Titus, Thomas G.; And Others
Results are reported from a study of the learning styles of 306 high school students. The study examined learning style characteristics (abstraction, concreteness, reflection, activity); comparisons between adolescent and adult learning styles; and differences between freshmen and seniors, males and females, and slow-track and fast-track learners.…
Zapalska, Alina M.; Dabb, Helen
Describes an assessment instrument (VARK) that college professors can use to identify their own teaching strategies as well as to help student become more aware of their own learning strategies and motivations. Discusses its use with students in West Virginia and New Zealand, and potential use in Central and Eastern Europe. (EV)
Ritschel-Trifilo, Patricia M.
Learning is a biological process involving horizontal and vertical synapse formations in the brain resulting in established neuronal pathways. Each learner has a unique biological makeup resulting in individual approaches to acquire, understand, and perceive information, which constitutes their learning styles. Learners have a dominant and several subdominant learning styles they use to explore new material. This study investigates the effect of following learning style pathways on learning and satisfaction in an online biology laboratory for non-science-major undergraduates. Participants in the control group, without knowledge of learning styles, randomly chose from eight instructional strategies, to create a pathway to explore the subject of fermentation and enzymes. Each participant in the experimental group was tested to determine dominant and subdominant learning styles, and was then instructed to follow a specific pathway that conformed to his or her learning styles through the instructional materials to explore the topics. Results of the study show a statistically significant improvement in learning when instructional strategies are matched to dominant and subdominant learning styles compared to instructional strategies unmatched to learning styles. Learners following the learning style pathway exactly as suggested by Canfield Learning Styles Inventory, with the dominant instruction first, accomplished extremely significantly higher posttest scores over those who only partially followed the suggested learning path. Learners expressed a higher level of satisfaction with the instruction and greater ease of learning when the instructional strategies matched learning styles. Research results suggest that, if the instructional strategies incorporated into an online laboratory presenting unfamiliar material to learners do not match the learner's style, the learner is forced to use a brain pathway with little neuronal connectivity resulting in poor learning and
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.
Birchman, J. A.; Sadowski, M. A.
Regardless of the instrument used to determine learning styles, it is commonly accepted that people learn in different ways. As Professors, we tend to teach in a style that matches the way we ourselves learn. Tis may or may not match the learning styles of the students in our classroom. As Graphics educators, we cannot meet every student's…
Full Text Available Background and purpose: Learning style is the processing of information and comprehension. If teachers present contents in a style that matches a student’s preferred learning style, academic performance and success will improve. If content retention improves it will result in an increase in thetest scores. It is also important to determine if students, as a group, fit into a particular style or a particular cycle as they move through an educational program.Methods: The study is a descriptive analytical research. Nursing Students at Isfahan Medical Sciences University completed a questionnaire formulated to assess learning styles. Analysis of variance was used to investigate the possible relationship between learning cycle and student’s grades in the curriculum (i.e. freshman, sophomore, junior, or senior. Cross tabulation was used to test for a relationship between learning style and student academic year of study in the curriculum.Results: 294 students received the Kolb LSI questionnaire. The data demonstrated that juniors preferred a converger learning style and the senior students were in the abstract conceptualization cycle of learning. There were no relationships demonstrated between other groups in the study.Conclusion: The junior and senior students appear to prefer the stage of learning involving thinking and problem analysis. When a group of students demonstrate a preference for particular learning style teachers can develop their curriculum along their learning styleKey words: LEARNING STYLES, NURSING STUDENTS, FRESHMAN, SOPHOMORE, JUNIOR, SENIOR
Varela, David A Diaz Voss; Malik, Mohammad U; Laeeq, Kulsoom; Pandian, Vinciya; Brown, David J; Weatherly, Robert A; Cummings, Charles W; Bhatti, Nasir I
Previous studies have identified a predominant learning style in trainees from different specialties, more recently in otolaryngology residents. The purpose of our study was to determine a predominant learning style within otolaryngology fellowships and to identify any differences between otolaryngology fellows and residents. We conducted a survey of otolaryngology fellows at 25 otolaryngology fellowship programs accredited by the Accreditation Council for Graduate Medical Education. We emailed Kolb's Learning Style Index version 3.1 to 16 pediatric otolaryngology (PO) and 24 otology/neurotology (ON) fellows. This index is a widely used 12-item questionnaire. The participants answered each item in the questionnaire as it applied to their preferred learning style: accommodating, converging, diverging, or assimilating. Results were then analyzed and compared between each subspecialty and the previously reported preferred styles of otolaryngology residents. Ten PO and 20 ON fellows completed the survey, with an overall response rate of 75%. PO and ON fellows (60% of each group) preferred a learning style that was "balanced" across all four styles. For ON fellows, 35% preferred converging and 5% preferred accommodating styles. For PO fellows, converging and accommodating styles accounted for 20% each. It was previously reported that 74.4% of otolaryngology residents prefer either converging or accommodating styles. We believe that the fellowship training environment calls for fellows to use more than one learning style to become proficient physicians, hence the trend toward potentially developing a balanced style when at this level. Copyright © 2011 The American Laryngological, Rhinological, and Otological Society, Inc.
Focuses on the experience learning theory (ELT) that views learning as a process, explaining that it entails a four-stage process that includes four learning modes. Presents the results of a study that used the learning style inventory (LSI) that examines one's approach to learning situations. Includes references. (CMK)
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)
Full Text Available The investigation aimed two objectives, namely to study the relationship between the learning styles, strategies, motivation, orientations and opinions with regard to learning, of Biology Domain students, comparative with those from double domain Biology – Chemistry, and particular learning styles of students from different specialties, which are in the first year of study, comparative with those which are in the last year of cycle I (age III of study, under the Bologna system. A version adapted by Trif, in 2007 , of the Learning Style Inventory (ILS, designed by Vermunt and Rijswijk (1998, was administrated to the total number of 77 students. Students of Biology specialization (Bologna system were largely learning style oriented to understanding and at those of the Biology-Chemistry (last generation of the old system we identified a style based on reproduction, but the differences of learning strategies and motivations, orientations and opinions were not statistically significant between the two groups of students. The second hypothesis formulated by us proved to be true, identifying significant statistically differences between the strategies, motives and opinions about learning of first academic year students, who prefer step by step learning or external guidance, learning orientation being to note, to obtain a degree, wishing much more support from teachers or colleagues (expressing an undirected learning style, compared with third academic year students, which use concrete processing of information, with getting a job motivation.
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…
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…
Rassool, Goolam Hussein; Rawaf, Salman
To determine the predominant learning style preferences of undergraduate nursing students. A demographic questionnaire and Honey and Mumford's (2000a) learning styles questionnaire were administered to a purposive sample of 136 students. A response rate of 81% (110) was obtained. The results are congruent with U.K. studies, which show that the reflector is the preferred learning style of undergraduate nursing students. A 'dual' learning style category was also identified. A mismatch between teaching style and the learning styles of students has been found to have serious consequences. A variety of modes of teaching and learning should be used to meet the learning needs of students.
Pegah OMIDVAR,, Putra University, MALAYSIA
Full Text Available 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 variations in learning styles. Limitations of the existing studies are discussed and some suggestion for future research is proposed.
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…
This thesis is focused on learning styles of students of secondary schools, particularly of secondary vocational schools. It is divided in two parts - theoretical and practical. The theoretical part deals with the definitions of basic terms as learning, learner and meaningful learning. It also analysis the term learning style and other related terms, such as cognitive style. Final section of the theoretical part is dedicated to mesurement and influencing od leraning styles as a preparation fo...
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…
Contessa, Jack; Ciardiello, Kenneth A; Perlman, Stacie
To determine if surgical residents share a preferred learning style as measured by Kolb's Learning Style Inventory (LSI) and if a relationship exists between resident learning style and achievement as measured by a standardized examination (AME). Also, core faculty learning styles were assessed to determine if faculty and residents share a preferred learning style. Kolb's LSI, Version 3, was administered to 16 surgical residents and the residency program's core faculty of 6 attending physicians. To measure academic achievement, the American Medical Education (AME) examination was administered to residents. The Hospital of Saint Raphael, General Surgery Residency Program, New Haven, Connecticut. Both instruments were administered to residents during protected core curriculum time. Core faculty were administered the LSI on an individual basis. Surgical residents of the Hospital of Saint Raphael's General Surgery Residency Program and 6 core faculty members Analysis of resident learning style preference revealed Converging as the most commonly occurring style for residents (7) followed by Accommodating (5), Assimilating (3), and Diverging (1). The predominant learning style for core faculty was also Converging (4) with 2 Divergers. The average score for the Convergers on the AME was 62.6 compared with 42 for the next most frequently occurring learning style, Accommodators. In this surgical residency program, a preferred learning style for residents seems to exist (Converging), which confirms what previous studies have found. Additionally, residents with this learning style attained a higher average achievement score as measured by the AME. Also, core faculty share the same preferential learning style as this subset of residents.
of facilitating learning across this diverse group of students. The paper is based on a survey with 99 former participants of the course as respondents. The results of the survey imply that certain types of students benefit from the combination of mathematical theory and practical exercises related to basic...
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.…
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…
Mainemelis, Charalampos; Boyatzis, Richard E.; Kolb, David A.
Uses three instruments derived from experiential learning theory--the Learning Style Inventory, the Adaptive Style Inventory, and the Learning Skills Profile--to test hypotheses about the differences between balanced and specialized learning styles in a sample of 198 part-time and full-time MBA students. (Contains 81 references.) (Author/YDS)
Brix, Jacob; Lauridsen, Karen M.
Issues of innovation and knowledge management are often treated from an organisational learning perspective. As a complement to this, there is a vast potential in the strategic enhancement of individual learning by implementing learning styles profiles and creating personal learning strategies...... for management and employees in a knowledge based organisation. Based on an action-research case study, we offer an example of how learning styles affects individual learning and thus personal knowledge creation in practice. The paper argues that innovation and knowledge management is enhanced and facilitated...... in practice by working with the learning styles of individuals and groups/teams....
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…
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…
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…
Laeeq, Kulsoom; Weatherly, Robert A; Carrott, Alice; Pandian, Vinciya; Cummings, Charles W; Bhatti, Nasir I
Kolb portrays four learning styles depending on how an individual grasps or transforms experience: accommodating, assimilating, diverging, and converging. Past studies in surgery, medicine, and anesthesia identified the predominant learning style in each of these specialties. The prevalence of different learning styles and existence of a predominant style, if any, has not been reported for otolaryngology residency programs. The purpose of our study was to determine if otolaryngology residents have a preferred learning style that is different from the predominant learning styles reported for other specialties. We conducted a survey of the otolaryngology-head and neck surgery residents at two residency programs. Kolb's Learning Style Index (LSI) version 3.1 was administered to 46 residents from Johns Hopkins University and Kansas University Otolaryngology-Head and Neck Surgery programs. LSI is a widely used 12-item questionnaire, with each item followed by four options. The subjects graded the options depending on how the options applied to them. Forty-three otolaryngology residents completed the survey, with a response rate of 93.47%. The predominant learning style was converging (55.81%) followed by accommodating (18.61%), accounting for the learning styles of 74.42% of the total population. There were only 13.95% assimilating and 6.98% diverging learning styles. Two residents (4.65%) had their preference balanced across four learning styles. The predominant learning styles in otolaryngology were converging and accommodating, accounting for three fourths of the population. It would be desirable to modify our curriculum in a way that will optimize and facilitate learning.
Cognitive style constructs challenge learning theories or practices that presume a high degree of cognitive style similarity among adult learners. The cognitive style of field dependence/independence explains differences in adults' capacities for self-direction and indicates possible contradictions inherent in andragogical assumptions. (JOW)
This article investigates the relation between cognitive style and motivation to learn science. The concept of cognitive style proposes the interplay of two core psychological dimensions, empathizing and systemizing. The cognitive style is defined as the interplay between the two abilities. We used the so-called EQ score (empathy quotient) and the…
Chayata Viriya; Sutthirak Sapsirin
Abstract: This paper seeks to investigate the gender differences in language learning style and language learning strategies. The study used the perceptual learning-style preference questionnaire (PLSPQ) to investigate the learning style preferences and the Strategy Inventory for Language Learning (SILL) version 7.0 designed by Oxford (1990) to find the learning strategy preferences of first year University students at the faculty of Information and Communication Technology (ICT) in Thailand....
Modi, Neil; Williams, Olayinka; Swampillai, Andrew J; Waqar, Salman; Park, Jonathan; Kersey, Thomas L; Sleep, Tamsin
Understanding the learning styles of individual trainees may enable trainers to tailor an educational program and optimise learning. Surgical trainees have previously been shown to demonstrate a tendency towards particular learning styles. We seek to clarify the relationship between learning style and learned surgical performance using a simulator, prior to surgical training. The Kolb Learning Style Inventory was administered to a group of thirty junior doctors. Participants were then asked to perform a series of tasks using the EyeSi virtual reality cataract surgery simulator (VR Magic, Mannheim, Germany). All completed a standard introductory programme to eliminate learning curve. They then undertook four attempts of level 4 forceps module binocularly. Total score, odometer movement (mm), corneal area injured (mm(2)), lens area injured (mm(2)) and total time taken (seconds) recorded. Mean age was 31.6 years. No significant correlation was found between any learning style and any variable on the EyeSi cataract surgery simulator. There is a predominant learning style amongst surgical residents. There is however no demonstrable learning style that results in a better (or worse) performance on the EyeSi surgery simulator and hence in learning and performing cataract surgery.
This article investigates the relation between cognitive style and motivation to learn science. The concept of cognitive style proposes the interplay of two core psychological dimensions, empathizing and systemizing. The cognitive style is defined as the interplay between the two abilities. We used the so-called EQ score (empathy quotient) and the SQ score (systemizing quotient) to measure the empathizing and the systemizing dimension respectively. The motivation to learn science was measu...
Lee, Bradford; Pirotto, Christopher
Individual differences (ID) among language learners (e.g. language aptitude or motivation), are variables that are theorized to affect the degree of success one will have in acquiring a second language (L2). This study sought to add to the body of literature on learning style. 225first year students (divided into two groups based on English proficiency) at a private Japanese university were surveyed to determine their preferred learning style(s). The data obtained were then examined in relati...
Background. Undergraduate students at universities have different learning styles. To perform optimally, both they and their educators should be made aware of their preferred learning styles and problem-solving abilities. Students have different backgrounds, strengths, weaknesses, interests, ambitions, levels of motivation ...
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…
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…
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.
Full Text Available In the context of rapid technology development, it comes as no surprise that technology continues to impact the educational domain, challenging traditional teaching and learning styles. This study focuses on how students with different learning styles use instructional technology, and in particular, the tablet PC, to enhance their learning experience. The VARK model was chosen as our theoretical framework as we analyzed responses of an online survey, both from a quantitative and qualitative standpoint. Results indicate that if used correctly, the tablet PC can be used across different learning styles to enrich the educational experience.
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…
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…
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…
Darren C. WU
Full Text Available 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 styles in DE. The following is the research question for this study. Are students’ learning styles based on the visual, auditory, tactile model correlated to satisfaction of course format in an online undergraduate course? The participants of this study were students enrolled in three sections of the Contemporary Worldviews course at a private higher education institution (HEI. Learning styles were determined by a variant of the visual, auditory, read/write, and kinesthetic (VARK framework. Satisfaction of course format was determined from one composite question with responses based on a Likert scale. The response rate was 53.5%. Statistical analysis determined that learning styles was not correlated to satisfaction of course format in this current study. There are implications from this study that curriculum can be designed for a single course that leaves students highly satisfied. Educators should saturate DE courses with as much variance as feasible given technology and cost limitations to account for possible learning style differences.
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)
Bozhilov, Danail; Stefanov, Krassen; Stoyanov, Slavi
Bozhilov, D., Stefanov, K., & Stoyanov, S. (2009). Effect of adaptive learning style scenarios on learning achievements [Special issue]. International Journal of Continuing Engineering Education and Lifelong Learning (IJCEELL), 19(4/5/6), 381-398.
Kim, Roger H; Gilbert, Timothy
The learning style preferences of general surgery residents have been previously reported; there is evidence that residents who prefer read/write learning styles perform better on the American Board of Surgery In-Training Examination (ABSITE). However, little is known regarding the learning style preferences of applicants to general surgery residency and their impact on educational outcomes. In this study, the preferred learning styles of surgical residency applicants were determined. We hypothesized that applicant rank data are associated with specific learning style preferences. The Fleming VARK learning styles inventory was offered to all general surgery residency applicants that were interviewed at a university hospital-based program. The VARK model categorizes learners as visual (V), aural (A), read/write (R), kinesthetic (K), or multimodal (MM). Responses on the inventory were scored to determine the preferred learning style for each applicant. Applicant data, including United States Medical Licensing Examination (USMLE) scores, class rank, interview score, and overall final applicant ranking, were examined for association with preferred learning styles. Sixty-seven applicants were interviewed. Five applicants were excluded due to not completing the VARK inventory or having incomplete applicant data. The remaining 62 applicants (92%) were included for analysis. Most applicants (57%) had a multimodal preference. Sixty-nine percent of all applicants had some degree of preference for kinesthetic learning. There were statistically significant differences between applicants of different learning styles in terms of USMLE step 1 scores (P = 0.001) and USMLE step 2 clinical knowledge scores (P = 0.01), but not for class ranks (P = 0.27), interview scores (P = 0.20), or final ranks (P = 0.14). Multiple comparison analysis demonstrated that applicants with aural preferences had higher USMLE 1 scores (233.2) than those with kinesthetic (211.8, P = 0.005) or multimodal
Crogman, Horace; Trebeau Crogman, Maryam
The concept of learning styles in education is highly questionable when used to categorize students in particular ways and attempt to match them to corresponding forms of instruction. This paper argues that the various learning modalities called Learning Styles are only cognitive tools that all learners have access to and must use to process…
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…
Full Text Available The individuals possess unique ways of how they learn. Based on this perspective, each of individuals will approach the general learning experiences in a personal and individualized way related to his/her performance and behavior. This study is to analyze the characteristics of product design using Kansei Engineering approach towards the student learning style based on Felder and Soloman's theory. Using the 8 (eight spectacles designs proposed comparing the emotional feeling towards design of product, the study involved 100 students who are using spectacles as the respondents. Focusing on the perception and input dimensions of the Felder-Soloman learning styles comprised in 22 questions and the Crane cognitive alert styles in 9 questions, the result of study shows that the students who are using spectacles are dominated by “the visual” type of Felder-Soloman learning styles. In addition, based on the using of Kansei Engineering, this study also found that the respondents tend to interpret the rimless design of spectacles as “fragile,” “unattractive,” “old-fashion” product, while the design with thicker frame as “durable,” “attractive,” cool,” “ergonomic” product. In this study, there are also the significant correlations proved against the preferences of product design based on quality affective (Kansei Engineering using learning styles and cognitive alert styles.
