked to rank the various teaching methodologies viz. lectures, tutorials, demonstrations and practicals/dissections from the most preferred choice to the least preferred one. Results: The majority (61%) of the students had multimodal VARK preferences. Among them, 41%, 14% and 6% preferred the bimodal, trimodal and the quadrimodal ways of information presentation. 39% of the respondents had one strong (unimodal) learning preference. The most common unimodal preference was kinaesthetic, followed by visual, auditory and read and write. The most preferred teaching methodology was practical/dissection (39%) and tutorial was the least preferred one (12%). Conclusion: One single approach to teaching does not work for every student or even for most of the students. The educators’ awareness of the various learning styles of the students and their efforts towards matching the teaching and learning styles may help in creating an effective learning environment for all the students. PMID:23905110
Aldridge, Fiona; Iain Murray; Berry, Caroline
The National Institute of Adult Continuing Education (NIACE) Adult Participation in Learning Survey 10 years ago showed that two-fifths of the adult population said that they had taken part in learning in the last three years. A decade later, the 2012 survey shows that little has changed--active participation in learning remains a minority…
A fundamental aspect of adult education is engaging adults in becoming lifelong learners. More often than not, this requires removing barriers to learning, especially those relating to the actual organisational or institutional learning process. This article explores some of the main barriers to adult learning discussed in the literature and…
Sogunro, Olusegun A.
Evaluation anxiety can have a significant impact on adult learning, and it is a generally inescapable part of teaching-learning transactions. Too much evaluation anxiety can be devastating. This paper examines the effects of evaluation anxiety on adult learning, discussing the causes, the control measures, and the implications for adult educators.…
Designed for use in a 1968 study of why adults learn, this interview schedule contains situation-description and question sheets for use by the interviewer and subject for examining thirteen reasons why adults begin and why they continue a learning project. (The study, "Why Adults Learn: A Study of the Major Reasons for Beginning and Continuing a…
Adult learning happens in many places and forms, and is paid for by a complex mix of public, employer and private funds. National Institute of Adult Continuing Education's recent survey of public attitudes to paying for lifelong learning shows clearly that people have not convinced the general public that adult learning deserves more public…
Nasiri, Zahra; Gharekhani, Samane; Ghasempour, Maryam
Introduction Identifying and employing students’ learning styles could play an important role in selecting appropriate teaching methods in order to improve education. The aim of this study was to determine the relationship between the students’ final exam scores and the learning style preferences of dental students at Babol University of Medical Sciences. Methods This cross-sectional study was conducted on 88 dental students studying in their fourth, fifth, and sixth years using the visual–aural–reading/writing–kinesthetic (VARK) learning styles’ questionnaire. The data were analyzed with IBM SPSS, version 21, using the chi-squared test and the t-test. Results Of the 88 participants who responded to the questionnaire, 87 preferred multimodal learning styles. There was no significant difference between the mean of the final exam scores in students who did and did not prefer the aural learning style (p = 0.86), the reading/writing learning style (p = 0.20), and the kinesthetic learning style (p = 0.32). In addition, there was no significant difference between the scores on the final clinical course among the students who had different preferences for learning style. However, there was a significant difference between the mean of the final exam scores in students with and without visual learning style preference (p = 0.03), with the former having higher mean scores. There was no significant relationship between preferred learning styles and gender (p > 0.05). Conclusion The majority of dental students preferred multimodal learning styles, and there was a significant difference between the mean of the final exam scores for students with and without a preference for the visual learning style. In addition, there were no differences in the preferred learning styles between male and female students. PMID:27382442
Herbster, Douglas L.; And Others
This document reports on a study to determine if there is a pattern between specific learning styles and Myers-Briggs Type Indicator preferences. The learning style inventory used for the study, "The Teaching and Learning Styles Survey for Adolescents (TLC)," is based on Jungian style preferences--thinker, feeler, sensor, and…
Jiraporncharoen, Wichuda; Angkurawaranon, Chaisiri; Chockjamsai, Manoch; Deesomchok, Athavudh; Euathrongchit, Juntima
Purpose: This study aimed to explore the associations between learning styles and high academic achievement and to ascertain whether the factors associated with high academic achievement differed between preclinical and clinical students. Methods: A survey was conducted among undergraduate medical students in Chiang Mai University, Thailand. The Index of Learning Styles questionnaire was used to assess each student’s learning style across four domains. High academic achievement was defined as a grade point average of at least 3.0. Results: Of the 1,248 eligible medical students, 1,014 (81.3%) participated. Learning styles differed between the preclinical and clinical students in the active/reflective domain. A sequential learning style was associated with high academic achievement in both preclinical and clinical students. A reflective learning style was only associated with high academic achievement among preclinical students. Conclusion: The association between learning styles and academic achievement may have differed between preclinical and clinical students due to different learning content and teaching methods. Students should be encouraged to be flexible in their own learning styles in order to engage successfully with various and changing teaching methods across the curriculum. Instructors should be also encouraged to provide a variety of teaching materials and resources to suit different learning styles. PMID:26165948
Pitts, Joseph I.