Full Text Available 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 environments for learners with different needs is essential to learning in general and online learning in particular. Yet, in order to create such learning environments, educators must understand differences in students’ learning styles. Although some research focuses on the effects of individual differences such as age and gender on the use of social networking sites, experimental research related to students’ learning styles is still limited. This study used Kolb’s Learning Style Model to investigate differences in student learning outcomes and satisfaction using mobile Facebook for learning, according to learning style. Results showed that participants with “Assimilating” and “Diverging” learning styles performed better than those with “Accomodating” and “Converging” learning styles did and had higher self-efficacy, observational modelling and habit strength toward learning in mobile Facebook. The paper also makes suggestions for integrating mobile Facebook into class and recommendations for future research.
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.
Brumpton, Kay; Kitchener, Scott; Sweet, Linda
With vertical integration, registrars and medical students attend the same educational workshops. It is not known whether these learners have similar or different learning styles related to their level of education within the medical training schema. This study aims to collect information about learning styles with a view to changing teaching strategies. If a significant difference is demonstrated this will impact on required approaches to teaching. The VARK learning inventory questionnaire was administered to 36 general practice registrars and 20 medical students. The learning styles were compared as individuals and then related to their level of education within the medical training schema. Students had a greater preference for multimodal learning compared with registrars (62.5 per cent versus 33.3 per cent, respectively). More than half of the registrars preferred uni or bimodal learning modalities, compared with one-third of the medical students. The present workshop format based on visual and aural material will not match the learning needs of most learners. This small study has shown that the majority of medical students and registrars could have their learning preferences better met by the addition of written material to the workshop series. Surprisingly, a significantly larger number of medical students than registrars appeared to be broadly multimodal in their learning style, and this warrants further research. © 2013 John Wiley & Sons Ltd.
Andreou, Eleni; Vlachos, Filippos
The present study examined the link between learning styles and dyslexia in secondary school students, using the Visual-Auditory-Kinesthetic (VAK) learning styles model. According to the VAK model, most people possess a dominant or preferred learning style, however some people have a mixed and evenly balanced blend of the three styles. Our…
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…
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.
Kussrow, Paul G.; Dunn, Kenneth
Learning style research can be incorporated into community education practice by (1) matching learning time preferences to academic schedules; (2) recognizing that many adult students are global, not analytic, learners and tactual/kinesthetic rather than auditory; and (3) accommodating physical needs in classroom seating, lighting, etc. (SK)
Awang, H.; Samad, N. Abd; Faiz, N. S. Mohd; Roddin, R.; Kankia, J. D.
The individual learning differences that have been much explored relate to differences in personality, learning styles, strategies and conceptual of learning. This article studies the learning style profile exhibited by students towards the academic achievement in Malaysian Polytechnic. The relationship between learning styles of Polytechnic students and their academic achievement based on VARK learning styles model. The target population was international business students of Malaysian Polytechnic. By means of randomly sampling method, 103 students were selected as sample of research. By descriptive - survey research method and a questionnaire adapted from VARK Learning Style Index, required data were collected. According to the results, no significantly difference between learning style and academic achievement of students. Students academic achievement was quite similar to their individual learning styles. These facts reveal that each learning style has its own strengths and weaknesses.
Full Text Available The essay concerns a survey that has been made with the students and teachers of two secondary and high schools in Città della Pieve (PG - Italy. The aim of this survey is the knowledge comprehension and comparison of the students’ learning styles 1and the teachers’ teaching styles. In the educational environment the relevance of individual differences is unquestionable; the knowledge of students’ learning styles allows the teacher to take advantage of individual abilities. Two different questionnaires have been submitted and the results have been examined to analyse the students’ learning styles and to study the teachers’ teaching styles. The obtained data concern the fundamental themes related to the learning and teaching process.Imparare ad imparare: stili di apprendimento e di insegnamento a confrontoIl contributo descrive l’indagine, condotta in due classi delle scuole secondarie di primo e secondo grado di Città della Pieve (PG, volta a rilevare e comparare gli stili di apprendimento degli studenti e gli stili d’insegnamento dei loro docenti. L’importanza di considerare le differenze individuali è per l’ambito educativo indiscutibile, dal momento che solo conoscendo le modalità attraverso cui gli studenti apprendono, un insegnante può riuscire a valorizzare le attitudini di ognuno. I risultati emersi dalla somministrazione di due distinti questionari, sono stati esaminati con il duplice scopo di: approfondire la conoscenza degli stili di apprendimento e avviare una riflessione sugli stili di insegnamento dei docenti. I dati raccolti toccano aspetti fondamentali delle tematiche legate ai processi di apprendimento e di insegnamento.
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.
Zanecchia, M D
One of the many problems facing the nursing profession today is the lack of preparedness of its leaders. Nursing educators, collaborating with nursing service, can teach baccalaureate students leadership skills and to develop leadership styles. Experiential real-world management tasks selected by faculty and head nurses can serve as learning opportunities. Students can learn leadership ability and change style. Utilizing t-test, the before and after course mean scores on the standardized Leadership Ability Evaluation instrument were statistically analyzed. Significant differences and style changes were identified. Students in the total class became more effective leaders as did the students in both the traditional and experiential groups. Traditional students (lecture only) became less autocratic-submissive and more democratic. The experiential group significantly became less autocratic-aggressive, less laissez-faire and more democratic.
Full Text Available The paper deals with the teaching and learning process based on the detected student´s learning style. The teaching process is built on the needs analysis questionnaire which defines students´ individual learning styles and summarizes their experience in previous foreign language learning. These results are consequently reflected in the teaching methods and approaches to each student. The paper presents results of students´ opinions reflected in proposals of methods and activities which support the efficiency of the teaching process and students´ motivation towards learning.
Miqowati, Alfi Hidayatu; Sulistyo, Gunadi Harry
...’ reading comprehension, the effectiveness of the PQRST strategy in reading comprehension of students with different learning styles, and the interaction between the PQRST strategy and the students’ learning styles...
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…
Jones, Irma S.; Blankenship, Dianna
This study was adapted from a learning styles questionnaire in College Study Strategies (Laskey & Gibson, pp. 52-53, 1997). The authors administered the adapted questionnaire to undergraduate education and legal online students in a Southern predominately Hispanic serving institution. This study allowed the students to identify their preferred…
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.
Ward, L. Patrice
The purpose of this study was to identify and describe the common learning styles of radiography students during clinical practice. Quantitative, descriptive research methodology identified the learning styles of radiography students. A single self-report questionnaire, developed to assess learning styles in clinical practice, was administered…
Lincoln, Felicia; Rademacher, Barbara
This study investigated the learning styles of adult English as a second language (ESL) students in Northwest Arkansas. Learning style differences by age, gender, and country of origin were explored. A total of 69 northwest Arkansas adult ESL students attending 7 adult-education centers were administered the VARK Learning Styles Questionnaire.…
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…
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…
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…
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.
Pueschel, M J; Faber, B J; Citrin, J; Hegna, C C; Terry, P W; Hatch, D R
Owing to complex geometry, gyrokinetic simulations in stellarator geometry produce large numbers of subdominant unstable and stable, near-orthogonal eigenmodes. Here, results based on the full eigenmode spectrum in stellarator geometry are presented for the first time. In the nonlinear state of a low-magnetic-shear ion-temperature-gradient-driven case, a multitude of these modes are active and imprint the system. Turbulent frequency spectra are broadband as a consequence, in addition to a nonlinear, narrow signature at electron frequencies. It is shown that successful quasilinear, mixing-length transport modeling is possible in stellarators, where it is essential to account for all subdominant unstable modes.
Glowacki, Luke; Molleman, Lucas
Social learning is a fundamental element of human cognition. Learning from others facilitates the transmission of information that helps individuals and groups rapidly adjust to new environments and underlies adaptive cultural evolution1–6. While basic human propensities for social learning are traditionally assumed to be species-universal1,7, recent empirical studies show that they vary between individuals and populations8–13. Yet the causes of this variation remain poorly understood9. Here we show that interdependence in everyday social and economic activities can strongly amplify social learning. With an experimental decision-making task we examine individual versus social learning in three recently diverged populations of a single-ethnic group, whose subsistence styles require varying degrees of interdependence. Interdependent pastoralists and urban dwellers have markedly higher propensities for social learning than independent horticulturalists, who predominantly rely on individual payoff information. These results indicate that everyday social and economic practices can mould human social learning strategies and they highlight the flexibility of human cognition to change with local ecology. Our study further suggests that shifts in subsistence styles – which can occur when humans inhabit new habitats or cultural niches2 – can alter reliance on social learning and may therefore impact the ability of human societies to adapt to novel circumstances. PMID:28553662
Glowacki, Luke; Molleman, Lucas
Social learning is a fundamental element of human cognition. Learning from others facilitates the transmission of information that helps individuals and groups rapidly adjust to new environments and underlies adaptive cultural evolution1-6. While basic human propensities for social learning are traditionally assumed to be species-universal1,7, recent empirical studies show that they vary between individuals and populations8-13. Yet the causes of this variation remain poorly understood9. Here we show that interdependence in everyday social and economic activities can strongly amplify social learning. With an experimental decision-making task we examine individual versus social learning in three recently diverged populations of a single-ethnic group, whose subsistence styles require varying degrees of interdependence. Interdependent pastoralists and urban dwellers have markedly higher propensities for social learning than independent horticulturalists, who predominantly rely on individual payoff information. These results indicate that everyday social and economic practices can mould human social learning strategies and they highlight the flexibility of human cognition to change with local ecology. Our study further suggests that shifts in subsistence styles - which can occur when humans inhabit new habitats or cultural niches2 - can alter reliance on social learning and may therefore impact the ability of human societies to adapt to novel circumstances.
This paper describes the development of language skills among academics of VSB-Technical University of Ostrava in an LMS Moodle e-learning environment with regard to individual learning styles and strategies while learning a foreign language. A student’s individual learning style plays an essential role in effective foreign language acquisition, therefore recognizing their own learning style and using the right strategies to reinforce their particular curriculum can lead to effective learning...
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)
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. Copyright © 2010 Elsevier Ltd. All rights reserved.
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. In this study, a number of 230 medical students were questioned in order to determine their learning style. 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. 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.
Full Text Available This study examines the learning style of students at Universiti Kebangsaan Malaysia. A translated version of the Grasha-Riechmann Learning Style Inventory was distributed to students in pure science, social science and professional courses. Results indicated that students from different fields of study varied very slightly but not significantly in their learning style. The male students showed a slightly higher inclination towards Independence and Avoidance learning styles while female students were found to be slightly more Participative and Competitive. It was found that Collaborative and Competitive learning styles were dominant among UKM students and that Collaborative, Dependent and Participative styles were associated with academic performance. The implications of these findings are discussed in terms of university teaching and learning to accommodate different learning style of students in order to meet the objectives and vision of the national university.
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 (pstyles (p=0.01). Conclusion. Learning styles differed among respondents based on gender and faculty track. PMID:23275657
Crawford, Stephanie Y; Alhreish, Suhail K; Popovich, Nicholas G
To compare dominant learning styles of pharmacy students and faculty members and between faculty members in different tracks. 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. 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 (pstyles (p=0.01). Learning styles differed among respondents based on gender and faculty track.
Bozhilov, Danail; Stefanov, Krassen; Stoyanov, Slavi
Bozhilov, D., Stefanov, K., & Stoyanov, S. (2008). The Effect of Adaptive Learning Style Scenarios on Learning Achievements. In R. Koper, K. Stefanov & D. Dicheva (Eds.), Proceedings of the 5th International TENCompetence Open Workshop "Stimulating Personal Development and Knowledge Sharing" (pp.
The notion of learning styles, and the multiple intelligence theory from which some of this derives, has come to be one of the dominant themes in the discourse on learning and teaching. This article argues that much of the language associated with this recent educational phenomenon is misleading for teachers. The author argues that instead of…
Aviles, Rosa Maria Hervas; Moreno, Angela Hernandez
This study identifies the learning styles of 1,289 secondary school students and indicates gender differences. Two conclusions were forthcoming: 1) the similar student distribution in each of the learning style typologies; 2) the significant differences that exist between the different styles of male and female secondary school students. Female…
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…
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.…
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…
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…
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…
Seyedeh Shohreh Alavi; Jalil Makarem
Background and purpose: Presently, the method of medical teaching has shifted from lecture-based to computer-based. The learning style may play a key role in the attitude toward learning computer. The goal of this study was to study the relationship between the learning style and attitude toward computer among Iranian medical students. Methods: This cross-sectional study included 400 medical students. Barsch learning style inventory and a questionnaire on the attitude toward computer was s...
Ian Tobias Fuelscher
Full Text Available We present the perspective that while coaches and instructors commonly adapt learning styles to maximise 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.
Williams, Brett; Brown, Ted; Etherington, Jamie
It has been identified that health science students, and in particular undergraduate nutrition and dietetics (N&D) students, have distinctive learning needs. The purpose of this study was to investigate the learning styles of undergraduate N&D students enrolled at a large Australian university. An awareness of the learning styles of undergraduate N&D students will assist university educators in providing appropriate learning opportunities and developing curricula to equip N&D graduates with the essential skills they need to work effectively in the modern practice environment. The Kolb Learning Style Inventory (K-LSI), Index of Learning Styles (ILS) and Success Types Learning Style Type Indicator (STLSTI) were distributed to 162 students enrolled in a Bachelor of Nutrition and Dietetics program at one metropolitan university. One hundred twenty-nine questionnaires were returned, providing a response rate of 79.6%. The K-LSI showed that students were inclined toward converging (practical) and assimilating (reasoning) learning styles while the ILS identified the students as intuitive (innovative). The STLSTI results indicated an intraverted, sensing, feeling, judging approach to learning. It is recommended N&D educators take into consideration the learning styles of dietetics students when developing curricula and evaluating teaching approaches. Analysis of learning styles can inform the planning, implementation, and assessment of teaching and learning activities to create effective learning environments, appropriate learning opportunities, and a contemporary curriculum for N&D students.
Full Text Available Multimedia learning objects are an essential component of high quality, technology-mediated instruction. Learning objects allow the student to use the content learned in a particular part of a course and; 1. demonstrate mastery of the content, 2. apply that knowledge to solving a problem, and 3. use the content in a critical thinking exercise that both demonstrates mastery and allows the student to place the content within the context of the larger topic of the course. The difficulty associated with the use of learning objects on a broad scale is that they require programming skills most professors and instructors do not possess. Learning objects also tend to be custom productions and are defined in terms of the programming and code terminology, further limiting the professor's ability to understand how they are created. Learning objects defined in terms of styles of learning and teaching allow professors and instructors to develop a deeper understanding of the learning objects and the design process. A set of learning objects has been created that are designed for some of the important styles of learning and teaching. They include; visual learning, writing skills, critical thinking, time-revealed scenarios, case studies and empirical observation. The learning objects are designed and described in terms that the average instructor can readily understand , redesign and incorporate into their own courses. They are also designed in such a way that they can readily be repurposed for new applications in other courses and subject areas, with little or no additional programming.
Doulik, Pavel; Skoda, Jiri; Simonova, Ivana
The paper focuses on the field of learning styles in e-learning. The study is structured in two main parts: (1) a brief overview of traditional approaches to learning styles is presented and their role in the process of instruction is set; this part results in the reflection of current state, when learning styles are considered within e-learning;…
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…
van den Berg, Henk
In medical schools the learning environment changes from scholastic to teaching-on-the job during clerkships. Alterations in learning style during clerkships were studied and are reported. This study investigated whether practical training results in alterations in learning style and whether later
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…
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…
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…
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…
Amran, Ali; Desiani, Anita; Hasibuan, MS
Learning style is different for every learner especially for out of school children or OSC. They are not like formal students, they are learners but they don’t have a teacher as a guide for learning. E-learning is one of the solutions to help OSC to get education. E-learning should have preferred learning styles of learners. Data for identifying the learning style in this study were collected with a VARK questionnaire from 25 OSC in junior high school level from 5 municipalities in Palembang. The validity of the questionnaire was considered on basis of experts’ views and its reliability was calculated by using Cronbach’s alpha coefficients (α=0.68). Overall, 55% preferred to use a single learning style (Uni-modal). Of these, 27,76% preferred Aural, 20,57% preferred Reading Writing, 33,33% preferred Kinaesthetic and 23,13% preferred Visual. 45% of OSC preferred more than one style, 30% chose two-modes (bimodal), and 15% chose three-modes (tri-modal). The Most preferred Learning style of OSC is kinaesthetic learning. Kinaesthetic learning requires body movements, interactivities, and direct contacts with learning materials, these things can be difficult to implement in eLearning, but E-learning should be able to adopt any learning styles which are flexible in terms of time, period, curriculum, pedagogy, location, and language.
... (aural, visual, kinesthetic). Generally, weak correlations were found between preferred learning modalities and memorization styles with only visual learners tending to prefer visual memorization strategies (r = .34...
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…
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…
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…
Aye Aye Mon
Full Text Available Generally, different students employ different learning styles dur-ing their studies and medical students are exposed to diverse methods of teaching. Therefore, understanding students’ learning style preference is an important consideration for a high quality and effective teaching and learning process.The aim of the study was to study the variation of learning styles among pre-clinical medical students of SEGi University, Malaysia. A cross-sectional study was performed by using VARK (Visual, Audio, Reading and Kinaesthetic questionnaire version 7.2 to assess the learning style preference of 98 (n=98 pre-clinical medical students in SEGi University. The questionnaire consists of 16 items which identify four different learning styles: visual, aural, reading/writing and kin-esthetic. Descriptive statistics were used to identify the learning styles of students. 61 students preferred multimodal as their learning style, out of which 43 (70% of them were female stu-dents and 18 (30% were male students. 37 students preferred unimodal as their learning style out of which 22 (59% of them were female students and 15 (41% were male students. In addi-tion, female students had more diverse preferences than male students by having 10 out of the other 11 possible combinations in multimodal learning style of preference, whereas the male stu-dents only had 5 out of the 11 combinations. In this study, there was no significant gender difference in the percentages of males and female students who preferred unimodal and multimodal styles of information presentation (P= 0.263; α=0.05. To con-clude, the majority of students of both genders had chosen quad-modal as their learning style preference. The results of this study can provide useful information for improving the quality of the teaching and learning experiences of students.
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…
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…
Full Text Available Understanding the learning styles of the students is very crucial in implementing student-centered learning (SCL. The objectives of this research are to describe: 1 the general learning styles profile of the students of English Education Department Universitas Muria Kudus; 2 the dependency relationship between learning styles dimensions and gender, and 3 the dependency relationship between subject preference and learning styles dimensions. This research uses 208 students from different semesters as the samples, while the instrument is the Indonesian translation of Solomon-Felder Index of Learning Styles Questionnaire. The result of the analysis reveals that: 1 the general learning style profile of the students is balanced; 2 at ? .05, there is no significant relationship between the probability of the students of having certain learning styles dimensions and gender; 3 at ? .05, the subject preference of the students who are SensingIntuitive and Visual Verbal depends on their learning styles dimensions, while that of those who are Active Reflective and Sequential Global does not.
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.
Strean, William Ben
Learning styles has captivated a great deal of attention in yoga teacher training. The triad of visual, auditory, and kinesthetic learning styles has been particularly popular; yet as Sharp et al. asserted, such an approach trivializes the complexity of learning and compromises scholarship at all levels of the education community. This paper addresses that although there is great merit in recognizing yoga students' differences and preferences, many uses of learning styles in yoga teacher training are superficial and promote self-handicapping. A somatic perspective (from soma, the body in its wholeness) offers a framework to reconsider the depth of effective learning.
Gwo-Jen Hwang; Han-Yu Sung; Chun-Ming Hung; Iwen Huang
.... 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...
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. © 2016 The British Psychological Society.
Learning to relate with people in their own style is important in helping to understand why they react the way they do. The purpose of this study therefore was to determine the differences in the receptive learning styles of introverts, ambiverts and extroverts in Senior High Schools (SHS) in the Sekondi-Takoradi Metropolis, ...
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…
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…
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…
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"…
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…
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 ...
Katz, Noomi; Heimann, Nanci
An Israeli sample of 378 students and 251 practitioners in occupational therapy (OT), social work, nursing, physical therapy, and clinical psychology completed Kolb's Learning Style Inventory. Findings suggest greater variance in learning style among students. OT students were least abstract. Both OT students and practitioners were predominantly…
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…
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…
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.…
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.…
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…
Lepke, Helen S.
Describes features of Harry Reinert's "ELSIE"; Joseph Hill's "Cognitive Style Interest Inventory"; Anthony Papalia's "Learning Modalities and Individual Difference Inventories"; David Hunt's "Paragraph Completion Method"; and the Dunn, Dunn, and Price "Learning Style Inventory." Although dissimilar in scope and emphases, these instruments…
A study investigated the correlation between students' learning styles and their academic achievement on report cards and standardized tests. Subjects were 58 fifth-grade students in a suburban middle school. The "Learning Style Inventory" by Brown and Cooper was administered to this population, and students' academic averages and…
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…
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…
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.
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.…
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…
Home; Journals; Sadhana; Volume 40; Issue 2. Fuzzy-logic based ... This paper identifies Felder–Silverman learning style model as a suitable model for learning style prediction, especially in web environments and proposes to use Fuzzy rules to handle the uncertainty in the learning style predictions. The evaluations have ...
Zoghi, Maryam; Brown, Ted; Williams, Brett; Roller, Louis; Jaberzadeh, Shapour; Palermo, Claire; McKenna, Lisa; Wright, Caroline; Baird, Marilyn; Schneider-Kolsky, Michal; Hewitt, Lesley; Sim, Jenny; Holt, Tangerine-Ann
It has been identified that health science student groups may have distinctive learning needs. By university educators' and professional fieldwork supervisors' being aware of the unique learning style preferences of health science students, they have the capacity to adjust their teaching approaches to best fit with their students' learning preferences. The purpose of this study was to investigate the learning style preferences of a group of Australian health science students enrolled in 10 different disciplines. The Kolb Learning Style Inventory was distributed to 2,885 students enrolled in dietetics and nutrition, midwifery, nursing, occupational therapy, paramedics, pharmacy, physiotherapy, radiation therapy, radiography, and social work at one Australian university. A total of 752 usable survey forms were returned (response rate 26%). The results indicated the converger learning style to be most frequently preferred by health science students and that the diverger and accommodator learning styles were the least preferred. It is recommended that educators take learning style preferences of health science students into consideration when planning, implementing, and evaluating teaching activities, such as including more problem-solving activities that fit within the converger learning style.
Seyedeh Shohreh Alavi
Full Text Available Background and purpose: Presently, the method of medical teaching has shifted from lecture-based to computer-based. The learning style may play a key role in the attitude toward learning computer. The goal of this study was to study the relationship between the learning style and attitude toward computer among Iranian medical students. Methods: This cross-sectional study included 400 medical students. Barsch learning style inventory and a questionnaire on the attitude toward computer was sent to each student. The enthusiasm, anxiety, and overall attitude toward computer were compared among the different learning styles. Results: The response rate to the questionnaire was 91.8%. The distribution of learning styles in the students was 181 (49.3% visual, 106 (28.9% auditory, 27 (7.4% tactual, and 53 (14.4% overall. Visual learners were less anxious for computer use and showed more positive attitude toward computer. Sex, age, and academic grade were not associated with students’ attitude toward computer. Conclusions: The learning style is an important factor in the students’ attitude toward computer among medical students, which should be considered in planning computer-based learning programs. Keywords: LEARNING STYLE, ATTITUDE, COMPUTER, MEDICAL STUDENT, ANXIETY, ENTHUSIASM
Muhammad Shahid FAROOQ
Full Text Available The aim of this descriptive, co-relational investigation was to identify the preferred learning styles and their role in quality of performance at secondary, intermediary and university level for language students from six different fields. The association and differences in students’ learning styles related to their demographics were also explored. Data analysis showed that the majority of the students from all the fields in sample showed the diverging style and the accommodating style as their most preferred learning styles. The learner’s gender and nature of house affected the preference for learning styles. Other variables showed no association with learning styles. The learning styles of language students have no relationship with the grades obtained in their previous exams. This study leads to the fact that it should be replicated on a large sample of language learners and comparison should also be made with their current quality of learning/academic performance.
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…
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.
Kalaca, S; Gulpinar, M
A good understanding of the learning styles of students is necessary for optimizing the quality of the learning process. There are few studies in Turkey on the subject of the learning characteristics of medical students. The aim of this study was to define the learning patterns of Turkish medical students based on the Turkish version of Vermunts Inventory of Learning Styles (ILS). The Turkish version of the ILS was developed and administered to 532 medical students. Learning patterns were investigated using factor analysis. Internal consistencies of scales ranged from 0.43 to 0.80. The Turkish version of the ILS identified four learning styles among medical students. In comparing the pre-clinical and clinical phases of medical students related to mental models of learning, statistically significant differences (p learning characteristics: lack of regulation; certificate; self-test and ambivalent orientation; intake of knowledge; and use of knowledge. The Turkish version of the ILS can be used to identify learning styles of medical students. Our findings indicate an intermediate position for our students on a teacher-regulated to student-regulated learning continuum. A variety of teaching methods and learning activities should be provided in medical schools in order to address the range of learning styles.
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.…
Mazo, Lucille B.
Research on learning styles often focuses on the learning style of the student; however, the learning style of the educator may affect instructional choices and student learning. Few studies have addressed the lack of knowledge that exists in universities with respect to educators' learning styles and a lesson framework (development, delivery, and…
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.
Shukr, Irfan; Zainab, Roop; Rana, Mowadat H
To compare learning styles of undergraduate and postgraduate medical students. Observational, comparative study. Department of Medical Education, Army Medical College, NUST, Rawalpindi, Pakistan, during February and March 2012. A total of 170 students were divided into two equal groups of undergraduate students of Army Medical College, and postgraduate students of Armed Forces Post Graduate Medical Institute, Rawalpindi. Learning Style Questionnaire (LSQ) was used to assess and categorize the participants into Honey and Mumford classification of learning styles. The responses of each student ranging from 'very strong,' 'strong', 'moderate', and 'low' preference towards activist, theorist, reflector and pragmatist learning styles were compiled. The two groups were compared using SPSS version 17, using Fisher's exact test and the chi-square test. A p-value of $lt; 0.05 was considered significant. Preferences for all four learning styles were present in both groups. The results reveal an overall statistically significant difference in the 'very strong' preference in learning styles between the two study groups (p=0.002). Among the undergraduate students, 45% had a very strong preference for being an activist, whereas in postgraduate students, 38% had very strong preference for reflector, and 35% for theorist. This was statistically significant for activist, and reflector, and attained a p-value of postgraduate students. Diversity of learning styles at undergraduate and postgraduate level of medical education calls for multiplicity of instructional and assessment modalities to match them. The learning styles amongst the undergraduate medical students are different from the postgraduates. The postgraduates commonly have the reflector learning style while the undergraduates are predominantly activists and theorists.
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.
Márquez U, Carolina; Fasce H, Eduardo; Pérez V, Cristhian; Ortega B, Javiera; Parra P, Paula; Ortiz M, Liliana; Matus B, Olga; Ibáñez G, Pilar
Self-directed learning (SDL) skills are particularly important in medical education, considering that physicians should be able to regulate their own learning experiences. To evaluate the relationship between learning styles and strategies and self-directed learning in medical students. One hundred ninety nine first year medical students (120 males) participated in the study. Preparation for Independent Learning (EPAI) scale was used to assess self-direction. Schmeck learning strategies scale and Honey and Alonso (CHAEA) scales were used to evaluate learning styles and strategies. Theoretical learning style and deep processing learning strategy had positive correlations with self-direct learning. Medical students with theoretical styles and low retention of facts are those with greater ability to self-direct their learning. Further studies are required to determine the relationship between learning styles and strategies with SDL in medical students. The acquired knowledge will allow the adjustment of teaching strategies to encourage SDL.
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…
de Boer, Jelle; Kommers, Petrus 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
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
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…
Harasym, P. H.; And Others
Results from the Gregorc Style Delineator (GSD), administered to 260 undergraduate nursing students, were compared with achievement scores in a human anatomy and physiology course. Factor analysis and VARIMAX rotation demonstrate that there is no relationship between any of the four learning styles allegedly identified by the GSD and achievement…
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 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)…
Marianela Noriega Biggio
Full Text Available This paper discusses the results of research on factors affecting academic performance and attrition in a sample of 1,500 freshman students majoring in architecture, design and urbanism at the Universidad de Buenos Aires, Argentina [University of Buenos Aires, Argentina] who were enrolled in a drafting course. The hypotheses we tested concern the mediating role of learning styles on the relationship between spatial competence and academic performance, learning-style differences by gender and cohort, and the relationship between attrition, spatial competence level and learning style. Statistical analysis of the data was performed and spatial competence enhanced by motivational profile was found to predict final achievement. Educational implications are identified, highlighting the need to promote in students those academic behaviors that characterize a self-regulated learning style and encourage the use of specific intellectual abilities.
Jutharat Changthong; Lampang Manmart; Chollabhas Vongprasert
This study aimed to investigate the relationship between the different learning styles of Thai youths and their information behavior at a time where rapidly developing information and communication...
Karlimah; Risfiani, F.
This paper presents the results of the research on the relation of mathematical concept with mathematics, other subjects, and with everyday life. This research reveals study result of the students who had auditory learning style and correlates it with their ability of mathematical connection. In this research, the researchers used a combination model or sequential exploratory design method, which is the use of qualitative and quantitative research methods in sequence. The result proves that giving learning facilities which are not suitable for the class whose students have the auditory learning style results in the barely sufficient math connection ability. The average mathematical connection ability of the auditory students was initially in the medium level of qualification. Then, the improvement in the form of the varied learning that suited the auditory learning style still showed the average ability of mathematical connection in medium level of qualification. Nevertheless, there was increase in the frequency of students in the medium level of qualification and decrease in the very low and low level of qualification. This suggests that the learning facilities, which are appropriate for the student’s auditory learning style, contribute well enough to the students’ mathematical connection ability. Therefore, the mathematics learning for students who have an auditory learning style should consist of particular activity that is understanding the concepts of mathematics and their relations.
Amitay, Mayan; Popper, Micha; Lipshitz, Raanan
Purpose: The correlation between organizational unit managers' leadership styles and the level of organizational learning in their units was tested. Design/methodology/approach: A positive correlation was hypothesized between transformational leadership and organizational learning as manifested by organizational learning mechanisms--OLMs (the…
Mansfield, Don L.; Murrell, Patricia
Ways in which experiential learning theory can be used to teach introductory world politics at the college level are discussed. Student learning styles and modes are considered in course design and student evaluation, with the objective of creating a learning environment that facilitates active participation and reflection. (Author/MSE)
Shulman, Shmuel; And Others
Coping styles of 50 learning-disabled and non-learning-disabled adolescents and their parents were compared. Learning-disabled adolescents showed less ability to appraise a source of stress and to seek information about their stressful situations and showed greater pessimism about academic concerns. Coping patterns of parents did not clearly…
Reading is a basic life skill. Unfortunately, in 2007, only 29% of all eighth graders were able to comprehend at or above a proficient reading comprehension level. Sensory learning styles (kinesthetic, tactile, auditory, and visual) affect the way that students prefer to learn and the areas in which they will have difficulty learning. This study…
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…
Nasser, Ramzi N; Carifio, James M.
Learning style preferences and selection of university major data were obtained from a sample of 199 Lebanese high school graduates. These measures and gender were used to assess the relation between the selection of major and learning style preferences. The main assumption was that students who believe they have competencies or ability in a certain area would make choices to pursue activities in these areas in order to develop further these competencies (Holland, 1973). The ...
Braakhuis, Andrea Jane
Athletes have preferences for the way in which they internalise and process information. Athlete educators, such as coaches and sports medical staff, rarely consider the learning style of an prior to education. This study aims to characterise a range of athletes with regards to their learning style, to increase awareness and conversation about athletes as learners. Athletes (n=93; 44 males, 49 females), age 24 ±8 yrs, completed the VARK (Visual, Aural, Read/write and Kinesthetic) questionnair...
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.
Ahn, Sowon; Kim, Mira; Ahn, Ducksun
We investigated the relationship between cognitive and learning style by comparing the Cognitive Styles Analysis (CSA) with the Index of Learning Styles (ILS). We assessed whether cognitive styles correlated with learning styles with regard to their corresponding dimensions. One hundred two second-year premedical students participated, and data from ninety-four students were analyzed. One student's data file was lost during data collection, and six students were excluded because their correct response rates on the CSA were lower than 50%. Both scales were presented on a computer item by item, and the assessment was conducted in the computer lab as a group. For analysis, responses and reaction times were recorded. Distributions of the styles were generated. We correlated the verbal-imagery dimension of the CSA with the visual-verbal dimension of the ILS and found no correlation. There was no correlation between the wholist-analytic dimension of the CSA with the sequential-global dimension of the ILS. Excluding intermediate students in the verbal-imagery dimension of the CSA, however, there appeared to be a marginally significant correlation between the verbal-imagery dimension of the CSA and the visual-verbal dimension of the ILS. In the visual (imagery)-verbal dimension, there was some correlation between cognitive and learning styles.
PERBEDAAN-PERBEDAAN GENDER DALAM GAYA BELAJAR BAHASA DAN STRATEGI-STRATEGI BELAJAR BAHASA Abstrak: Makalah ini berusaha untuk menyelidiki perbedaan-perbedaan gender dalam gaya belajar bahasa dan strategi-strategi belajar bahasa. Kajian ini menggunakan angket pilihan gaya belajar perseptual (the perceptual learning-style preference questionnaire (PLSPQ untuk menyelidiki pilihan-pilihan gaya belajar dan Inventaris Strategi untuk Belajar Bahasa (the Strategy Inventory for Language Learning (SILL versi 7.0 yang dirancang oleh Oxford (1990 untuk menemukan pilihan-pilihan strategi belajar mahasiswa Universitas di Fakultas Teknologi Komunikasi dan Informasi. Angket-angket tersebut diberikan pada 150 pembelajar. Hasilnya menunjukkan bahwa gender memang memiliki pengaruh terhadap gaya belajar bahasa, tapi tidak berpengaruh pada strategi-strategi belajar bahasa. Implikasi dari hasil ini bagi para guru dan pembelajar bahasa juga dihadirkan. Kata kunci: Gaya belajar bahasa, strategi-strategi belajar bahasa, gender
Full Text Available This paper describes the development of language skills among academics of VSB-Technical University of Ostrava in an LMS Moodle e-learning environment with regard to individual learning styles and strategies while learning a foreign language. A student’s individual learning style plays an essential role in effective foreign language acquisition, therefore recognizing their own learning style and using the right strategies to reinforce their particular curriculum can lead to effective learning. The Department of Languages at the VSB-Technical University of Ostrava has decided to implement e-learning forms of education into English Language Teaching (ELT in the form of optimized adaptive e-courses. The paper describes the objective of providing an optimized adaptive e-learning environment respecting preferred learning styles with a narrower focus on the perceptual preferences (VAK of the presented curriculum and with regard to recommended learning strategies to be used while learning. This e-learning environment is being developed in accordance with the Common European Framework of References for Languages and its key language competences divided into two main categories: receptive skills and productive skills.
Cook, David A; Smith, Alan J
Cognitive and learning styles research is limited by the lack of evidence supporting valid interpretations of style assessment scores. We sought evidence to support the validity of scores from 4 instruments: the Index of Learning Styles (ILS); the Learning Style Inventory (LSI); the Cognitive Styles Analysis (CSA), and the Learning Style Type Indicator (LSTI). The ILS assesses 4 domains: sensing-intuitive (SensInt), active-reflective (ActRefl), sequential-global (SeqGlob) and visual-verbal (VisVerb), each of which parallel a similar domain in at least 1 of the other instruments. We administered the ILS, LSI and CSA to family medicine and internal medicine residents and Year 1 and 3 medical students and applied the multitrait-multimethod matrix to evaluate convergence and discrimination. After 3 months participants repeated the ILS and completed the LSTI. A total of 89 residents and medical students participated. Multitrait-multimethod analysis showed evidence of both convergence and discrimination for ActRefl (ILS, LSI and LSTI) and SensInt (ILS and LSTI) scores. ILS SeqGlob and SensInt scores showed unanticipated correlation. No other domains met the criteria for convergence or discrimination. Test-retest reliabilities for ILS scores were 0.856 for SensInt, 0.809 for ActRefl, 0.703 for SeqGlob and 0.684 for VisVerb. Cronbach's alpha values were > or = 0.810 for LSI and 0.237-0.758 for LSTI. At least 9 participants misinterpreted the LSI instructions. These data support the validity of ILS active-reflective and sensing-intuitive scores, LSI active-reflective scores and LSTI sensing-intuitive scores for determining learning styles in this population. Cognitive style and learning style scores may not be interchangeable, even for constructs with similar definitions.