This report describes a reliability and validity study on a learning styles instrument that was developed based on the Dunn, Dunn, & Price model. That model included 104 Likert five-point scale items for investigating 24 scales grouped into five categories considered likely to affect learning. The Learning Style Preference Inventory (LSPI)…
Slater, Jill A.; Lujan, Heidi L.; DiCarlo, Stephen E.
Students have specific learning style preferences, and these preferences may be different between male and female students. Understanding a student's learning style preference is an important consideration when designing classroom instruction. Therefore, we administered the visual, auditory, reading/writing, kinesthetic (VARK) learning preferences…
Describes a study conducted at the Naval Postgraduate School to determine student attitudes toward various aspects of network-based instruction. Discusses Internet technology; Web-based education; online learning; learning styles; and results from Kolb's Learning Style Inventory, the Hidden Figures Test, and a number of multivariate procedures.…
Provitera, Michael J.; Esendal, Esin
Drawing on the learning theory of the Felder-Silverman model (2002), and the work of A.F. Grasha, this paper provides a brief review of teaching and learning styles used in management education. Professors, like students, demonstrate a number of learning styles and a professor has some responsibility to organize and present a course to satisfy…
Crocker, Catherine D.
The purpose of this mixed method embedded study was to examine the relationship teachers' cognitive learning style may have upon implementation of specific teaching strategies. Research has shown that cognitive learning style not only impacts how an individual's mind organizes information, but also affects choices made in respect to learning and…
Botsios, Sotiris; Georgiou, Demetrius; Safouris, Nikolaos
In order to establish an online diagnostic system for Learning Style Estimation that contributes to the adaptation of learning objects, we propose an easily applicable expert system founded on Bayesian Networks. The proposed system makes use of Learning Style theories and associated diagnostic techniques, simultaneously avoiding certain error…
Tonsing-Meyer, Julie A.
As technology has evolved, the way individuals learn and the way instructors teach has changed. Despite the general consensus that learning styles and instructional preferences should be addressed in e-learning, there remains a gap in the research into how different styles might be correlated with certain instructional preferences to improve the…
Sandman, Thomas E.
The assessment of student learning styles can be of significant value for developing and evaluating an appropriate mix of pedagogical techniques and activities. With this in mind, learning style preferences were collected from over 300 undergraduate business telecommunications students. These set of data show that a breadth of learning style…
McCabe, Margaret J.
Learning style preferences of a group of nursing students was analyzed to determine whether the development of self-instructional modular learning packages would be an educationally sound means for presenting didactic content to students. A total of 38 junior baccalaureate nursing students completed the Canfield Learning Styles Inventory. Results…
To consider how Web-based learning program is utilized by learners with different cognitive styles, this study presents a Web-based learning system (WBLS) and analyzes learners' browsing data recorded in the log file to identify how learners' cognitive styles and learning behavior are related. In order to develop an adapted WBLS, this study also…
Bauder, Thomas A.; Milman, Jacquelyn
A summary is presented of research on learning and teaching styles in English as a Second Language, and of results of learning and teaching style preference surveys conducted at a Mexican university in 1989. The students surveyed demonstrated much more cognitive flexibility or willingness to learn through different cognitive modes than was…
Two proposed style assessment instruments are employed to explore the learning styles of non-English major college students in the EFL (English as a Foreign Language) context in Chinese universities. It was found that their overall learning preferences in English language learning demonstrate a tendency, so that discovering the students' learning…
Higher education is one of the last institutions of learning to embrace the challenge of learner diversity that exists everywhere today (Dunn & Griggs, 2000; Rowley, Lujan, Dolence, 1998). This investigation explored the relationships between perceived preferred instructional strategies and student learning styles of learning-style aware…
Hardaker, Glenn; Dockery, Richard; Sabki, A'ishah Ahmad
This research is driven by a desire to understand the lifelong learner in the context of styles of learning and the emerging implications of technology enhanced learning for digital equity. Recognising cognitive learning styles is the first step educators need to take in order to be most effective in working with students of diversity and bridging…
Yale Univ., New Haven, CT. Inst. for Social and Policy Studies.
This report comprises the results of a panel commissioned by the New York State Board of Regents to review the status of knowledge on learning styles and group tendencies in learning behavior. The panel commissioned background papers, and debated various aspects of learning style as they relate to education. Of particular note was the role of…
Lehmann, Thomas; Ifenthaler, Dirk
This research contributes to answer the question whether learning/cognitive styles of students serve as a justified starting point for creating target-group appropriate instruction. The study was realized in a self-regulated problem-based learning environment. Data of 56 participants on their individual learning styles, their acquired problem…
Surjono, Herman Dwi
This experimental study investigated the effects of multimedia preferences and learning styles on undergraduate student achievement in an adaptive e-learning system for electronics course at the Yogyakarta State University Indonesia. The findings showed that students in which their multimedia preferences and learning style matched with the way the…
Thon, Sarah; Hansen, Pamela
Context: Recognizing the preferred learning style of professional undergraduate and graduate athletic training students will equip educators to more effectively improve their teaching methods and optimize student learning. Objective: To determine the preferred learning style of professional undergraduate and graduate athletic training students…
Chen, Joseph C.