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…
Abdollahimohammad, Abdolghani; Ja'afar, Rogayah
Learning-style instruments assist students in developing their own learning strategies and outcomes, in eliminating learning barriers, and in acknowledging peer diversity. Only a few psychometrically validated learning-style instruments are available. This study aimed to develop a valid and reliable learning-style instrument for nursing students. A cross-sectional survey study was conducted in two nursing schools in two countries. A purposive sample of 156 undergraduate nursing students participated in the study. Face and content validity was obtained from an expert panel. The LSS construct was established using principal axis factoring (PAF) with oblimin rotation, a scree plot test, and parallel analysis (PA). The reliability of LSS was tested using Cronbach's α, corrected item-total correlation, and test-retest. Factor analysis revealed five components, confirmed by PA and a relatively clear curve on the scree plot. Component strength and interpretability were also confirmed. The factors were labeled as perceptive, solitary, analytic, competitive, and imaginative learning styles. Cronbach's α was >0.70 for all subscales in both study populations. The corrected item-total correlations were >0.30 for the items in each component. The LSS is a valid and reliable inventory for evaluating learning style preferences in nursing students in various multicultural environments.
Moul, Caroline; Dadds, Mark R
In accordance with a recently proposed account of amygdala function in psychopathy, it is hypothesized that people with high levels of psychopathic personality traits have a bias in learning style to encode the general valence, and neglect the specific-features, of an outcome. We present a novel learning task designed to operationalize these biases in learning style. The results from pilot samples of healthy adults and children and from a clinical sample of children with conduct problems provide support for the validity of the learning task as a measure of learning style and demonstrate a significant relationship between general-valence style learning and psychopathic personality traits. It is suggested that this relationship may be important for the aetiology of the social-cognitive deficits exhibited by psychopaths. These preliminary results suggest that this measure of learning style has the potential to be utilized as a research tool and may assist with the early identification, and treatment, of children with conduct problems and high levels of callous-unemotional traits.
Full Text Available 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 preferences. This paper identifies a new hybrid method to initiate and update the information of children’s learning style in an educational system. At the start-up phase, children’s learning style information is gathered through the modified Murphy-Meisgeier Type Indicator for Children (MMTIC questionnaire, which is based on the well-known Myers-Briggs Type Indicator (MBTI. This primary information will be tuned by tracking children’s behaviors during the learning process. Analytical data mining helped us to cluster these behaviors and find their patterns. The proposed method was applied on 81 fourth grade children in elementary school. Delivering results suggest that this method provides a good precision in recognizing children learning style and may be an appropriate solution for non-stability problems in their preferences.
Full Text Available Purpose: Learning-style instruments assist students in developing their own learning strategies and outcomes, in eliminating learning barriers, and in acknowledging peer diversity. Only a few psychometrically validated learning-style instruments are available. This study aimed to develop a valid and reliable learning-style instrument for nursing students. Methods: A cross-sectional survey study was conducted in two nursing schools in two countries. A purposive sample of 156 undergraduate nursing students participated in the study. Face and content validity was obtained from an expert panel. The LSS construct was established using principal axis factoring (PAF with oblimin rotation, a scree plot test, and parallel analysis (PA. The reliability of LSS was tested using Cronbach’s α, corrected item-total correlation, and test-retest. Results: Factor analysis revealed five components, confirmed by PA and a relatively clear curve on the scree plot. Component strength and interpretability were also confirmed. The factors were labeled as perceptive, solitary, analytic, competitive, and imaginative learning styles. Cronbach’s α was > 0.70 for all subscales in both study populations. The corrected item-total correlations were > 0.30 for the items in each component. Conclusion: The LSS is a valid and reliable inventory for evaluating learning style preferences in nursing students in various multicultural environments.
Quillin, Ralph C; Cortez, Alexander R; Pritts, Timothy A; Hanseman, Dennis J; Edwards, Michael J; Davis, Bradley R
The Accreditation Council for Graduate Medical Education instituted the 80-h workweek for residency programs in 2003. This presented a unique challenge for surgery residents who must acquire a medical and technical knowledge base during training. Therefore, learning should be delivered in an environment congruent with an individual's learning style. In this study, we evaluated the learning styles of general surgery residents to determine how learning styles changed after the implementation to the 80-h workweek. Kolb learning style inventory was taken by general surgery residents at the University of Cincinnati's Department of Surgery, and results from 1999-2012 were analyzed. Statistical analysis was performed using the chi-squared, logistic regression and Wilcoxon rank-sum test. Significance was defined as a P value of learning styles after the institution of the 80-h workweek to converging (43.9%) and accommodating (40.4%, P learning. This change paralleled the transition to a more team-based approach to patient care with the implementation of the 80-h workweek. These findings are important for surgical educators to consider in the development of surgical resident curriculum. Copyright © 2016 Elsevier Inc. All rights reserved.
Full Text Available Every student certainly demonstrates different achievement in her/his Chinese language learning process because every student has her/his own individual way to resolve their problems in learning. In learning process, student’s individual differences exist. These differences lead to different learning speed and learning style of the student. The purpose of this study was to investigate the high achievement students’ learning styles. This study was based on Reid’s learning styles theory and also uses Reid’s Perceptual Learning Style Preference Questionnaire (PLSPQ to investigate student’s learning styles. The main finding of this study is that student’s learning style preference is group style. According to student learning style preferences results, students prefer to learn together with others or in group and learn in a more interactive way.
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'…
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),…
Full Text Available 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 analysing 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.
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…
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…
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…
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…
McGovern, Enda F.; Luna-Nevarez, Cuauhtemoc; Baruca, Arne
As digital technologies evolve in education, business faculty have increased access to an extensive range of mobile devices and online applications to help them inspire students' passion for learning. Adopting new digital approaches to teaching can also enhance the learning style of students who are immersed in the use of digital devices. How can…
Their age ranged between 12 and 19 years with mean age of 15.4 years and the standard deviation of 4.56. The participants were administered four valid and reliable instruments to assess the predictors of learning outcomes among the students (learning styles, school environment and test anxiety). Pearson's Product ...
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,…
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…
Mampadi, Freddy; Chen, Sherry Y.; Ghinea, Gheorghita; Chen, Ming-Puu
In the past decade, a number of adaptive hypermedia learning systems have been developed. However, most of these systems tailor presentation content and navigational support solely according to students' prior knowledge. On the other hand, previous research suggested that cognitive styles significantly affect student learning because they refer to…
Slaats, Angelique; Lodewijks, Hans G. L. C.; van der Sanden, Johan M. M.
Examined processing strategies, regulation strategies, conceptions of learning, and motivational orientation for 60 vocational-secondary-education students in the Netherlands. Also studied the systematic relations among these concepts for 1,036 students, resulting in descriptions of four learning styles. Results support strong differences in…
Full Text Available Architecture is a complex process involving the divergent resolution of a multitude of factors- social, ecological, technical, economic, functional, ethical and aesthetic. Despite this diversity all architectural problem solving processes share one common factor- they must be resolved spatially. This paper sets out to explore how best to develop these spatial thinking skills in young architects through addressing their learning styles in education. The primary hypothesis tested is twofold. First using the Solomon & Felder (2007 definition of learning styles and their Index of Learning Styles Questionnaire the average profile of a study group from the freshmen and sophomore architectural student body at the Architectural Engineering Program of the American University in Cairo is mapped and compared to that of a control group from the general population of the university from a cross-section of majors. Secondly, using the Spatial Ability test by Newton & Bristoll (2009, the spatial ability of both the control and study groups are measured and compared. The analysis of these results tests the assumption that the majority of architectural students will be visual, rather than verbal; and active, rather than reflective, learners; as well as exhibiting higher spatial abilities, as compared to the control group. The performance of students in these tests are then correlated against their learning styles profile using the following sets- low spatial ability against both reflective and verbal learning; moderate spatial ability against neutral learning styles; and high spatial ability against both active and visual learning. The results show a particular corroboration between high spatial ability and active learning in the entire group of students- both study, and control- as well as a strong corroboration between high spatial ability and visual learning- with a higher correlation in architecture students, reaching 100% in some classes. It is hoped that by
Fakomogbon, Michael Ayodele; Bolaji, Hameed Olalekan
Collaborative learning is an approach employed by instructors to facilitate learning and improve learner's performance. Mobile learning can accommodate a variety of learning approaches. This study, therefore, investigated the effects of collaborative learning styles on performance of students in a mobile learning environment. The specific purposes…
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.
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.
Alfi Hidayatu Miqowati
Full Text Available Abstract: This study aims at investigating the effectiveness of the PQRST strategy in students’ reading comprehension, the effectiveness of the PQRST strategy in reading comprehension of students with different learning styles, and the interaction between the PQRST strategy and the students’ learning styles. This study employed a 2x2 factorial design. The subjects were the second semester students of Public Administration Department, Faculty of Political and Social Science, University of Bondowoso. Two classes were randomly selected as the samples of this study. The experimental class was taught by using the PQRST strategy and the non-experimental class by translation and reading aloud. The data were analysed by utilizing non parametric testing: Mann–Whitney U and Kruskall-Wallis. The findings showed that the PQRST strategy statistically impacted students’ reading comprehension compared to the one taught using the translation and reading aloud. But, it was revealed that there was no difference in the reading comprehension of students with different learning styles taught under the PQRST strategy and translation and reading aloud, and there was no interaction between teaching strategies and students’ learning styles. Keywords: PQRST, learning styles, reading comprehension
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…
Ana Clara Ventura
Full Text Available Students who enter college are invited to share language, habits and customs that may contradict your thoughts, knowledge and skills previously learned. This could be a problem for student because it could learn a new way of thinking and behaving to identify with their teachers. There are agreements in the scientific literature about the university learning of a discipline involves the appropriation of concepts and the acquisition of skills and typical learning styles. This process may be explained from situated cognition approach that consider a functional relationship between way of thinking and types of activities. The gap is what effects produces higher education on learning styles. Hence, the aim of this paper is to analyze the empirical studies that compare the learning styles of students from different disciplinary in Ibero American context. For this purpose, a descriptive review was carried out of the Scielo, Dialnet, Redalyc y Doaj data bases. Descriptors used in the research for information were the key words: learning styles, disciplinary differences and higher education. We found 9 specific empirical studies that complying with all the criteria for inclusion (time period 2000-2012, research article and university sample. However, the evidence does not sufficient to achieve a point of agreement on this problematic. These results, from a point of view scientific, could open to new research lines. On the other hand, from a pedagogical-didactic view this study allow introduce the discussion of different formats educational, can be distinguished teaching strategies towards acquisition of typical styles of own discipline or teaching strategies to strengthen with the diversity of styles preexisting of students.
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…
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…
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.
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.
Shinnick, Mary Ann; Woo, Mary A
Human patient simulation (HPS) is a widely used method of teaching in nursing education. While it is believed that a student's learning style impacts knowledge gains in HPS, there is little evidence to support this. This study sought to determine the impact of learning style on knowledge gains after a heart failure (HF) simulation experience in pre-licensure nursing students. A convenience sample of four cohorts of prelicensure nursing students (n=161) were recruited from three Baccalaureate Schools of Nursing at the same point in their curriculum (age 25.7±6.6 years; gender=85.5% female) and participated in HPS using a HF simulation on a high-fidelity manikin. Learning style was assessed by the Kolb Learning Style Inventory (LSI) and pre- and post-HPS knowledge measured by parallel, validated, knowledge tests. The LSI identifies 4 learning styles, (Assimilating Diverging, Accommodating, and Converging). In some cases, learners present a balanced learning profile-an emphasis of all four equally. Statistical analysis consisted of t-tests and ANOVA. HF knowledge scores post-HPS compared to pre-HPS scores revealed a mean improvement of 7 points (plearning. Within group score increases between the pre-test and post-test were seen for the Assimilating (66.68±20.87 to 83.35±12.59; p=0.07), Diverging (61.95±11.08 to 69.86±12.33; plearning styles. Copyright © 2014 Elsevier Ltd. All rights reserved.
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…
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…
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…
Fasihuddin, Heba; Skinner, Geoff; Athauda, Rukshan
Open learning represents a new form of online learning where courses are provided freely online for large numbers of learners. MOOCs are examples of this form of learning. The authors see an opportunity for personalising open learning environments by adapting to learners' learning styles and providing adaptive support to meet individual learner…
Diemroh Ihsan; Chuzaimah Dahlan Diem
The purpose of this study are to discover the learning styles, and the language learning strategies most preferred, correlation among the variables exists, and the degree of influence each independent variable exerts on the dependent variables. For data collection, the Barsch Learning Styles Inventory and the Strategy Inventory of Language Learning were distributed to 156 students of English at the University of Sriwijaya, Palembang. The results showed that: (1) visual is the most preferred l...
Redmond, James A.; Evans, Carol
Purpose – This Special Issue contains selected papers from the thirteenth annual European Learning Styles Information Network (ELSIN) conference held in Ghent, Belgium in June 2008. One of the key aims of ELSIN is to promote understanding of individual learning and cognitive differences through the dissemination of international multidisciplinary research about learning and cognitive styles and strategies of learning and thinking. Design/methodology/approach – Three papers within this special...
Sharifah Mazlina Syed Khuzzan
Full Text Available With the progressive globalisation trend within the Architecture, Engineering, and Construction (AEC industry, transdisciplinary education and training is widely acknowledged as being one of the key factors for leveraging AEC organisational success. Conventional education and training delivery approaches within AEC therefore need a paradigm shift in order to be able to address the emerging challenges of global practices. This study focuses on the use of Personalised Learning Environments (PLEs to specifically address learners’ needs and preferences (learning styles within managed Virtual Learning Environments (VLEs. This research posits that learners can learn better (and be more readily engaged in managed learning environments with a bespoke PLE, in which the deployment of teaching and learning material is augmented towards their individual needs. In this respect, there is an exigent need for the Higher Educational Institutions (HEIs to envelop these new approaches into their organisational learning strategy. However, part of this process requires decision-makers to fully understand the core nuances and interdependencies of functions and processes within the organisation, along with Critical Success Factors (CSFs and barriers. This paper presents findings from the development of a holistic conceptual Diagnostic Learning Styles Questionnaire (DLSQ Framework, comprised of six interrelated dependencies (i.e. Business Strategy, Pedagogy, Process, Resources, Systems Development, and Evaluation. These dependencies influence pedagogical effectiveness. These finding contribute additional understanding to the intrinsic nature of pedagogy in leveraging transdisciplinary AEC training within organisations (to improve learner effectiveness. This framework can help organisations augment and align their strategic priorities to learner-specific traits.
Wehrwein, Erica A; Lujan, Heidi L; DiCarlo, Stephen E
Students have individual learning style preferences including visual (V; learning from graphs, charts, and flow diagrams), auditory (A; learning from speech), read-write (R; learning from reading and writing), and kinesthetic (K; learning from touch, hearing, smell, taste, and sight). These preferences can be assessed using the VARK questionnaire. We administered the VARK questionnaire to undergraduate physiology majors enrolled in a capstone physiology laboratory at Michigan State University; 48 of the 86 students (55.8%) who returned the completed questionnaire voluntarily offered gender information. The responses were tallied and assessed for gender difference in learning style preference; 54.2% of females and only 12.5% of males preferred a single mode of information presentation. Among the female students, 4.2% of the students preferred V, 0% of the students preferred A, 16.7% of the students preferred printed words (R), and 33.3% of the students preferred using all their senses (K). In contrast, male students were evenly distributed in preference, with 4.2% of the students preferring A, R, or K, respectively, while 0% of the students preferred V. Furthermore, 45.8% of female and 87.5% of male respondents preferred multiple modes [female: 2 modes (12.5%), 3 modes (12.5%), and 4 modes (20.8%); males: 2 modes (16.7%), 3 modes (12.5%), and 4 modes (58.3%)] of presentation. In summary, a majority of male students preferred multimodal instruction, specifically, four modes (VARK), whereas a majority of female students preferred single-mode instruction with a preference toward K. Thus, male and female students have significantly different learning styles. It is the responsibility of the instructor to address this diversity of learning styles and develop appropriate learning approaches.
Ángela Camargo Uribe
Full Text Available In this paper the relationship among high school students’ mathematics achievement, use of self-regulated learning strategies and cognitive style in the field dependence-independence dimension is examined. Subjects were 128 tenth graders of a public school at Bogotá, Colombia. The MSLQ Questionnaire was used to assess students’ level of self-regulation and the EFT test was used to measure students’ field dependence-independence cognitive style. Mathematics achievement was indicated by the grades obtained by the students during the academic year. Results show that self-regulated learning and cognitive style are related to Math achievement, each one separately. Additionally, complex relations between self-regulation and field dependence-independence were found.
Williamson, J W; Krumwiede, K H; Reed, JoyLynn; Farmer, Suzanne; Behrendt, William
Proficiency in areas of task completion, information processing, and time management are important attributes for successful academic performance and can be assessed using the Learning Assessment Study Strategies Inventory (LASSI). The purpose of this study was to determine if there were differences in learning strategies across four behavioral profiles using the DISC style analysis (Dominance, Influence, Steadiness, Compliance). Graduate health professions students (n=247) were administered the DISC and LASSI to assess study strategy categories based on their natural DISC behavioral style. A one-way ANOVA was used to assess differences for 10 LASSI category scores across the four DISC profiles; scores were also compared with national percentile scores. The D and C profiles were above the 75th percentile for information processing, but below the 50th percentile for self-testing. The S profile had significantly lower scores (pstyle and suggest that behavioral style should be considered an important factor in academic performance.
Gogokhia, Rusudan; Imedadze, Natela
The aim of the work was to research learning style distribution in Georgian university students to determine which styles or their complexes are optimal in foreign language learning in similar conditions of teaching...
Sloan, Tina; Daane, C. J.; Giesen, Judy
Investigates the relationship between elementary preservice teachers' (n=72) mathematics anxiety levels and learning style preferences. Findings reveal a low but significant positive correlation between mathematics anxiety and a global (right-brain dominant) learning style. (Author/MM)
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.
Full Text Available Design curricula and all core design studio courses are prepared for performance attainment by giving theoretical and professional training. However students’ performance may be affected by both the constraints set on a design problem, and their learning styles. This study explores the performance of interior architectural students in relation to their learning styles (as proposed by Kolb’s Experiential Learning Theory, and different types of constraints set on design problems. Design performance, measured as conceptual development, form and spatial configuration, structural innovation and ergonomics, and craftsmanship, was found to change throughout the two bipolar continuum of the learning cycle with regard to two design conditions characterized by different types of constraint use.
Loewen, Peter S; Jelescu-Bodos, Anca; Yeung, Janice; Lau, Torey
To describe the evolution of learning styles of pharmacy residents as they transition from residency to practice. Cross-sectional survey and interview-based study. A complete provincial cohort of former pharmacy residents (N=28), who had their learning styles characterized with the Pharmacists' Inventory of Learning Styles (PILS) at the beginning of their residency and, 1 year post-residency, were invited to repeat the PILS. Interviews were administered to consenting participants to gain additional insight. Twenty-seven of the former residents (96%) completed the PILS survey and 16 (59%) completed the post-PILS interview. Thirteen (48%) changed their dominant learning style and 20 (74%) changed their secondary learning style. Six (22%) participants did not change either learning style. The overall proportion of dominant assimilators (59%) and convergers (26%) remained similar to baseline (52% and 26%, respectively), meaning participants had adopted and abandoned different learning style in similar numbers. Change in learning style was associated with being a preceptor (plearning styles gained during their residency. Changing learning style is common for former residents after 1 year in postresidency practice. There is no overall direction to the change; former residents transition into and out of various learning styles with similar frequency and retain preferences for passive/abstract learning approaches over active/concrete ones. The early-career lability in learning style the study demonstrated may reveal an opportunity to guide pharmacists toward more active learning preferences through residency curricula, preceptorship, and mentorship.
Hale, Janice Ellen
This article offers examples of valiant efforts to develop meaningful instructional implications from learning styles scholarship. Additionally, an example is given of an advance in the public policy arena that merges the efforts of psychological scholars with that of lawmakers to apply their research to effect change for children. The…
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…
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…
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…
Lake, Warren W.; Boyd, William E.; Boyd, Wendy
When a researcher encounters the term "learning styles," its meaning, rather than being explicitly obvious, is dependent on the tradition and therefore the context from which the term has originated. For a new researcher, in particular, it can be a confusing and potentially time consuming process to correctly identify the differences 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…
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…
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…
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…
This study was designed to assess teaching and learning styles in practical motor vehicle mechanics work at technical college level in Niger State. Two research questions ... A descriptive survey research design was employed for the study. The study was ... The instrument was face and content validated by three Lecturers.
This study ascertained the effects of learning styles on the performances of Senior Secondary School Biology students in Imo state, Nigeria. The study adopted the quasi-experimental design. The sample consisted of 300 SS II Biology students comprising of (150 males and 150 females) obtained through simple random ...
The research investigated the effects of learning styles on career preferences of senior secondary school students in Jigawa State, Nigeria. A total of six hundred students, three hundred and sixty male, and two hundred and forty female were randomly selected from ten senior secondary schools across the state for the study ...
Ruble, Thomas L.; Stout, David E.
This paper reviews and critically evaluates the psychometric properties of Kolb's Learning Style Inventory (LSI). The LSI was developed originally in the 1970s (Kolb, 1976a) and was revised in the 1980s (Kolb, 1985). Although the LSI has been very popular, extensive evidence available in the published literature indicates that both the original…
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…
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…
Generation Y students (born after 1982) have developed a different set of attitudes and aptitudes as a result of growing up in an IT and media-rich environment. This article has two objectives: firstly to discuss the learning styles preferred by generation Y students in order to identify the effect of these preferences on tertiary ...
Full Text Available When faced with various challenges, modern organizations must be able to function effectively. These challenges include globalization, technological advancements, necessity to operate in the state of permanent flux, and finally, generation of intellectual capital, which delivers the competitive edge. As a consequence, the management of a modern organization and its diverse staff, which enables the company to operate effectively without generating losses or conflicts, becomes critical. Nowadays, organizations have to constantly look for innovative ways of conducting business. The conclusion drawn from observing successes of such organizations proves that taking a closer look at the issue of Human Resources (HR diversity’s role is worthwhile. Especially the analysis of managerial skills and learning styles in the context of companies’ innovation seems of particular relevance. The managerial skills and their development are the basis for successful management processes in a modern company. The aim of this study was to identify and assess skills and learning styles of innovative companies’ employees. The empirical material was collected in 2016 on the basis of a research conducted among employees of innovative companies established in Poland. The results of the present research allowed to analyze the impact of the respondents’ independent variables on their skills and learning styles. As a result of the study, recommendations for managers and Human Resources Management (HRM specialists were formulated on how to successfully manage employees’ various skills and learning styles.
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…
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…
Barros, Daniela Melaré Vieira
What is being discussed in education is currently contextualized within the network society, where formal and informal co-learning are indispensable in the development and exercise of social, cultural, cognitive, both technological mastery and fluency as professional on citizenship skills. The main goal of reflection isto identify indicators of co-learning styles that favor the development of digital skills. We present a descriptive analysis supported by bibliographic references, reflections ...
de Diana, I.P.F.; van der Heiden, G.
Attention has been drawn to the concepts of Electronic Books and Electronic Study Books. Several publications have discussed some main ideas (paradigms) for both concepts. For the Electronic Study Book as a learning environment, it is essential to consider individual modes of learning, usually
Full Text Available The purpose of the study was to investigate the effects of cooperative learning on achievement in mathematics and native language and to analyze students' achievement in cooperative learning according to their gender, abilities and cognitive style. Three hundred and seventy three (170 in the experimental and 203 in the control group fifth grade students from nine different primary schools participated in the study. In experimental group, cooperative learning was introduced in one quarter of the hours dedicated to mathematics and Slovene language during the school year. Control group received the traditional way of teaching in both courses. The results were analyzed with ANOVA. Positive effects of cooperative learning were found in both courses. Results in cooperative learning group were further analyzed according to students' gender, abilities and cognitive style. No significant interaction between students' achievement and their gender or abilities were found. Statistically significant interactions between students' cognitive style and achievement were found in both courses. Field-dependent students benefited most from cooperative learning.
Cox, Lisa; Clutter, Jill; Sergakis, Georgianna; Harris, Laura
Recognizing and valuing the diversity of student learning and learning styles allow educators to construct more effective and efficient teaching methods and create mutually beneficial learning environments. Kolb(s Learning Style Inventories (LSI) were administered to 82 seniors enrolled in a School of Allied Health at a large midwestern university. The students completed LSI in relation to both their didactic and clinical coursework. Sets of instruments were matched and evaluated using descriptive statistics. Overall, in the didactic classroom setting, 24.2% (n=16) of the students were divergers, 28.8% (n=19) were accommodators, 19.4% (n=13) were convergers, and 27.3% (n=18) were assimilators. In the clinical settings, 27.8% (n=20) of the students were divergers, 36.1% (n=26) were accommodators, 23.6% (n=17) were convergers, and only 12.5% (n=9) were assimilators. Learning style did change for 66.7% (n=10) of athletic training majors. Over half of the students in medical dietetics, radiological sciences, and respiratory therapy LSIs did not change from classroom to clinical. The diverse nature of the students' preferences reinforces the need for various teaching strategies. Both the students and the educators need to work cooperatively to maximize the balance of the learning environment and make meaning of the educational experience.
Seyal, Afzaal H.; Rahman, Mohd Noah A.
This study investigates the students' learning style, their attitudes about educational technologies in general and e-learning management system (e-LMS) in particular and their behavioral intentions to use the e-learning platform in a single institution of higher learning in Brunei Darussalam. In this study, a survey, using the VARK Questionnaire…
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…
Lowdermilk, Margaret; Lampley, Jim; Tweed, Stephanie
The purpose of this study was to determine the learning styles of Doctor of Physical Therapy (DPT) students and associate degree Physical Therapist Assistant (PTA) students and identify any association between their learning styles and examine the association between gender and age by learning style. Participants included 337 DPT and PTA students…
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…
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…
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…
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…
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…
Yilmaz, Cevdet; Genc, Salih Zeki
During the past decade, the identification of students' learning style preferences has gained importance in educational research. This study aimed at identifying the individual perceptions of the learner style preferences of Turkish EFL learners. Using learning style preference categories and a 28-item language learning preference questionnaire…
Landa-Gonzalez, Belkis; Velis, Evelio; Greg, Katherine
Assessing the learning styles of nontraditional graduate students and their adaptation to the fieldwork context is important for the achievement of educational success. A non-experimental mixed-methods design examining learning styles, fieldwork performance, and adaptation to the clinical setting in a sample of 84 graduate nontraditional occupational therapy students. Kolb's Learning Style Inventory and the Fieldwork Performance Evaluation were the outcome measures. Select participants completed a 1-hr interview and reflection on their fieldwork. The Accommodating style was favored (n=37, 44%) with a strong preference for the active experimentation phase of learning (n=38, 45%). MANOVA tests confirmed a significant relationship of learning styles (F(7,71)=2.62, p=0.018) and phases of learning (F(21,198.7)=2.10, plearning approach and used limited diversity of methods to adapt to the fieldwork setting. Recognizing learning styles and adjusting the approach to the learning conditions have relevance for maximizing outcomes. Educators in allied health fields may consider designing instructional activities that advance students' awareness of their preferences and support the use of diverse approaches for success in various learning contexts.
Sun, Shanghua; Joy, Mike; Griffiths, Nathan
Adaptivity in education is increasingly demanded in order to improve the efficiency and effectiveness of the learning process, but few intelligent learning systems exist which are dynamic and able to provide personalized learning materials to satisfy individual students’ requirements. In an attempt to overcome these limitations, the authors have developed an agent-based learning system that incorporates learning objects to facilitate personalization, and is based on a learning style theory as...
Although problem-based learning (PBL) has been popularized in many colleges, few studies have analyzed the relationship between individual differences and PBL. The purpose of this study was to analyze the relationship between learning style and the perception on the effects of PBL. Grasha-Riechmann Student Learning Style Scales was used to assess the learning styles of 38 students at Ajou University School of Medicine who were enrolled in a respiratory system course in 2011. The data were analyzed by regression analysis and Spearman correlation analysis. By regression analysis, dependent beta=0.478) and avoidant styles (beta=-0.815) influenced the learner's satisfaction with PBL. By Spearman correlation analysis, there was significant link between independent, dependent, and avoidant styles and the perception of the effect of PBL. There are few significant relationships between learning style and the perception of the effects of PBL. We must determine how to teach students with different learning styles and the factors that influence PBL.
McCrow, Judy; Yevchak, Andrea; Lewis, Peter
This paper reports on the preferred learning styles of Registered Nurses practicing in acute care environments and relationships between gender, age, post-graduate experience and the identified preferred learning styles. A prospective cohort study design was used. Participants completed a demographic questionnaire and the Felder-Silverman Index of Learning Styles (ILS) questionnaire to determine preferred learning styles. Most of the Registered Nurse participants were balanced across the Active-Reflective (n = 77, 54%), and Sequential-Global (n = 96, 68%) scales. Across the other scales, sensing (n = 97, 68%) and visual (n = 76, 53%) were the most common preferred learning style. There were only a small proportion who had a preferred learning style of reflective (n = 21, 15%), intuitive (n = 5, 4%), verbal (n = 11, 8%) or global learning (n = 15, 11%). Results indicated that gender, age and years since undergraduate education were not related to the identified preferred learning styles. The identification of Registered Nurses' learning style provides information that nurse educators and others can use to make informed choices about modification, development and strengthening of professional hospital-based educational programs. The use of the Index of Learning Styles questionnaire and its ability to identify 'balanced' learning style preferences may potentially yield additional preferred learning style information for other health-related disciplines. Copyright © 2013 Elsevier Ltd. All rights reserved.
Full Text Available Objective: Our study sought to assess the learning preferences of students studying in the preclinical years of the medical degree program at Oman Medical College, Sohar. Methods: In this descriptive, cross-sectional study, we administered a learning style questionnaire (VARK model to 140 students to assess their preferred mode of learning, specifically the sensory modality by which they prefer to take in information. Results: Over one third (35% of the respondents expressed their preference for a single mode of learning, either visual (8%, auditory (9%, read/write (9%, or kinesthetic (9%. The remaining students preferred learning using a combination of either two (14%, three (19%, or four (32% sensory modalities. Conclusion: The results of our study provide us with useful information to develop appropriate learning approaches to reach all types of learners at the college.
Panambur, Sabitha; Nambiar, Vinod; Heming, Thomas
Our study sought to assess the learning preferences of students studying in the preclinical years of the medical degree program at Oman Medical College, Sohar. In this descriptive, cross-sectional study, we administered a learning style questionnaire (VARK model) to 140 students to assess their preferred mode of learning, specifically the sensory modality by which they prefer to take in information. Over one third (35%) of the respondents expressed their preference for a single mode of learning, either visual (8%), auditory (9%), read/write (9%), or kinesthetic (9%). The remaining students preferred learning using a combination of either two (14%), three (19%), or four (32%) sensory modalities. The results of our study provide us with useful information to develop appropriate learning approaches to reach all types of learners at the college.
SASI, DIYAH APRITA
Keywords: Learning Style, VAK Learning Style Model, VAK Learning Style SelfAssessment QuestionnaireLanguage is one of communication device which is used to deliver feeling message, or opinion within society. In learning language, many people are not aware of their own way in learning. Whereas, knowing the style of learning is useful which also influences the learning outcome. Therefore, this study is conducted to investigate learning style used by the students and its correlation on the stude...
Full Text Available The purpose of this study are to discover the learning styles, and the language learning strategies most preferred, correlation among the variables exists, and the degree of influence each independent variable exerts on the dependent variables. For data collection, the Barsch Learning Styles Inventory and the Strategy Inventory of Language Learning were distributed to 156 students of English at the University of Sriwijaya, Palembang. The results showed that: (1 visual is the most preferred learning style, whereas metacognitive ang effective are the most preferred language learning strategies; (2 certain independent variables have a significant correlation with certain dependent variables, for example, visual with memory, auditory with cognitive, tactile with affective, and semester with compensation; (3 females use a greater variety of language learning strategies than males; and (4 semester has a significant correlation with compensation but not with other strategies
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style="font-size: 12pt; font-family: "Times New Roman","serif"; mso-fareast-font-family: 新細明體; mso-ansi-language: EN-US; mso-fareast-language: ZH-TW; mso-bidi-language: AR-SA;" lang="EN-US">Educators nation-wide are experimenting with the use of technology to enhance undergraduates' academic success. Brooklyn College, part of the City University of New York (CUNY, has developed a sequence of general education courses that join one-half class time with one-half Web-based instruction--a fresh, inventive model that gives students the best aspects of both the traditional and the online educational experience. As a result, Brooklyn's core curriculum has become more inviting, effective, and activity-based. The grant that supported this project was written by Dr. Barbra Buckner Higginbotham, Chief Librarian and Executive Director of Academic Information Technologies, and this major faculty training and development effort is occurring under the aegis of the Library.
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
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)
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
Blake, G; Montgomery, D; Walley, E; Beebe, D; Replogle, W
Many family practice residency programs use the Myers-Briggs Type Indicator (MBTI) in their educational programs. Our purpose was to study the relationship between learning style, as determined by MBTI personality preferences, and residents' cognitive knowledge acquisition, measured by in-service training examination (ISTE) scores during the first and third years of residency. We evaluated 36 residents using both their first- and third-year ISTE composite scores and their MBTI scores. ISTE scores were analyzed according to the MBTI personality factors. We used the Wilcoxon Rank-Sum Test to determine the association between the improvement in residents' ISTE scores between the first- and third-year examinations and preferred learning styles. Significant differences were found on the composite ISTE scores for the thinking/feeling and judgment/perception scales. Feelers increased ISTE scores more than thinkers (P = .031); judgers increased ISTE scores more than perceivers (P = .04). Results do not support the literature or current MBTI learning theory. Intuitive residents demonstrated no advantage over sensing residents. Residents using feeling/judgment as their preferred learning style acquired more knowledge over 3 years than their thinking/perceiving counterparts, as measured by ISTE scores.
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…
Ana Luiza Andrade; Tiago Nascimento Ordonez; Thais Bento Lima-Silva; Samila Sathler Tavares Batistoni; Mônica Sanches Yassuda; Ruth Caldeira Melo; Marisa Accioly Domingues; Andrea Lopes; Meire Cachioni
It is known that learning refers to how beings acquire new knowledge, develop skills and change behavior. Thus, knowing the learning styles of individuals is important, both for those who learn how to teach. In this sense, this research project aimed to describe the sociodemographic characteristics of the sample, identify the predominant learning styles of these individuals and see if there is a correlation between learning styles with sociodemographic variables. The sample consisted of 248 e...
NKEMCHO OJEH; NATASHA SOBERS-GRANNUM; UMA GAUR; ALAYA UDUPA; MD. ANWARUL AZIM MAJUMDER
Introduction: Educators need to be aware of different learning styles to effectively tailor instructional strategies and methods to cater to the students’ learning needs and support a conductive learning environment. The VARK [an acronym for visual (V), aural (A), read/write (R) and kinesthetic (K)] instrument is a useful model to assess learning styles. The aim of this study was to use the VARK questionnaire to determine the learning styles of pre-clinical medical students in order to compar...
Avelino G. Ignacio Jr.
Full Text Available This research work is an exploration of causality connection of learning styles to mathematics achievement goals. The objectives of the study are as follows: (1 to identify the mathematics achievement goal of students when grouped according to preferred learning style (2 to identify the learning style of students when grouped according to preferred mathematics achievement goal and (3 to determine if there is a significant difference in each mathematics achievement goal when grouped according to learning style. The researcher used explanatory cross-sectional design. The Revised Achievement Goal Questionnaire and Kolb’s Learning Style Inventory 3.1 were utilized to collect data. Results show that respondents hold mastery-approach achievement goals regardless of learning styles. Also, students with approach type of mathematics achievement goals hold assimilative learning style which operates on reflective observation and abstract conceptualization; and students with avoidance type of mathematics achievement goals hold accommodative learning style which operates on active experimentation and concrete experimentation. Furthermore, findings show that there is no significant difference in the mathematics achievement goals based on learning style. Exploratory research is recommended to understand why students with approach type of mathematics achievement goals hold assimilative learning style and why students with avoidance type of mathematics achievement goals hold accommodative learning style.