As the USA experiences rapid growth of nontraditional adult students in higher education, educators and institutions will increasingly need to look beyond the traditional youth-centric educational models to better address adult learning needs. To date, no research has been conducted examining the learning experiences of adult students enrolled in…
Almeida, Patrícia; Teixeira-Dias, José Joaquim; Martinho, Mariana; Balasooriya, Chinthaka
The purpose of this study is to investigate if the teaching, learning and assessment strategies conceived and implemented in a higher education chemistry course promote the development of conceptual understanding, as intended. Thus, our aim is to analyse the learning styles and the approaches to learning of chemistry undergraduates with better grades. The overall results show that the students with better grades possess the assimilator learning style, that is usually associated to the archetypal chemist. Moreover, the students with the highest grades revealed a conception of learning emphasising understanding. However, these students diverged both in their learning approaches and in their preferences for teaching strategies. The majority of students adopted a deep approach or a combination of a deep and a strategic approach, but half of them revealed their preference for teaching-centred strategies.
Rabi, Rahel; Miles, Sarah J; Minda, John Paul
Two experiments explored the different strategies used by children and adults when learning new perceptual categories. Participants were asked to learn a set of categories for which both a single-feature rule and overall similarity would allow for perfect performance. Other rules allowed for suboptimal performance. Transfer stimuli (Experiments 1 and 2) and single features (Experiment 2) were presented after training to help determine how the categories were learned. In both experiments, we found that adults made significantly more optimal rule-based responses to the test stimuli than children. Children showed a variety of categorization styles, with a few relying on the optimal rules, many relying on suboptimal single-feature rules, and only a few relying on overall family resemblance. We interpret these results within a multiple systems framework, and we argue that children show the pattern they do because they lack the necessary cognitive resources to fully engage in hypothesis testing, rule selection, and verbally mediated category learning.
Miskioglu, Elif Eda
Our three studies examine the factors of learning styles, student self-efficacy, collective (team) efficacy, attitudes, perceptions, and performance at individual and team levels. Each study addresses a different environment: (i) Individual Level-we are interested in how variability in learning styles engaged by specific exam problems may correlate with student learning styles, self-efficacy, and performance in our introductory chemical engineering course, Process Fundamentals (i.e., mass and energy or material balances); (ii) Team Level-we are interested in understanding how team composition with respect to learning styles (homogeneous vs. heterogeneous teams) may influence these factors in the upper level Unit Operations course; (iii) Combinatorial Level-we are interested in understanding how collective efficacy may influence individual self-efficacy and again if there are any correlations with learning styles and performance in the senior level Process Design and Development course. Some of the most interesting results of these studies have stemmed from the study on individual students, which has shown correlations between learning style preferences and performance in specific instances. Even more interesting, evaluating and characterizing the learning styles that exam problems engage has shown strong variations in problem types by instructor. This presents new questions regarding how these variations may affect student understanding and subsequent performance. Also included are details regarding a course developed in Technical and Professional Communication (for Chemical Engineers) that was offered Spring 2014 and Spring 2015.
Abdollahimohammad, Abdolghani; Ja’afar, Rogayah
Purpose: Learning style preferences vary within the nursing field and there is no consensus on a predominant learning style preference in nursing students. The current study compared the learning style preferences of nursing students at two universities in Iran and Malaysia. Methods: A purposive sampling method was used to collect data from the two study populations. Data were collected using the Learning Style Scale (LSS), which is a valid and reliable inventory. The LSS consists of 22 items with five subscales including perceptive, solitary, analytic, imaginative, and competitive. The questionnaires were distributed at the end of the academic year during regular class time for optimum response. The Mann-Whitney U-test was used to compare the learning style preferences between the two study populations. Results: A significant difference was found in perceptive, solitary, and analytic learning styles between two groups of nursing students. However, there was no significant difference in imaginative and competitive learning styles between the two groups. Most of the students were in the middle range of the learning styles. Conclusion: There were similarities and differences in learning style preferences between Zabol Medical Sciences University (ZBMU) and University Sains Malaysia (USM) nursing students. The USM nursing students were more sociable and analytic learners, whereas the ZBMU nursing students were more solitary and perceptive learners. PMID:25417864
Czepula, Alexandra I.; Bottacin, Wallace E.; Hipólito, Edson; Baptista, Deise R.; Pontarolo, Roberto; Correr, Cassyano J.