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…
Ghusoon Salim Basheer
Full Text Available Every student has his/her learning styles. Understanding students’ learning styles is an important factor to improve both learning and teaching. Teachers need to identify students’ learning styles to enable them to prepare materials that match their styles of learning. This paper discusses the development of a survey instrument that solicits information on teachers’ observations of their students’ preferences and behaviors in the classrooms to detect students’ learning styles. The instrument solicits observation data from teachers using a survey questionnaire that is developed based on the four layers of Curry’s Onion model. We argue that, in a state where clear detection of learners’ styles is not available, teachers’ observations in the classroom could offer significant contribution to detecting students’ 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
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.
Robles, Janie; Cox, Craig D; Seifert, Charles F
To identify preceptors' and students' learning styles to determine how these impact students' performance on pharmacy practice experience assessments. 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. 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. 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.
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.
Mitchell, Ana W; Nyland, Nora K
This study examined learning styles of faculty members and senior students in coordinated programs in dietetics and compared learning styles by area of career expertise (faculty) or interest (students). Respondents included 108 faculty members and 324 students. The survey included a standardized Learning Styles Inventory and questions regarding demographics and career preferences. chi(2) analysis was used to compare learning style with selected variables. Significant differences were found between student and faculty learning styles (P=.006). Faculty also had significant differences in learning styles within various areas of expertise (P=.037), but no significant differences were found in learning style by expected career choice of students. Students listed entry-level and 5-year career choices. Most (55.6%) plan to work in clinical nutrition following graduation, but 37.0% anticipate being in a nontraditional area of dietetics 5 years postgraduation. Only 6.8% plan to work in management at entry, dropping to 3.4% at 5 years.
Rastegar, Behnaz; Safari, Fatemeh
Language learners' productive role in teaching and learning processes has recently been the focus of attention. Therefore, this study aimed at investigating the effect of oral vs. written output-based instruction on English as a foreign language (EFL) learners' vocabulary learning with a focus on reflective vs. impulsive learning styles. To this…
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…
Schubring, Jacalyn Ann
As audio professionals in the music industry, we must be sensitive to how our clients' music is perceived by the intended audience. Some audio education programs around the world teach psychoacoustics as part of their curriculum, but there is little documentation on effective teaching methods. I conducted a series of lessons that tested the effectiveness of different teaching methods for various learning styles in psychoacoustics utilizing enrolled undergraduate recording and music business students as my subjects. Students became more restless and inattentive as class went on but thrived in the reading and discussion lesson. The effects learning styles had on the lessons are explained in the conclusion. These findings will guide instructors to develop effective teaching methods for psychoacoustics.
Andreou, Christos; Papastavrou, Evridiki; Merkouris, Anastasios
Critical thinking is a desirable competency for contemporary nurses although there are growing concerns supporting a disturbing paucity in its achievement. Learning styles reflect habitual behaviors which determine distinct preferences within learning situations. Evidence suggests that critical thinking could evolve through learning processes. Variances in critical thinking achievement by nursing students might therefore be influenced by individual learning preferences. The concepts "learning styles" and "critical thinking" have been independently examined in the nursing literature. No reviews were found however exploring their association in nursing education. To identify the potential relationships between learning styles and critical thinking in baccalaureate nursing students. Systematic review. Eleven electronic databases were utilized without geographical and time publishing filters. Hand-searching journals and scanning references from retrieved studies were also performed. Databases were searched for descriptive correlational studies which considered the relationship between learning styles and critical thinking in baccalaureate nursing students. The authors independently progressed three stage screening. Retrieved articles were reviewed at title, abstract and full text levels according to predetermined criteria. All included studies were quality appraised using a rating tool for descriptive studies. Six studies were finally included. Findings were grouped under four key themes: predominant learning styles, critical thinking scoring, critical thinking evolution across academic progress and learning styles-critical thinking correlations. Learning styles' diversities, weak critical thinking and inconsistent evolution through academic progress were revealed across studies. Critical thinking differed significantly between learning styles. Commonly accepted models in nursing education were lacking in both learning styles and critical thinking. Within studies
Moore, Arthur J.
The learning style of Native American Indian students is discussed in terms of internal cognitive processes (global/analytic, imagery/verbal, impulsive/reflective, trial-and-error/watch-then-do, field dependence/independence and concrete/abstract); external conditions; teaching and communication styles; and traditional learning styles. A four-step…
Adesunloye, Bamidele A; Aladesanmi, Oluranti; Henriques-Forsythe, Marshaleen; Ivonye, Chinedu
To determine the preferred learning style, as defined by David Kolb, and predictors of the different learning styles among residents and faculty members at an internal medicine residency program. A cross sectional study of internal medicine residents and faculty members at Morehouse School of Medicine was performed using the Kolb Learning Style Inventory (LSI) version 3.1. The Kolb LSI is a questionnaire of 12 sentences, each with four phrases for sentence completion that are to be ranked according to how they apply to the subject. Forty-two out of 59 questionnaires that were given out to residents and attending physicians were properly completed and returned. Assimilating style was the predominant learning style among residents (42%) and attending physicians (55%). There was no significant association between age, gender or medical education status, and learning styles. The understanding of residents' learning styles may facilitate instructional rapport between residents and attending physicians, thereby improving residents' academic performance.
Pretz, Jean E.; Totz, Kathryn Sentman; Kaufman, Scott Barry
In an experiment with 109 undergraduates, we examined the effect of mood, cognitive style, and cognitive ability on implicit learning in the Artificial Grammar (AG) and Serial Reaction Time (SRT) tasks. Negative mood facilitated AG learning, but had no significant effect on SRT learning. Rational cognitive style predicted greater learning on both…
Guraya, Shaista Salman; Guraya, Salman Yousuf; Habib, Fawzia A; Khoshhal, Khalid I
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. A cross-sectional observational study was performed in 2012-2013, incorporating 1(st)-5(th) 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. 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 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.
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. © 2013 Anatomical Society.
El-Gilany, Abdel-Hady; Abusaad, Fawzia El Sayed
Self-directed learning has become a focus for nursing education in the past few decades due to the complexity and changes in nursing profession development. On the other hand, the Kolb's learning style could identify student's preference for perceiving and processing information. This study was performed to determine Saudi nursing students' readiness for self-directed learning; to identify their learning styles and to find out the relation between these two concepts. Cross-sectional descriptive study. Nursing department of faculty of Applied Medical Sciences, Al-Jouf University, Saudi Arabia. Two hundred and seventy-five undergraduate Saudi nursing students. Data was collected using self-administered questionnaires covering the demographic features of students, Fisher's self-directed learning readiness (SDLR) scale, and the Kolb's learning styles inventory. The mean scores of self-management, desire for learning, self-control and the overall SDLR were 51.3 ± 5.9, 48.4 ± 5.5, 59.9 ± 6.7, and 159.6 ± 13.8; respectively. About 77% (211) of students have high level of SDLR. The percentages of converger, diverger, assimilator and accommodator learning styles are 35.6%, 25.8%, 25.55% and 13.1%; respectively. The mean score of self-management, desire for learning, self-control and overall SDLR scale did not vary with any of the studied variables. There is no association between the level of SDLR and the learning styles. The high level of SDLR and the dominant converger learning style among undergraduate nursing students will have a positive implication for their education and post-employment continuing nursing education. Copyright © 2012 Elsevier Ltd. All rights reserved.
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
Halil Asci; Esin Kulac; Mekin Sezik; F Nihan Cankara; Ekrem Cicek
Objectives: To evaluate the effect of learning styles and study behaviors on preclinical medical students′ pharmacology exam scores in a non-Western setting. Materials and Methods: Grasha-Reichmann Student Learning Study Scale and a modified Study Behavior Inventory were used to assess learning styles and study behaviors of preclinical medical students (n = 87). Logistic regression models were used to evaluate the independent effect of gender, age, learning style, and study behavior on ph...
Baraz, Shahram; Memarian, Robabeh; Vanaki, Zohreh
Numerous factors, including learning styles, affect the learning process of nursing students. Having insights about students' learning styles helps promoting the quality of education. The aim of this study was to explore the Iranian baccalaureate nursing students' learning styles in clinical settings. A qualitative design using a content analysis approach was used to collect and analyze data. Semi-structured interviews were conducted with fifteen Iranian baccalaureate nursing students selected using a purposive sample method. During data analysis, it was found that nursing students employed different clinical learning styles such as 'thoughtful observation,' 'learning by thinking,' and 'learning by doing'. Students adopt different learning strategies in clinical practice. Designing teaching strategies based on students' learning styles can promote students' learning and maximize their academic and clinical practice success. Nursing educators, curriculum designers, and students can use the findings of this study to improve the quality of nursing education in both the classroom and clinical settings. Copyright © 2014 Elsevier Ltd. All rights reserved.
Nielsen, Kirsten; Helms, Niels Henrik; Pedersen, Birthe D.
group students were randomly assigned and eleven students were included. Method Data are generated through ethnographic fieldwork and comes from participant observations, narrative interviews, and portfolio documents. The data analysis includes three levels: naive reading, structural analysis...... priority than learning the practical craft of nursing in clinical settings. Insight into preferred learning style can be an advantage to both students and preceptors in attempt to promote students´ learning potential, but there are quite many different theoretical approaches and definitions of the concept......Portfolio is less important than other tasks, if they don´t expect to learn by using it, or if they feel vulnerable to preceptors reading their reflections. The final results will be published in international journals. The study will be finished in July, 2014....
Ford, James H; Robinson, James M; Wise, Meg E
NIATx200, a quality improvement collaborative, involved 201 substance abuse clinics. Each clinic was randomized to one of four implementation strategies: (a) interest circle calls, (b) learning sessions, (c) coach only or (d) a combination of all three. Each strategy was led by NIATx200 coaches who provided direct coaching or facilitated the interest circle and learning session interventions. Eligibility was limited to NIATx200 coaches (N = 18), and the executive sponsor/change leader of participating clinics (N = 389). Participants were invited to complete a modified Grasha Riechmann Student Learning Style Survey and Teaching Style Inventory. Principal components analysis determined participants' preferred learning and teaching styles. Responses were received from 17 (94.4 %) of the coaches. Seventy-two individuals were excluded from the initial sample of change leaders and executive sponsors (N = 389). Responses were received from 80 persons (25.2 %) of the contactable individuals. Six learning profiles for the executive sponsors and change leaders were identified: Collaborative/Competitive (N = 28, 36.4 %); Collaborative/Participatory (N = 19, 24.7 %); Collaborative only (N = 17, 22.1 %); Collaborative/Dependent (N = 6, 7.8 %); Independent (N = 3, 5.2 %); and Avoidant/Dependent (N = 3, 3.9 %). NIATx200 coaches relied primarily on one of four coaching profiles: Facilitator (N = 7, 41.2 %), Facilitator/Delegator (N = 6, 35.3 %), Facilitator/Personal Model (N = 3, 17.6 %) and Delegator (N = 1, 5.9 %). Coaches also supported their primary coaching profiles with one of eight different secondary coaching profiles. The study is one of the first to assess teaching and learning styles within a QIC. Results indicate that individual learners (change leaders and executive sponsors) and coaches utilize multiple approaches in the teaching and practice-based learning of quality improvement (QI) processes
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.
Farida, Luluk Nur; Irnidayanti, Yulia; Ernawati, Ernawati
Learning outcome was influenced by interaction between child and parent, in this case parenting style. The aim of this research is to know the most parenting style and its correlation on Biology learning outcome in SMAN 99 Jakarta students. This research was based on parenting style theory from Macoby dan Martin’s. Macoby dan Martin’s assumed that parenting is a form of demandingness and supportiveness. There is four parenting style, authoritarian, authoritative, permissive indulgent and perm...
Kristoffer Carl Aberg
Full Text Available 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.
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.
Nasiri, Zahra; Gharekhani, Samane; Ghasempour, Maryam
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. 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. 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). 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.
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
Full Text Available 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
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.
Heffler, Bo; Sandell, Rolf
The motives of the beginning psychotherapist for choosing his or her orientation are an underresearched issue in psychotherapy training. This study focuses on the role of personality-based factors, specifically the epistemological preferences of the therapist that Kolb (1984) has termed "learning style" (LS). The aim of the present study was to explore possible associations between psychology students' developing LSs and their choice of psychotherapeutic orientation (psychodynamic [PDT] vs. cognitive-behavioural [CBT]). Students in a psychologist's program (N=175) took the Learning Style Inventory in their third semester and, before their formal choice, in their seventh semester. Besides a common trend toward radicalization or purification of their LS, the average PDT student tended to stick to the "feel and watch" style from the third semester to the seventh, whereas the CBT student tended to move toward "think and do." A cluster analysis revealed that the average movement among the CBT students was the result of the forces in two different subgroups, one toward "think" (and, more weakly, "watch"), the other toward "do" (and, more weakly, "feel").
M Behnam Moghadam
Full Text Available Background & aim: learning style(s is one of the factors effective learning. Information about students learning styles can aid the presentation of teaching appropriate to their individual style. The purpose of this study was to determine the learning styles of Yasuj nursing and midwifery students based on the VARK model in 2013. Methods: The present research was a descriptive- analytical study which was conducted on 140 students from nursing and midwifery faculty of Yasuj university of Medical Sciences in the academic year of 2013. Sampling was done using census method, and data were collected using demographic information questionnaire followed by questionnaire of learning styles. The data were analyzed using SPSS software version 18, and descriptive- inferential statistics. Results: The mean age of the students was 20.68±1.34. Of the total of 140 students, 98 (70% just selected only one type of the learning styles, whereas, 42 students preferred combination of different styles. Reading-writing style was the prevailing style among single learning style which selected by 43 students but the most frequent style among multi style was double style which was selected only by 15% of the participants. Conclusion: Most of the students had an individual learning style. Identifying the dominant learning style(s of the students and adjusting them to the teaching methods of lecturers and also developing lesson plans based on learning styles could improve educational objectives.
Kumar, Latha Rajendra; Chacko, Thomas Vengail
In India, as in some other neighboring Asian countries, students and teachers are generally unaware of the differences in the learning styles among learners, which can handicap students with learning styles alien to the common teaching/learning modality within the institution. This study aims to find out whether making students aware of their learning styles and then using the Appreciative Inquiry approach to help them discover learning strategies that worked for them and others with similar learning styles within the institution made them perceive that this experience improved their learning and performance in exams. The visual, auditory, read-write, and kinesthetic (VARK) inventory of learning styles questionnaire was administered to all 100 first-year medical students of the Father Muller's Medical College in Mangalore India to make them aware of their individual learning styles. An Appreciate Inquiry intervention was administered to 62 student volunteers who were counseled about the different learning styles and their adaptive strategies. Pre and post intervention change in student's perception about usefulness of knowing learning styles on their learning, learning behavior, and performance in examinations was collected from the students using a prevalidated questionnaire. Post intervention mean scores showed a significant change (P < 0.0001) in student's self-perceptions about usefulness of knowing one's learning style and discovering strategies that worked within the institutional environment. There was agreement among students that the intervention helped them become more confident in learning (84%), facilitating learning in general (100%), and in understanding concepts (100%). However, only 29% of the students agreed that the intervention has brought about their capability improvement in application of learning and 31% felt it improved their performance in exams. Appreciate Inquiry was perceived as useful in helping students discover learning strategies
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.
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.
Boosman, H; van Heugten, C M; Post, M W M; Lindeman, E; Visser-Meily, J M A
Identifying learning styles of acquired brain injury (ABI) patients may aid the learning process by tailoring to the patient's learning needs and preferences. Currently, there is no learning style instrument for ABI patients. We therefore determined the validity and feasibility of the Adapted Learning Style Inventory (A-LSI) for patients with ABI. We included 99 patients with ABI and 42 healthy controls. Learning styles were determined and subgroups were used to evaluate the validity of the A-LSI. Furthermore, rehabilitation professionals' perceptions on learning style and the A-LSI were evaluated. In the patient group, the A-LSI yielded the following learning styles: 4 doers, 54 observers, 2 deciders and 39 thinkers. A similar distribution was found for the control group (3, 28, 0 and 11, respectively). Spearman correlations revealed moderate internal validity. Content validity of the A-LSI was also moderate; 11 out of 19 patients recognized themselves in their A-LSI learning style. Furthermore, 12 rehabilitation professionals reported positive and negative aspects of the A-LSI and suggestions for using learning style in rehabilitation. Rehabilitation professionals were generally positive about using learning style in ABI rehabilitation. This study, however, raises doubts about the validity and feasibility of the A-LSI for this population. Rehabilitation professionals are generally positive about the assessment and implementation of learning style in rehabilitation. The A-LSI seems to be an inappropriate learning style instrument for individuals with ABI. There is a need for a more practical instrument to assess learning style directly at start of rehabilitation.
Full Text Available 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.
Teevan, Colleen J; Li, Michael; Schlesselman, Lauren S
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. 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. 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. 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.
Milanese, Steve; Gordon, Susan; Pellatt, Aya
This study investigated the preferred learning styles, related to clinical education of a cohort of final year physiotherapy students. A cross sectional observation study using a questionnaire survey. Undergraduate physiotherapy program at James Cook University, Townsville, Queensland. 48 final year physiotherapy students representing 89% of the total cohort (48/54). Survey questionnaire using Kolb's Learning Style Inventory (Version 3.1). The preferred learning styles were spread uniformly across the three learning styles of Converging, Assimilating and Accommodating, with the least preferred method of learning style the Diverging style. This suggests that in the clinical environment this student cohort are least likely to prefer to develop their learning from actually experiencing the scenario i.e. in front of a real life patient (concrete experience), and were more likely prefer this learning to come from a theoretical perspective, allowing them to consider the problem/scenario before experiencing it. When transforming this experience into knowledge, they prefer to use it on a 'real life' patient (active experimentation). Whilst understanding learning styles have been promoted as a means of improving the learning process, there remains a lack of high level evidence. The findings of this study reinforce those of other studies into the learning styles of physiotherapy students suggesting that physiotherapy students share common learning style profiles. Copyright © 2012 Chartered Society of Physiotherapy. Published by Elsevier Ltd. All rights reserved.
Full Text Available Abstract: This study was aimed to examine the effect of the instructional learning strategy (webbased STAD-type cooperative and text-based STAD-type cooperative learning strategies and learning styles towards student learning achievement. This quasi-experimental study used a non-equivalent control group version of the factorial design. The subjects were the first-semester undergraduate students of Information Systems at STIKOM Surabaya. Sixty-nine (69 students were involved, 34 of whom were the subjects of the experimental group and 35 were the subjects of the control group. The collected data were statistically analyzed by using the two-way analysis of variance technique (ANOVA with the significance level of 0.05. The findings of this research indicate that there was a significant difference in learning achievement, for the General Management course, between groups of students taught with the web-based STAD-type cooperative learning strategies and those taught with the text-based STAD-type cooperative learning strategies. Based on the findings, the researcher suggests lecturers to implement the STAD-type cooperative learning strategies, and use the web-based and text-based strategies simultaneously (complementarily in the form of blended learning. Keywords: learning strategy, STAD type cooperative, web based learning, learning styles, learning outcomes PEMBELAJARAN KOOPERATIF BERBASIS WEB, GAYA BELAJAR, DAN HASIL BELAJAR MAHASISWA Abstrak: Penelitian ini bertujuan untuk menguji pengaruh strategi pembelajaran (kooperatif tipe STAD berbasis web vs kooperatif tipe STAD berbasis teks dan gaya belajar terhadap hasil belajar mahasiswa. Penelitian kuasi eksperimen ini menggunakan desain faktorial versi nonequivalen control group design. Subjek penelitian ini adalah mahasiswa program studi Sistem Informasi semester I di STIKOM Surabaya yang berjumlah 69 mahasiswa, terdiri dari 34 mahasiswa untuk kelas eksperimen dan 35 mahasiswa untuk kelas kontrol
The purpose of this study is to determine the relationship between the language learning strategies of freshman students and their learning styles. This study is a descriptive research and employs a relational screening model. Participants of the study were 328 freshman students majoring in different fields at Necmettin Erbakan University Ahmet…
Chiou, Chei-Chang; Lee, Li-Tze; Tien, Li-Chu; Wang, Yu-Min
This study explored the effectiveness of different concept mapping techniques on the learning achievement of senior accounting students and whether achievements attained using various techniques are affected by different learning styles. The techniques are computer-assisted construct-by-self-concept mapping (CACSB), computer-assisted…
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…
Kharb, Poonam; Samanta, Prajna Paramita; Jindal, Manisha; Singh, Vishram
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. 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. 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. 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%). 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.
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
A Zeraati; H Hajian; R Shojaian
Background: Students have individual learning style preferences including visual (V; learning from graphs, charts, and flow diagrams), auditory (A; learning from speech), read-write(R; learning from reading and writing), and kinesthetic (K; learning from touch, hearing, smell, taste, and sight).These preferences can be assessed using the VARK questionnaire.Purpose: We aimed to assess different learning styles of medical students in our collage.Methods: This study was conducted to describe lea...
Full Text Available Learning styles have been a particular focus of a number of researchers over the past decades. Findings from various studies researching into how students learn highlight significant relationships between learners’ styles of learning and their language learning processes and achievement. This research focuses on a comparative analysis of the preferences of English learning styles and teaching techniques perceived by students from Thailand and Vietnam, and the teaching styles and techniques practiced by their instructors. The purposes were 1 to investigate the learning styles and teaching techniques students from both countries preferred, 2 to investigate the compatibility of the teaching styles and techniques practiced by instructors and those preferred by the students, 3 to specify the learning styles and teaching techniques students with high level of English proficiency preferred, and 4 to investigate the similarities of Thai and Vietnamese students’ preferences for learning styles and teaching techniques. The sample consisted of two main groups: 1 undergraduate students from King Mongkut’s University of Technology North Bangkok (KMUTNB, Thailand and Thai Nguyen University (TNU, Vietnam and 2 English instructors from both institutions. The instruments employed comprised the Students’ Preferred English Learning Style and Teaching Technique Questionnaire and the Teachers’ Practiced English Teaching Style and Technique Questionnaire. The collected data were analyzed using arithmetic means and standard deviation. The findings can contribute to the curriculum development and assist teachers to teach outside their comfort level to match the students’ preferred learning styles. In addition, the findings could better promote the courses provided for students. By understanding the learning style make-up of the students enrolled in the courses, faculty can adjust their modes of content delivery to match student preferences and maximize
Orr, Mark T; Ireton, Gregory C; Beebe, Elyse A; Huang, Po-Wei D; Reese, Valerie A; Argilla, David; Coler, Rhea N; Reed, Steven G
Unlike most pathogens, many of the immunodominant epitopes from Mycobacterium tuberculosis are under purifying selection. This startling finding suggests that M. tuberculosis may gain an evolutionary advantage by focusing the human immune response against selected proteins. Although the implications of this to vaccine development are incompletely understood, it has been suggested that inducing strong Th1 responses against Ags that are only weakly recognized during natural infection may circumvent this evasion strategy and increase vaccine efficacy. To test the hypothesis that subdominant and/or weak M. tuberculosis Ags are viable vaccine candidates and to avoid complications because of differential immunodominance hierarchies in humans and experimental animals, we defined the immunodominance hierarchy of 84 recombinant M. tuberculosis proteins in experimentally infected mice. We then combined a subset of these dominant or subdominant Ags with a Th1 augmenting adjuvant, glucopyranosyl lipid adjuvant in stable emulsion, to assess their immunogenicity in M. tuberculosis-naive animals and protective efficacy as measured by a reduction in lung M. tuberculosis burden of infected animals after prophylactic vaccination. We observed little correlation between immunodominance during primary M. tuberculosis infection and vaccine efficacy, confirming the hypothesis that subdominant and weakly antigenic M. tuberculosis proteins are viable vaccine candidates. Finally, we developed two fusion proteins based on strongly protective subdominant fusion proteins. When paired with the glucopyranosyl lipid adjuvant in stable emulsion, these fusion proteins elicited robust Th1 responses and limited pulmonary M. tuberculosis for at least 6 wk postinfection with a single immunization. These findings expand the potential pool of M. tuberculosis proteins that can be considered as vaccine Ag candidates. Copyright © 2014 by The American Association of Immunologists, Inc.
Nielsen, Kirsten; Helms, Niels Henrik; Pedersen, Birthe D.
and eleven students were included. Method Data are generated through ethnographic fieldwork and comes from participant observations, narrative interviews, and portfolio documents. The data analysis includes three levels: naive reading, structural analysis and critical interpretation and discussion. Results...... in clinical settings. Insight into preferred learning style can be an advantage to both students and preceptors in attempt to promote students´ learning potential, but there are quite many different theoretical approaches and definitions of the concept, and reviewers call attention to the risk that teachers......´t expect to learn by using it, or if they feel vulnerable to preceptors reading their reflections. Perspective The final results will be published in international journals. The study will be finished in July, 2014....
Nielsen, Kirsten; Pedersen, Birthe D.; Helms, Niels Henrik
Purpose of the study Research from UK and USA indicates that an e-portfolio facilitates a stronger connection between theoretical and clinical studies in Nursing Education. It helps students reflect over practice and their own skills. Yet other results show that an e-portfolio is a time consumer....... Thus, the aim of this project is to examine the effects of an e-portfolio on nursing students learning of patients with chronic illness during their clinical practice, and to investigate if it makes any difference in facilitating four learning styles: the activist, the reflector, the theorist...... through observations in clinical settings, narrative interviews, and print-outs from the students e-portfolio. Findings So far a pilot project with a questionnaire shows that 84% of the students and nurses reported that the e-portfolio has a positive effect on students learning in clinical settings...
M D Sankey; D Birch; M W Gardiner
... more effectively for different learning styles and modal preferences. This paper presents the findings of an experiment to measure the impact of multiple representations on learning outcomes, including student learning performance and engagement...
Esa, Suraya; Mohamed, Nurul Akmal
This study aims to identify the relationship between students' learning styles and mathematics anxiety amongst Form Four students in Kerian, Perak. The study involves 175 Form Four students as respondents. The instrument which is used to assess the students' learning styles and mathematic anxiety is adapted from the Grasha's Learning Styles Inventory and the Mathematics Anxiety Scale (MAS) respectively. The types of learning styles used are independent, avoidant, collaborative, dependent, competitive and participant. The collected data is processed by SPSS (Statistical Packages for Social Sciences 16.0). The data is analysed by using descriptive statistics and inferential statistics that include t-test and Pearson correlation. The results show that majority of the students adopt collaborative learning style and the students have moderate level of mathematics anxiety. Moreover, it is found that there is significant difference between learning style avoidant, collaborative, dependent and participant based on gender. Amongst all students' learning style, there exists a weak but significant correlation between avoidant, independent and participant learning style and mathematics anxiety. It is very important for the teachers need to be concerned about the effects of learning styles on mathematics anxiety. Therefore, the teachers should understand mathematics anxiety and implement suitable learning strategies in order for the students to overcome their mathematics anxiety.
Putra, Arief Karunia; Budiyono, Slamet, Isnandar
The relevance of this study is the growth of character values for students in Indonesia. Mathematics is a subject that builds the character values for students. It can be seen from the students' confidence in answering mathematics problems, their persistent and resilience in mathematics task. In addition, students have a curiosity in mathematics and appreciate the usefulness of mathematics. In mathematics, it is called a mathematical disposition. One of the factors that can affect students' mathematical disposition is learning style. Each student has a dominant learning style. Three of the most popular ones are visual, auditory, and kinesthetic. The most important uses of learning styles is that it makes it easy for teachers to incorporate them into their teaching. The purpose of this study was to determine which one that gives better mathematical dispositions among students with learning styles of visual, auditory, or kinesthetic. The subjects were 150 students in Sleman regency. Data obtained through questionnaires. Based on data analysis that has been done with benchmark assessment method, it can be concluded that students with visual learning style has a mathematical disposition better than students with auditory and kinesthetic learning styles, while students with kinesthetic learning style has a mathematical disposition better than students with auditory learning style. These results can be used as a reference for students with individual learning styles to improve the mathematical positive disposition in the learning process of mathematics.
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
Full Text Available 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.
Jiraporncharoen, Wichuda; Angkurawaranon, Chaisiri; Chockjamsai, Manoch; Deesomchok, Athavudh; Euathrongchit, Juntima
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. 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. 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. 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.
Demirbas, O. Osman; Demirkan, Halime
The study focuses on design education using Experiential Learning Theory (ELT) and explores the effects of learning styles and gender on the performance scores of freshman design students in three successive academic years. Findings indicate that the distribution of design students through learning style type preference was more concentrated in…
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…
The purpose of this qualitative case study was to understand the perceptions of online learning based on the learning styles of currently enrolled online graduate education students. Designing courses to provide meaningful experiences based on the learning styles of students, as well as the unique approaches to teaching online is a contemporary…
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…
Zhan, Ginny Q.; Moodie, Douglas R.; Sun, Yanmin; Wang, Bailing
This research project explores learning styles of college students in the US and China. The Grasha-Reichmann Student Learning Style Scale, designed to measure how college students view their learning, was used as the main instrument for the current study. A total of 511 college students, 274 from the US and 237 from China, participated in this…
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…
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…
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…
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…
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.…
Avsec, Stanislav; Szewczyk-Zakrzewska, Agnieszka
This paper aims to investigate the predictive validity of learning styles on academic achievement and technological literacy (TL). For this purpose, secondary school students were recruited (n = 150). An empirical research design was followed where the TL test was used with a learning style inventory measuring learning orientation, processing…
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…
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…
Khanal, Laxman; Shah, Sandip; Koirala, Sarun
Learning styles is a term used to refer to the methods of gathering, processing, interpreting, organizing and thinking about information. Students have different learning styles, which is the reason for the diversity seen in classrooms in regards to how students acquire information. Claxton and Murrell had divided the learning styles into the following four categories: personality models, information-processing models, social-interaction models, and instructional preferences models. VARK (an ...
M Behnam Moghadam; A Behnam Moghadam; A Rostaminejad; T Salehian
Background & aim: learning style(s) is one of the factors effective learning. Information about students learning styles can aid the presentation of teaching appropriate to their individual style. The purpose of this study was to determine the learning styles of Yasuj nursing and midwifery students based on the VARK model in 2013. Methods: The present research was a descriptive- analytical study which was conducted on 140 students from nursing and midwifery faculty of Yasuj university of ...
Full Text Available Publishers of the course resources for business higher education are willing to help professors and instructors to develop the learning process. An important part of the learning process is affected by the each student's learning style. Our paper focuses on how meeting students' learning styles can be done through the course resources we use. The scope of the paper is to identify a way to link students' learning preferences with the available course resources. The literature on this topic is limited, the interest in research being focused less on resources used and their useful diversity. We heavily relied in our research on the preliminary results of a market research study conducted by the Higher Education Group from Harvard Business Publishing among instructors who use resources from Harvard Business School's library. The research methodology is based on the case study method. We tried to recommend a treatment to our students and then analyze the effect of the applied treatment. The main instruments used are the VARK test followed by tailored recommendations for each student. The first conclusion of the research is that identifying the learning styles is extremely useful for students in terms of learning process. Knowing and exploiting their particular learning style helped students to maximize their learning. The second conclusion is that recommending resources based on learning styles is useful because it really helps students to learn in their own styles. The results of our paper show, firstly, that learning process could be facilitated by professors' directly identifying students' learning styles. Secondly, our findings underline the importance of having a diversity of resources available for our students, and to be able to offer them a constructive solution regarding their learning styles. Moreover, our contributions are reflected in the methodology we used in linking the learning styles with the course resources and in building our
Full Text Available 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
Buali, Waleed Hamad Al; Balaha, Magdy Hassan; Muhaidab, Nouria Saab Al
NONE DECLARED. By knowing the different students' learning styles, teachers can plan their instruction carefully in ways that are capitalized on student preferences. The current research is done to determine specific learning styles of students. This cross sectional study was conducted in Al Ahsa College of Medicine from 2011 to 2012. A sample of 518 students completed a questionnaire based on Kolb inventory (LSI 2) to determine their learning style. A spreadsheet was prepared to compute all the information to get the cumulative scores of learning abilities and identify the learning styles. The mean values of the learning abilities; active experimentation (AE), reflective observation (RO), abstract conceptualizing (AC) or concrete experience (CE) for male students were 35, 28, 30 and 26 respectively while they were 31, 30, 31 and 29 respectively for female students. There were significant difference between male and female students regarding the mean values of AE-RO (6.7 vs 1.5) and AC-CE (4.1 vs 2.1). This indicated that the style of male students were more convergent and accommodating than those of female students. The female had more assimilating and divergent styles. Learning style in Saudi medical students showed difference between males and females in the early college years. Most male students had convergent and accommodating learning styles, while the female dominant learning styles were divergent and assimilating. Planning and implementation of instruction need to consider these findings.
Abdollahimohammad, Abdolghani; Ja'afar, Rogayah
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. 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. 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. 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.
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
Full Text Available The aim of this study was to examine mathematically gifted students' learning styles through data mining method. ‘Learning Style Inventory’ and ‘Multiple Intelligences Scale’ were used to collect data. The sample included 234 mathematically gifted middle school students. The construct decision tree was examined predicting mathematically gifted students’ learning styles according to their multiple intelligences and gender and grade level. Results showed that all the variables used in the study had a significant effect on mathematically gifted students’ learning styles, but the most effective attribute found was intelligence type.
Czepula, Alexandra I; Bottacin, Wallace E; Hipólito, Edson; Baptista, Deise R; Pontarolo, Roberto; Correr, Cassyano J
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. The purpose of this study was to identify the predominant learning styles among pharmacy students at the Federal University of Paraná, Brazil. 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. 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 statistically significant difference
Smith, A Russell; Cavanaugh, Catherine; Jones, Joyce; Venn, John; Wilson, William
Learning outcomes may improve in graduate healthcare students when attention is given to individual learning styles. Interactive multimedia is one tool shown to increase success in meeting the needs of diverse learners. The purpose of this study was to examine the effect of learning style and type of instruction on physical therapy students' cognitive and psychomotor performance. Participants were obtained by a sample of convenience with students recruited from two physical therapy programs. Twenty-seven students volunteered to participate from Program 1. Twenty-three students volunteered to participate from Program 2. Gregorc learning styles were identified through completion of the Gregorc Style Delineator. Students were randomly assigned to one of two instructional strategies: 1) instructional CD or 2) live demonstration. Differences in cognitive or psychomotor performance following instructional multimedia based on learning style were not demonstrated in this study. Written examination scores improved with both instructional strategies demonstrating no differences between the strategies. Practical examination ankle scores were significantly higher in participants receiving CD instruction than in participants receiving live presentation. Learning style did not significantly affect this improvement. Program 2 performed significantly better on written knee and practical knee and ankle examinations. Learning style had no significant effect on student performance following instruction in clinical skills via interactive multimedia. Future research may include additional measurement instruments assessing other models of learning styles and possible interaction of learning style and instructional strategy on students over longer periods of time, such as a semester or an entire curriculum.
Alloy, L B; Peterson, C; Abramson, L Y; Seligman, M E
According to the logic of the attribution reformulation of learned helplessness, the interaction of two factors influences whether helplessness experienced in one situation will transfer to a new situation. The model predicts that people who exhibit a style of attributing negative outcomes to global factors will show helplessness deficits in new situations that are either similar or dissimilar to the original situation in which they were helpless. In contrast, people who exhibit a style of attributing negative outcomes to only specific factors will show helplessness deficits in situations that are similar, but not dissimilar, to the original situation in which they were helpless. To test these predictions, we conducted two studies in which undergraduates with either a global or specific attributional style for negative outcomes were given one of three pretreatments in the typical helplessness triadic design: controllable bursts of noise, uncontrollable bursts of noise, or no noise. In Experiment 1, students were tested for helplessness deficits in a test situation similar to the pretreatment setting, whereas in Experiment 2, they were tested in a test situation dissimilar to the pretreatment setting. The findings were consistent with predictions of the reformulated helplessness theory.
Ana Luiza Andrade
Full Text Available It is known that learning refers to how beings acquire new knowledge, develop skills and change behavior. Thus, knowing the learning styles of individuals is important, both for those who learn how to teach. In this sense, this research project aimed to describe the sociodemographic characteristics of the sample, identify the predominant learning styles of these individuals and see if there is a correlation between learning styles with sociodemographic variables. The sample consisted of 248 elderly participants in the study "Continuing Education - Benefits of the Open University of the Third Age EACH USP", funded by the National Institute for Educational Studies and Research Teixeira (INEP| Ministry of Education. We used a protocol that included sociodemographic questionnaire and the Learning Style Inventory (Learning Style Inventory - LSI by David A. Kolb. Descriptive analysis and inferential analysis. The dominant learning style was the assimilator and identified the association between learning styles of older people and sex (p = 0.0372, age (p = 0.0450, schooling for males (p = 0.0155 and sex for seniors with even the elementary school level (p = 0.0166. The results of this study are in line with theoretical perspectives and findings in the literature with regard to sample characteristics and learning styles identified. Future studies should be conducted in order to investigate more about the topic of learning in the elderly.