Background: Learning styles are cognitive, emotional, and physiological traits, as well as indicators of how learners perceive, interact, and respond to their learning environments. According to Honey-Mumford, learning styles are classified as active, reflexive, theoretical, and pragmatic. Objective: The purpose of this study was to identify the predominant learning styles among pharmacy students at the Federal University of Paraná, Brazil. Methods: An observational, cross-sectional, and descriptive study was conducted using the Honey-Alonso Learning Style Questionnaire. Students in the Bachelor of Pharmacy program were invited to participate in this study. The questionnaire comprised 80 randomized questions, 20 for each of the four learning styles. The maximum possible score was 20 points for each learning style, and cumulative scores indicated the predominant learning styles among the participants. Honey-Mumford (1986) proposed five preference levels for each style (very low, low, moderate, high, and very high), called a general interpretation scale, to avoid student identification with one learning style and ignoring the characteristics of the other styles. Statistical analysis was performed using the Statistical Package for the Social Sciences (SPSS) version 20.0. Results: This study included 297 students (70% of all pharmacy students at the time) with a median age of 21 years old. Women comprised 77.1% of participants. The predominant style among pharmacy students at the Federal University of Paraná was the pragmatist, with a median of 14 (high preference). The pragmatist style prevails in people who are able to discover techniques related to their daily learning because such people are curious to discover new strategies and attempt to verify whether the strategies are efficient and valid. Because these people are direct and objective in their actions, pragmatists prefer to focus on practical issues that are validated and on problem situations. There was no
Brunt, Barbara A; Kopp, Denise J
This descriptive pilot study assessed the impact of learning style on satisfaction with orientation. Three learning style instruments were sent to all preceptors on inpatient units in two hospitals, and newly hired registered nurses and licensed practical nurses completed the same learning style instruments. Level of satisfaction with the orientation was used as the posttest measure. Matched t tests were compared to see whether the two groups had significant differences. Knowledge of the impact of learning styles on satisfaction can enhance the preceptor experience and perhaps increase retention.
With continued development of related technologies, Web 2.0 has become an important site of learning innovation. In particular, social networking sites such as Facebook, which have become popular, have the potential to function as an educational tool enabling peer feedback, interaction, and learning in a social context. Preparing appropriate…
Background The challenge of imparting a large amount of knowledge within a limited time period in a way it is retained, remembered and effectively interpreted by a student is considerable. This has resulted in crucial changes in the field of medical education, with a shift from didactic teacher centered and subject based teaching to the use of interactive, problem based, student centered learning. This study tested the hypothesis that learning styles (visual, auditory, read/write and kinesthetic) and approaches to learning (deep, strategic and superficial) differ among first and final year undergraduate medical students, and postgraduates medical trainees. Methods We used self administered VARK and ASSIST questionnaires to assess the differences in learning styles and approaches to learning among medical undergraduates of the University of Colombo and postgraduate trainees of the Postgraduate Institute of Medicine, Colombo. Results A total of 147 participated: 73 (49.7%) first year students, 40 (27.2%) final year students and 34(23.1%) postgraduate students. The majority (69.9%) of first year students had multimodal learning styles. Among final year students, the majority (67.5%) had multimodal learning styles, and among postgraduates, the majority were unimodal (52.9%) learners. Among all three groups, the predominant approach to learning was strategic. Postgraduates had significant higher mean scores for deep and strategic approaches than first years or final years (p < 0.05). Mean scores for the superficial approach did not differ significantly between groups. Conclusions The learning approaches suggest a positive shift towards deep and strategic learning in postgraduate students. However a similar difference was not observed in undergraduate students from first year to final year, suggesting that their curriculum may not have influenced learning methodology over a five year period. PMID:23521845
Tovar, Lynn A.
In this article, learning how to learn for non traditional adult students is discussed with a focus on police officers and firefighters. Learning how to learn is particularly relevant for all returning non-traditional adults; however in the era of terrorism it is critical for the public safety officers returning to college after years of absence…
Newton, Philip M.; Miah, Mahallad
The basic idea behind the use of ‘Learning Styles’ is that learners can be categorized into one or more ‘styles’ (e.g., Visual, Auditory, Converger) and that teaching students according to their style will result in improved learning. This idea has been repeatedly tested and there is currently no evidence to support it. Despite this, belief in the use of Learning Styles appears to be widespread amongst schoolteachers and persists in the research literature. This mismatch between evidence and practice has provoked controversy, and some have labeled Learning Styles a ‘myth.’ In this study, we used a survey of academics in UK Higher Education (n = 114) to try and go beyond the controversy by quantifying belief and, crucially, actual use of Learning Styles. We also attempted to understand how academics view the potential harms associated with the use of Learning Styles. We found that general belief in the use of Learning Styles was high (58%), but lower than in similar previous studies, continuing an overall downward trend in recent years. Critically the percentage of respondents who reported actually using Learning Styles (33%) was much lower than those who reported believing in their use. Far more reported using a number of techniques that are demonstrably evidence-based. Academics agreed with all the posited weaknesses and harms of Learning Styles theory, agreeing most strongly that the basic theory of Learning Styles is conceptually flawed. However, a substantial number of participants (32%) stated that they would continue to use Learning Styles despite being presented with the lack of an evidence base to support them, suggesting that ‘debunking’ Learning Styles may not be effective. We argue that the interests of all may be better served by promoting evidence-based approaches to Higher Education.
Penger, Sandra; Tekavcic, Metka; Dimovski, Vlado
Researchers have pointed out that students learn effectively in a harmonic environment and by using teaching aids which match the students' learning style preferences (Li et al., 2008). The learning styles literature is having a revival during last years. Although learning styles have been heavily researched (Coffield et al., 2004; Reynold &…
The primary purpose of this study was to examine Saudi EFL college students' perceptual learning styles in order to determine whether their perception of their learning styles is a predictor of academic persistence, satisfaction and success in different learning environments. Participants' perceptions about their learning styles in both…
Juárez-Muñoz, Irina Elizabeth; Gómez-Negrete, Alonso; Varela-Ruiz, Margarita; Mejía-Aranguré, Juan Manuel; Mercado-Arellano, José Agustín; Sciandra-Rico, Martha Minerva; Matute-González, Mario Manuel
Background: the learning styles are cognitive, emotional, and psychological characteristics, which function as relatively stable indicators of how teachers and students perceive, interact, and respond to their learning environments. Knowing students' styles allows teachers to have tools to improve medical education. Our objective was to identify learning styles in pediatric residents and professors from a pediatric hospital. Methods: a learning styles questionnaire was applied to residents and theirs professors; data was analyzed in SPSS 12 software. Results: the dominant learning style in pediatric residents was reflexive and for professors was theoretical. There wasn't any difference between sexes or between medical or surgical specialities. There was more correlation between professors and residents when there was an increase in training time. Conclusions: the learning styles between professors and residents are different, especially at the beginning of the medical specialty courses; that's why it is necessary to realize a confrontation between the students' learning styles and teaching methods used by professors to improve significant learning. To know learning styles gives residents an important alternative to find a better study strategy.
Morgan, Ronald R.; Ponticell, Judith A.; Gordon, Edward E.
This book, which is designed to prepare individuals to become workplace consultants, examines the theory and practice of enhancing learning in training and adult education. The following are among the topics discussed: putting cognition theory into practice in instruction; cognitive science perspective on adult learning (adults as learners, three…
Students in every nation of the world learn new and difficult material in ways that are often similar and, at the same time, different from the way other students of the same age, gender, race, religion, culture, and nationality prefer to learn. The purpose of this study was to identify and compare the preferred learning-style characteristics of…
Gnilka, Philip B.; Ashby, Jeffrey S.; Noble, Christina M.
This study examined the relationships between adaptive and maladaptive perfectionism, anxious and avoidant adult attachment styles, depression, hopelessness, and life satisfaction among a sample of 180 undergraduate students. Maladaptive perfectionism mediated the relationship between both forms of adult attachment and depression, hopelessness,…
Concept mapping is a technique for visually representing the structure of information, concepts, and the relationships between them. Concept maps are useful tools that help students learn about how they structure knowledge while supporting the process of knowledge construction or metaknowledge. This paper discusses the effect of concept mapping…
Singh, Madhu, Ed.
This book contains 15 papers: "Introduction" (Madhu Singh); "Adult Learning and the Transformation of Work" (Paul Belanger); "Future of Work and Adult Learning" (Ettore Gelpi); "The Obligation of Education in the Face of Globalisation" (Nicole Arnaud); "Lifelong Learning and Vocational Education and…
Despite knowing that positive emotional experiences tend to be beneficial for adult learning, our incomplete understanding of the emotional system rarely allows us to incorporate emotion adequately in real learning situations. The experience of emotional highs, as observed in adult experiential learning courses, has been selected as the phenomenon…
Payne, Mario D., Ed.; Robins, Eve, Ed.
This resource guide is designed to help adults who suspect they have a learning disability gather sufficient information to set realistic goals, achieve those goals, and lead productive lives. The first section, which discusses assessing learning disabilities, includes lists of agencies equipped to help diagnose learning disabilities in adults and…
Damrongpanit, Suntonrapot; Reungtragul, Auyporn
The purposes of this study were to explore students' learning styles and teachers' teaching styles and study the effects and interaction effects of learning styles and teaching styles on mathematics achievements. The subjects were 3,382 ninth-grade students and 110 mathematic teachers. The main results revealed that most students were categorized…
Gravenhorst, Robynne M.
This study examines the interaction between learning styles and academic performance in an anatomy course that blends traditional lecture with an array of hands-on activities. Participants were 19 students (ranging from 18 to 24 years of age) at Columbia College, Chicago. The Felder-Silverman Index of Learning Styles and a 25-item pre-test and…
Karamaerouz, Mohamad Javad; Abdi, Ali; Laei, Soosan
Cognitive learning styles are relatively fixed procedures using which individuals receive, process and organize information. This paper aims to examine academic achievement in English for both field dependence and field independence learning styles using educational multimedia. The sample of the study consisted of 40 second-grade female students…
Using data collected from 120 students enrolled in nine sections of an undergraduate technical communication course, this study found a number of statistically significant associations between students' learning styles, as defined by the Index of Learning Styles, and nine measures evaluating both academic performance and student preference. The…
Goodridge, Wade H.; Lawanto, Oenardi; Santoso, Harry B.
The implementation of a successful engineering program to a synchronous online curriculum is subject to many impacting factors. One such factor, that has not seen much investigation, concerns learning styles. Student learning styles may have a dramatic influence on the success of a synchronous online deliverable engineering graphics curriculum.…
Milgram, Roberta M., Ed.; And Others
This book provides theoretical and practical information to meet the challenge of individualizing instruction for gifted and talented adolescents of different learning styles and different cultural backgrounds. Part 1 consists of six chapters that present the broad theoretical background of giftedness and learning style. It includes the following…
Dobson, John L.
Learning styles may be classified according to the sensory modality that one most prefers to use when internalizing information. The four major sensory modalities are visual, aural or auditory, read/write, and kinesthetic. The purpose of this study was to investigate the relationship between preferred learning style, gender, and course scores in…
Peker, Murat; Mirasyedioglu, Seref
The purpose of this study was to investigate the differences of pre-service elementary school teachers' attitudes towards mathematics according to their learning styles. Two hundreds eighty one pre-service elementary school teachers were involved in this study. The researchers employed two types of instruments, Learning Style Inventory and Scale…
The purpose of this paper is to show that the reflections of different personality types can be observed in students' developing different learning styles for themselves. It is hypothesized that personality may be a dominant factor in achieving the educational goals through several learning styles in foreign language achievement. To clarify this…
Sewall, Timothy J.
This paper addresses the issue of whether four of the learning styles instruments currently available are of sufficient psychometric quality to warrant their continued use either for research or educational purposes. Four instruments, which purport to measure learning styles, were selected for review. Criteria for selection were based in part on…
Young, Mark; Collins, Marianne K.
This paper describes an innovative Principles of Marketing course design and delivery which matches learning and teaching styles, while reducing multi-section variation. Value co-creation is encouraged by instructors and students collaborating in the creation of customized learning experiences which facilitates both teaching style and learning…
Overbay, Amy; Patterson, Ashley Seaton; Grable, Lisa
This study examined the relationship between learning style, level of resistance to change, and teacher retention in schools implementing an intensive schoolwide technology and media integration model. Researchers found that teachers with ST (sensing-thinking) and SF (sensing-feeling) learning style preferences, as described by the Myers-Briggs…
Costello, Barbara; Lenholt, Robert; Stryker, Judson
Studies show that recent generations of college students have a learning style with identifiable characteristics. Library instruction efforts must adapt to these learning styles. Course management software (CMS), such as Blackboard, is one resource available to academic librarians to meet the challenges posed by the ''Net Generation.'' At Stetson…
Vaughn, L. M.; Hensley, B.; Baker, R. C.; Dearman, L.
The authors examined the relationship between specific learning styles and stress and coping in a sample of female college students (N = 246). Participants in the study were assessed on the three variables by completing several self-report instruments measuring learning styles, life stress level, and coping skills. There were significant…
Choi, Ikseon; Lee, Sang Joon; Jung, Jong Won
Although many benefits of case-based instruction with multimedia have been reported, there are few empirical studies of how the benefits of multimedia case-based instructions (MCBIs) are mediated by students' individual differences, such as their learning styles. Understanding the relationships between students' learning styles and the learning…
Sandman, Thomas E.
An exploration of the preferred learning styles for over 1,100 business students has yielded an intriguing result. While many previous studies have examined the learning styles in different majors at different universities, these studies have been focused on describing the typical student for that major. This study demonstrates that the preferred…
Cekiso, M. P.
Widening access to higher education has meant an increasing need for flexibility in instruction and course design to accommodate students who utilize a wide range of learning style preferences. The purpose of this study was to identify the preferred learning styles of students and to plan instruction and course design accordingly. In addition, a…
Yüksel, Ismail; Türkses, Ercüment
This study aims to examine distance education students' learning styles and critical thinking dispositions. This cross sectional survey was conducted on 114 Turkish distance education students from various departments in a state university. The data of the study were collected through Grasha-Riechmann Student Learning Style Scale (GRSLSS) and…
The aim of this research is to determine eighth grade students' learning styles and attitudes toward math class and to show the relationship between their learning styles and attitudes toward math class. Sample of the research consists of 100 eighth grade students having education in a school in the Central Anatolia of our country. As data…
Gender differences in various aspects of cognitive ability may be related to cultural sex roles. This paper examines gender differences in learning styles among three groups of Canada Natives. Canfield's Learning Styles Inventory, Form E, was administered to 280 Cree, Dene, and Metis (mixed-blood) students in Grades 7-9 in northern Saskatchewan…
Yousef, Darwish Abdulrahman
Purpose: The purpose of this study is to examine the use of Honey and Mumford's (1986) learning styles questionnaire (LSQ) in the context of United Arab Emirates (UAE) higher education. In particular, it aims at exploring the learning style preferences of United Arab Emirates University (UAEU) students using LSQ. It also investigates whether there…
Hale, Janice E.
This article is a review of the literature related to the cognitive, learning, behavioral, and cultural styles of African American children. This is an assessment of the progress that has been made since 1982 when my first book was published. Several flaws in the creation of the science that undergirds learning styles research related to African…
Bolles, Gina; Chatfield, Steven J.
This study explores the intersection of the individual's imagery ability, imagery use in dance training and performance, and learning style. Thirty-four intermediate-level ballet and modern dance students at the University of Oregon completed the Movement Imagery Questionnaire-Revised (MIQ-R) and Kolb's Learning Style Inventory-3 (LSI-3). The four…
The importance of learning styles to student retention and career decision guidance is considered. Learning style is the way people process information and solve problems. Research on right and left brain processing, which indicates that the left hemisphere controls thoughts that are predominately rational and the right hemisphere controls…
Scribner, Shauna A.; Anderson, Marcia A.
According to Farrell and Kotrlik (2003), educators can become more effective teachers by assessing their students' preferred learning styles. This assessment can help in planning the curriculum and in selecting appropriate instructional methods. Thus, research is needed to determine if there is a link between students' learning styles and their…
Caglayan, Hakan Salim
This study was carried out with the purpose of determining the academicians' learning styles in school of physical education and sports and whether there was a relationship between their learning styles and gender, age, appellation and the department they worked or not. In the study survey method that was used. The sample of the study consisted of…
Whyte, Michael; And Others
This paper highlights extensive previous research on cognitive learning style and describes an investigation of correlated cognitive learning style testing of 107 United States Air Force cadets and officers. The investigation set out to determine whether a multidimensional construct for individuals could be identified, allowing instruction to be…
Kyprianidou, Maria; Demetriadis, Stavros; Tsiatsos, Thrasyvoulos; Pombortsis, Andreas
This work explores the impact of teacher-led heterogeneous group formation on students' teamwork, based on students' learning styles. Fifty senior university students participated in a project-based course with two key organizational features: first, a web system (PEGASUS) was developed to help students identify their learning styles and…
Anbarasi, M.; Rajkumar, G.; Krishnakumar, S.; Rajendran, P.; Venkatesan, R.; Dinesh, T.; Mohan, J.; Venkidusamy, S.
Students entering medical college generally show vast diversity in their school education. It becomes the responsibility of teachers to motivate students and meet the needs of all diversities. One such measure is teaching students in their own preferred learning style. The present study was aimed to incorporate a learning style-based…
1983) also used the LPI to study the learning style preferences of 309 allied health practitioners in a university teacher education program. Their three...Hooker, E. (1983). Learning style preferences of allied health practioners in a teacher education program. Journal of allied health, 12(1) 48-55
Djigic, Gordana; Stojiljkovic, Snežana; Markovic, Andrijana
This paper is concerned with the personality dimensions and learning styles of secondary school students, attending grammar and technical vocational school. The aim of the study is to examine differences in personality traits and learning styles between students from these types of schools, as well as to determine the predictive power of…
Ramezani, Afsaneh Effatdokht; Dehgahi, Meysam; Hashemi, Hanie
This study explored the learning style preferences of 40 Iranian students at Marefat Iranian high school in Kuala Lumpur of which, 20 are females and 20 are males. To this end, this study used structured interview to elicit in-depth information from the students. The results of the study showed that learning style preferences of Iranian students…
As the number of international students and transnational education agreements continue to rise at an unprecedented rate in many countries, an area of research that continues to lag behind is how far students' learning styles can adapt to different educational contexts. Learning styles research has recently developed from simplistic yet popular…
Hudak, Mary A.; Anderson, David E.
Studies 94 undergraduate students in introductory statistics and computer science courses. Applies Formal Operations Reasoning Test (FORT) and Kolb's Learning Style Inventory (LSI). Finds that substantial numbers of students have not achieved the formal operation level of cognitive maturity. Emphasizes need to examine students learning style and…
Reed, W. Michael; Oughton, John M.
Analyzes students' visual renderings of concepts related to the term "hypermedia" to determine whether groups, membership of which was based on a mixture of learning styles or a mixture of hypermedia knowledge, constructed concept maps that differed in terms of several factors. Learning style seemed to explain the types of interactions more than…
This paper presents the relationship between Korean EFL learners' self-reporting learning style preferences and their perspectives on ELT materials evaluation. Quantitative data was acquired from 521 subjects' responses to a learning style survey and a questionnaire of materials evaluation checklist. The findings show that Korean EFL learners'…
Furnham, Adrian; Christopher, Andrew; Garwood, Jeanette; Martin, Neil G.
More than 400 students from four universities in America and Britain completed measures of learning style preference, general knowledge (as a proxy for intelligence), and preference for examination method. Learning style was consistently associated with preferences: surface learners preferred multiple choice and group work options, and viewed…
Wakefield, Alice P.
Finds that the predominant learning style preference of a group of elementary school principals and early childhood teacher educators were polar opposites of one another, but these differences were not statistically significant. Finds a significant relationship between teachers' learning style and their years of teaching experience. Discusses…
Background Surgical education is evolving under the dual pressures of an enlarging body of knowledge required during residency and mounting work-hour restrictions. Changes in surgical residency training need to be based on available educational models and research to ensure successful training of surgeons. Experiential learning theory, developed by David Kolb, demonstrates the importance of individual learning styles in improving learning. This study helps elucidate the way in which medical students, surgical residents, and surgical faculty learn. Methods The Kolb Learning Style Inventory, which divides individual learning styles into Accommodating, Diverging, Converging, and Assimilating categories, was administered to the second year undergraduate medical students, general surgery resident body, and general surgery faculty at the University of Alberta. Results A total of 241 faculty, residents, and students were surveyed with an overall response rate of 73%. The predominant learning style of the medical students was assimilating and this was statistically significant (p < 0.03) from the converging learning style found in the residents and faculty. The predominant learning styles of the residents and faculty were convergent and accommodative, with no statistically significant differences between the residents and the faculty. Conclusions We conclude that medical students have a significantly different learning style from general surgical trainees and general surgeons. This has important implications in the education of general surgery residents. PMID:20591159
Holliday, Tacy L.; Said, Sukhaynah H.
This study provided empirical support for tutor-led study groups using a physiological measurement and study survey data. The scope of this preliminary study included determining differences in biology and chemistry study group members' (N = 25) regarding learning styles and pulse rate changes. As hypothesized, there was significant evidence that…
This case study was conducted in three schools in Maine, United States. The goal of this qualitative research was two-fold: to describe the process used by a small educational consortium as it initiated formal online education, and to view this experience through the lens of students' preferred learning styles. The United States does not have a…
Tortorella, Richard A. W.; Graf, Sabine
Mobile devices are becoming ubiquitous in our society and more so with school aged children. In order to get the most out of the portable computing power present at students' fingertips, this paper proposes an approach for providing mobile, personalized course content tailored to each individual's learning style while incorporating adaptive…
Haugen, Harald; Ask, Bodil; Bjørke, Sven Åke
School surveys and reports on integration of ICT in teaching and learning indicate that the technology is mainly used in traditional learning environments. Furthermore, the most frequently used software in the classrooms are general tools like word processors, presentation tools and Internet browsers. Recent attention among youngsters on social software / web 2.0, contemporary pedagogical approaches like social constructivism and long time experiences with system dynamics and simulations, seem to have a hard time being accepted by teachers and curriculum designers. How can teachers be trained to understand and apply these possibilities optimally that are now available in the classroom and online, on broadband connections and with high capacity computers? Some views on practices with the above-mentioned alternative approaches to learning are presented in this paper, focusing particularly on the options for online work and learning programmes. Here we have first hand experience with adult and mature academics, but also some background with other target groups.
D'Amore, Angelo; James, Santhamma; Mitchell, Eleanor K L
It is important that educators understand their students' learning styles. In this study we investigate the learning styles of first-year undergraduate nursing and midwifery university students and whether these learning styles are influenced by student demographic characteristics. A cross-sectional survey including demographic questions and the Kolb Learning Style Inventory was utilised. There was a 78% response rate (n=345). The majority of first-year students investigated in this study were divergers (29.5%), followed by assimilators (28.8%), accommodators (23.9%) and convergers (17.9%). Female students had a higher reflective observation (RO) score than male students (p=0.0078). Those with English as first language showed a higher active experimentation score (p=0.0543) and a lower concrete experience (CE) score (p=0.0038). Australian citizens and permanent residents had a higher RO score (p=0.0560) and a lower CE score (p=0.0100) than migrants and international students. Nursing/arts students had a higher abstract conceptualisation (AC) score than nursing students (p=0.0013). Students enrolled in 4-5 subject units had a higher AC score than those enrolled in 1-2 units (p=0.0244). Nursing and midwifery students are mainly of the diverger and assimilating learning styles. Some student demographic characteristics show a significant influence on learning styles. This study has teaching and research implications.
Foote, Laura S.
Transformational learning, narrative learning, and spiritual learning frame adult experiences in new and exciting ways. These types of learning can involve a simple transformation of belief or opinion or a radical transformation involving one's total perspective; learning may occur abruptly or incrementally. Education should liberate students from…
Gravani, Maria N.
The research reported in this paper is an investigation of the application of adult learning principles in designing learning activities for teachers' life-long development. The exploration is illustrated by qualitative data from a case study of adult educators' and adult learners' insights and experiences of a teacher development course organised…
Gould, Trenton E; Caswell, Shane V
Context: Learning theory and pedagogic research are unfamiliar to many educators trained in the sciences. Athletic training educators must learn to appreciate the theoretic and practical value of pedagogic research, including learning styles. Objective: To extend the learning styles research in athletic training by introducing the Mind Styles model and Gregorc Style Delineator instrument to investigate students' and program directors' baseline style preferences and to study the effects of sex, education level, and academic role on mean composite Gregorc Style Delineator scores. Design: Correlational research design. Setting: Instruments were mailed to program directors and administered in classroom settings. Patients or Other Participants: Ten of 10 athletic training programs accredited by the Commission on Accreditation of Allied Health Education Programs formed sample 1, with 200 undergraduate athletic training students (68 men, 132 women, age = 20.12 ± 2.02 years). A total of 43 program directors (22 men, 21 women, age = 40.05 ± 9.30 years) created sample 2. Main Outcome Measure(s): We used the Gregorc Style Delineator to measure participants' perceptual and ordering abilities, combining them in a quaternary design to create mean composite scores for the Concrete Sequential (CS), Abstract Sequential (AS), Abstract Random (AR), and Concrete Random (CR) Mind Styles subscales. We also noted each subject's sex, education level, and academic role. Results: We obtained a response rate of 100% of undergraduates and 43% of program directors. The CS style was preferred by 44.5% (n = 89) of students and 58.1% (n = 25) of program directors. Program directors preferred the CS style more (P < .001) and the AS and AR styles less (P < .001) than predicted by χ2 testing. Students preferred the CS style more (P < .001) and the AS style less (P < .001) than expected also. Men students preferred the AS style more (P < .01) and the AR style less (P < .01) than women students
Ku, David Tawei; Chang, Chiung-Sui
This paper explores students' learning styles in relation to learning strategies in web-based learning environments, and in particular, how academic discipline and gender differences affect learning styles and learning strategies in web-based learning for college students in Taiwan. The results show that regardless of learning strategy, academic…