Lisle, Angela Mary
The development of an electronic inventory to assess learning styles of adults with intellectual difficulties was seen as an inclusion strategy to aid learning and achievement. Some argue for the 'centrality of e-learning to educational diversity', for example. The use of VAK inventories (whether electronic or paper based), however, has been derogated as leading to theory-practice pedagogy that is misinterpreted and ill-informed. The focus here is dual in that the vigour and 'user friendliness' of the tool developed is analysed in the midst of a critical appraisal of its use. Assessments conducted using the inventory developed showed 34 percent of the participants have visual preferences, 34 percent have auditory, 23 percent have kinaesthetic, and 9 percent have multimodal learning preferences. Thus, this participant group requires a varied and diverse learning programme. The inventory was found to be user friendly but in need of further development, and would best be used as part of a self-reflective learning package.
Bhalli, Muhammad Asif; Khan, Ishtiaq Ali; Sattar, Abdul
Researchers have categorized the learning styles in many ways. Kolb proposed a classification of learner's styles as convergers, divergers, assimilators and accommodators. Honey and Mumford simplified learning styles as activists, reflectors, theorists and pragmatists. Neil Fleming's VARK model (Visual, Auditory, Read/write and Kinesthetic) is also popular. This study was carried out to determine the frequency of learning styles (Honey and Mumford) of medical students and its correlation with preferred teaching methodologies and academic achievements. A total of 77 medical students of 4th year MBBS were selected through non-probability convenient sampling for this study. Honey and Mumford's learning style questionnaire, and a 2nd questionnaire to know their preference for different teaching methodologies were distributed to the students. Learning styles were identified and correlated with preferred teaching methodologies and academic achievements by Chi-square test. Mean age of the medical students was 22.75 ± 1.05 years. Twenty one (27.3%) participants were males and 56 (72.7%) females. By learning styles, 7 (9.1%) medical students were activists, 36 (46.8%) reflectors, 13 (16.9%) theorists and 21 (27.3%) were pragmatists. Out of 77 students, 22 preferred interactive lectures; 16, small group discussion; 20 problem based learning, 10 preferred demonstration on models. Only 01 students preferred one-way lecture as the best teaching methodology. No significant correlation was found between learning styles and preferred teaching methodologies and learning styles and academic scores. Most of the medical students had reflector (46.8%) and pragmatist (27.3%) learning styles. Majority preferred interactive lectures (28.57%) and problem based learning (25.98%) as teaching methodologies. Aligning our instructional strategies with learning styles of the medical students will improve learning and academic performance.
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…
Sudria, Ida Bagus Nyoman; Redhana, I. Wayan; Kirna, I. Made; Aini, Diah
This study aimed to examine the effect of Kolb's learning styles on chemical learning activities and achievement of reaction rate taught by inductive guided inquiry learning. The population was eleventh grade Science students of a senior secondary school having relatively good academic input based on national testing results in Bali, Indonesia.…
Prajapati, Bhavna; Dunne, Mark; Bartlett, Hannah; Cubbidge, Robert
This cross-sectional study was designed to determine whether the academic performance of optometry undergraduates is influenced by enrollment status, learning style or gender. Three hundred and sixty undergraduates in all 3 years of the optometry degree course at Aston University during 2008-2009 were asked for their informed consent to participate in this study. Enrollment status was known from admissions records. An Index of Learning Styles (http://www4.nscu.edu/unity/lockers/users/f/felder/public/Learning-Styles.html) determined learning style preference with respect to four different learning style axes; active-reflective, sensing-intuitive, visual-verbal and sequential-global. The influence of these factors on academic performance was investigated. Two hundred and seventy students agreed to take part (75% of the cohort). 63% of the sample was female. There were 213 home non-graduates (entrants from the UK or European Union without a bachelor's degree or higher), 14 home graduates (entrants from the UK or European Union with a bachelor's degree or higher), 28 international non-graduates (entrants from outside the UK or European Union without a bachelor's degree or higher) and 15 international graduates (entrants from outside the UK or European Union with a bachelor's degree or higher). The majority of students were balanced learners (between 48% and 64% across four learning style axes). Any preferences were towards active, sensing, visual and sequential learning styles. Of the factors investigated in this study, learning styles were influenced by gender; females expressed a disproportionate preference for the reflective and visual learning styles. Academic performance was influenced by enrollment status; international graduates (95% confidence limits: 64-72%) outperformed all other student groups (home non graduates, 60-62%; international non graduates, 55-63%) apart from home graduates (57-69%). Our research has shown that the majority of optometry students
Windsor, John A; Diener, Scott; Zoha, Farah
People learn in different ways, and training techniques and technologies should accommodate individual learning needs. This pilot study looks at the relationship between learning style, as measured with the Multiple Intelligences Developmental Assessment Scales (MIDAS), laparoscopic surgery experience and psychomotor skill performance using the MIST VR surgical simulator. Five groups of volunteer subjects were selected from undergraduate tertiary students, medical students, novice surgical trainees, advanced surgical trainees and experienced laparoscopic surgeons. Each group was administered the MIDAS followed by two simulated surgical tasks on the MIST VR simulator. There was a striking homogeny of learning styles amongst experienced laparoscopic surgeons. Significant differences in the distribution of primary learning styles were found (P bodily-kinesthetic learning style, irrespective of experience, was associated with the best performance of the laparoscopic tasks. This is the first study to highlight the relationship between learning style, psychomotor skill and laparoscopic surgical experience with implications for surgeon selection, training and credentialling.
Full Text Available Experiences, which we receive in space (indirectly influence on education process respectively on learning-environment. Because of that is the most productive learning-environment those witch founded on experiential-learning. In this research experience took the leading place in forming didactical approaches in teaching geography and to define learning-styles and methods respectively in the direction of creating representative geographical learning environment.
Full Text Available Although there is ample research about Kolb's learning styles, few studies have examined their relationship with motivations to transfer, a concept used to assess whether the content and competencies learned through professional training activities are transferred to the workplace context. Ninety-six students (M = 24.58 years old; 99% males from three vocational training institutes participated in laboratory activities at the Renewable Energy Research Institute of the University of Castilla-La Mancha, Spain. They completed a self-administered questionnaire that included the Kolb's Learning Styles Inventory; two scales adapted to measure student motivation to transfer their learning from training experiences; and a scale of satisfaction with the activities. A correlation analysis showed positive and moderately strong correlations (r = .708; p < .01 between motivations to transfer and “the relevance of the activities to academic performance”. A discriminant analysis between transfer and learning styles revealed that the “Student training motivation” item resulted in a distinct difference between assimilators and convergers, explaining 97.1% of the model variance (Wilks’ λ = .459; χ2 = 21.028; Sig. = .002 and classifying 56.4% of the cases. A discussion is presented as to the implications of these results for the theory of learning styles and the ways in which the design of the educational activities described in the study can be improved.
Alghasham, Abdullah A
Since problem-based learning (PBL) sessions require a combination of active discussion, group interaction, and inductive and reflective thinking, students with different learning styles can be expected to perform differently in the PBL sessions. Using "Learning Style Inventory Questionnaire," students were divided into separate active and reflective learner groups. Tutors were asked to observe and assess the students' behavioral performance during the PBL sessions for a period of 5 weeks. A questionnaire of 24 items was developed to assess students' behavioral performance in PBL sessions. Active students tended to use multiple activities to obtain the needed information were more adjusted to the group norms and regulation and more skillful in using reasoning and problem-solving skills and in participation in discussion. On the other hand, reflective students used independent study more, listened actively and carefully to others and used previously acquired information in the discussion more frequently. Formative assessment quizzes did not indicate better performance of either group. There were no significant gender differences in PBL behavioral performance or quizzes' scores. Active and reflective learners differ in PBL class behavioral performance but not in the formative assessment. We recommend that students should be informed about their learning style and that they should learn strategies to compensate for any lacks in PBL sessions through self-study. Also, educational planners should ensure an adequate mix of students with different learning styles in the PBL groups to achieve PBL desired objectives.
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. PMID:28396647
Full Text Available Introduction: Understanding the learning styles of students may help educational planning and improve the learning. This study aims to assess learning styles, and relevant determinants, of students who study in various disciplines of medical sciences at Baqiyatallah University of Medical Sciences (BUMS in 2012. Methods: In this cross-sectional study, 180 students from BUMS were selected randomly. Data were collected sing the Kolb learning style questionnaire during April/May 2012. One-way ANOVA, Student t-test, Chi-square or Fisher exact tests were used for analyzing the data. Results: The mean age of participants was 29.3±7.0, majority of them were males. The preferred learning styles were diverger (76.7%, accommodator (12.8%, assimilator (7.8% and converger (2.8% respectively. The results showed that the factors such as age, sex, marriage status, father and mother education, grade point average (GPA and academic degree could be important to determine learning style characteristics of students. The findings also indicate that the preferred learning style among the students with different GPAs or academic degrees are not different considerably. Conclusion: Regarding the most preferred leaning style by the, proper planning to address proper teaching styles according to the preferred learning styles is necessary.
Caulley, Lisa; Wadey, Veronica; Freeman, Risa
This study represents 1 arm of a 5-year prospective study investigating the learning styles of orthopedic residents and their surgical educators. This project investigates the learning styles of the 2009-2010 year 1 orthopedic surgical residents. A cross-sectional survey using the Kolb Learning Style Inventory was completed by 13 first year orthopedic residents. Direct 1-to-1 interviews were completed with the primary investigator and each participant using the Kolb Learning Style Inventory and learning styles were determined. Converging learning style was the most common among the residents (53.8%). Residents demonstrated a high tendency toward the learning skill of abstract conceptualization combined with active experimentation, and a transition from action-oriented to more reflective learning style with age and postgraduate education. These results may be useful in creating strategies specific to each learning style that will be offered to residents to enhance future teaching and learning. Copyright Â© 2012 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.
Samarakoon, Lasitha; Fernando, Tharanga; Rodrigo, Chaturaka
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. 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. 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. 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.
Quinn, Melissa M; Smith, Theodore; Kalmar, Eileen L; Burgoon, Jennifer M
Students learn and process information in many different ways. Learning styles are useful as they allow instructors to learn more about students, as well as aid in the development and application of useful teaching approaches and techniques. At the undergraduate level there is a noticeable lack of research on learning style preferences of students enrolled in gross anatomy courses. The Index of Learning Styles (ILS) questionnaire was administered to students enrolled in a large enrollment undergraduate gross anatomy course with laboratory to determine their preferred learning styles. The predominant preferred learning styles of the students (n = 505) enrolled in the gross anatomy course were active (54.9%), sensing (85.1%), visual (81.2%), and sequential (74.4%). Preferred learning styles profiles of particular majors enrolled in the course were also constructed; analyses showed minor variation in the active/reflective dimension. An understanding of students' preferred learning styles can guide course design but it should not be implemented in isolation. It can be strengthened (or weakened) by concurrent use of other tools (e.g., flipped classroom course design). Based on the preferred learning styles of the majority of undergraduate students in this particular gross anatomy course, course activities can be hands on (i.e., active), grounded in concrete information (i.e., sensing), utilize visual representation such as images, figures, models, etc. (i.e., visual), and move in small incremental steps that build on each topic (i.e., sequential). Anat Sci Educ. © 2017 American Association of Anatomists. © 2017 American Association of Anatomists.
.... 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...
Papanagnou, Dimitrios; Serrano, Antonio; Barkley, Kaitlyn; Chandra, Shruti; Governatori, Nicholas; Piela, Nicole; Wanner, Gregory K; Shin, Richard
Students may have different learning styles. It is unclear, however, whether tailoring instructional methods for a student's preferred learning style improves educational outcomes when teaching procedures. The authors sought to examine whether teaching to a student's self-perceived learning style improved the acquisition of intravenous (IV) catheter placement skills. The authors hypothesized that matching a medical student's preferred learning style with the instructor's teaching style would increase the success of placing an IV catheter. Using the VARK model (i.e., visual [V], auditory [A], read/write [R] and kinesthetic [K]), third-year medical students reported their self-perceived learning style and were subsequently randomized to instructors who were trained to teach according to a specific learning format (i.e., visual, auditory). Success was gauged by: 1) the placement of an IV on the first attempt and 2) the number of attempts made until an IV line was successfully placed. The average number of attempts in the matched learning style group was 1.53, compared to 1.64 in the unmatched learning style group; however, results were not statistically significant. Both matched and unmatched groups achieved a similar success rate (57 and 58 %, respectively). Additionally, a comparison of success between the unmatched and matched students within each learning style modality yielded no statistical significance. Results suggest that providing procedural instruction that is congruent with a student's self-perceived learning style does not appear to improve outcomes when instructing students on IV catheter placement.
Almigbal, Turky H
To investigate the relationship between the learning style preferences of Saudi medical students and their academic achievements. A cross-sectional study was conducted among 600 medical students at King Saud University in Riyadh, Kingdom of Saudi Arabia from October 2012 to July 2013. The Visual, Aural, Read/Write, and Kinesthetic questionnaire (VARK) questionnaire was used to categorize learning style preferences. Descriptive and analytical statistics were used to identify the learning style preferences of medical students and their relationship to academic achievement, gender, marital status, residency, different teaching curricula, and study resources (for example, teachers' PowerPoint slides, textbooks, and journals). The results indicated that 261 students (43%) preferred to learn using all VARK modalities. There was a significant difference in learning style preferences between genders (p=0.028). The relationship between learning style preferences and students in different teaching curricula was also statistically significant (p=0.047). However, learning style preferences are not related to a student's academic achievements, marital status, residency, or study resources (for example, teachers' PowerPoint slides, textbooks, and journals). Also, after being adjusted to other studies' variables, the learning style preferences were not related to GPA. Our findings can be used to improve the quality of teaching in Saudi Arabia; students would be advantaged if teachers understood the factors that can be related to students' learning styles.
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.
Almigbal, Turky H.
Objectives: To investigate the relationship between the learning style preferences of Saudi medical students and their academic achievements. Methods: A cross-sectional study was conducted among 600 medical students at King Saud University in Riyadh, Kingdom of Saudi Arabia from October 2012 to July 2013. The Visual, Aural, Read/Write, and Kinesthetic questionnaire (VARK) questionnaire was used to categorize learning style preferences. Descriptive and analytical statistics were used to identify the learning style preferences of medical students and their relationship to academic achievement, gender, marital status, residency, different teaching curricula, and study resources (for example, teachers’ PowerPoint slides, textbooks, and journals). Results: The results indicated that 261 students (43%) preferred to learn using all VARK modalities. There was a significant difference in learning style preferences between genders (p=0.028). The relationship between learning style preferences and students in different teaching curricula was also statistically significant (p=0.047). However, learning style preferences are not related to a student’s academic achievements, marital status, residency, or study resources (for example, teachers’ PowerPoint slides, textbooks, and journals). Also, after being adjusted to other studies’ variables, the learning style preferences were not related to GPA. Conclusion: Our findings can be used to improve the quality of teaching in Saudi Arabia; students would be advantaged if teachers understood the factors that can be related to students’ learning styles. PMID:25737179
Loewen, Peter S; Jelescu-Bodos, Anca
To characterize and compare learning styles of pharmacy practice residents and their faculty preceptors, and identify teaching perspectives of faculty preceptors. Twenty-nine pharmacy residents and 306 pharmacy faculty members in British Columbia were invited to complete the Pharmacists' Inventory of Learning Styles (PILS). Faculty preceptors also were asked to complete the Teaching Perspectives Inventory (TPI). One hundred percent of residents and 61% of faculty members completed the PILS, and 31% of faculty members completed the TPI. The most common dominant learning style among residents and faculty preceptors was assimilator, and 93% were assimilators, convergers, or both. The distribution of dominant learning styles between residents and faculty members was not different (p=0.77). The most common dominant teaching perspective among faculty members was apprenticeship. Residents and preceptors mostly exhibited learning styles associated with abstract over concrete thinking or watching over doing. Residency programs should steer residents more toward active learning and doing, and maximize interactions with patients and other caregivers.
Vizeshfar, Fatemeh; Torabizadeh, Camellia
The recognition of learning styles and teaching based on that recognition will help lecturers use suitable methods of teaching. The aim of this study was to evaluate the effect of education based on dominant learning styles on the academic achievement of nursing students. The population of this quasi-experimental research consisted of 40 third-semester nursing students. The data were collected by using Kolb's Learning Style questionnaire. To determine the dominant learning style of the students, the researchers had them take a pre-test; then, based on the dominant learning style, the students were taught through group discussion. A formative exam and a summative exam were taken. The most and least preferred learning styles of the participants were the divergent style and the assimilative style respectively. Education based on learning styles, particularly for college students, can not only enhance students' academic achievement and teachers' professional satisfaction, but can help with training professional nurses. Copyright © 2017 Elsevier Ltd. All rights reserved.
Sriutami Kholila Mora Siregar
Full Text Available The purposes of the research are: to determine differences in the physics skills of students with learning model Cooperative Group Investigation using concept maps and Direct Instruction teaching model, to determine differences in the physical skills of students who have high Kinesthetic Learning Styles and Learning Styles low, to determine the interaction between Models of Learning and Kinesthetic Learning Styles toward physical process skills of students. The sample in this study conducted in a cluster random sampling of two classes, where the first class as a class experiment applied learning models Cooperative Group Investigation using Concept Maps as a class and the second class of controls implemented Direct Instruction model. The instrument used in this study is physics instrument science process skills in narrative form as many as 13 questions and instrument kinesthetic learning style questionnaire that has been declared valid and reliable. The results were found: there are differences in physical science process skills students are taught by Cooperative Group Investigation learning model using Concept Maps and Direct Instruction teaching model. There are differences in physical science process skills of students who have kinesthetic learning styles and students who have low kinesthetic learning style. Interaction between learning models Cooperative Group Investigation using Concept Maps and kinesthetic learning styles in influencing the physical science process skills of students.
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…
Lai, Hung-Yi; Lee, Ching-Yi; Chiu, Angela; Lee, Shih-Tseng
To delineate the learning style that best defines a successful practitioner in the field of neurosurgery by using a validated learning style inventory. The Kolb Learning Style Inventory, a validated assessment tool, was administered to all practicing neurosurgeons, neurosurgical residents, and neurology residents employed at Chang Gung Memorial Hospital, an institution that provides primary and tertiary clinical care in 3 locations, Linkou, Kaohsiung, and Chiayi. There were 81 participants who entered the study, and all completed the study. Neurosurgeons preferred the assimilating learning style (52%), followed by the diverging learning style (39%). Neurosurgery residents were slightly more evenly distributed across the learning styles; however, they still favored assimilating (32%) and diverging (41%). Neurology residents had the most clearly defined preferred learning style with assimilating (76%) obtaining the large majority and diverging (12%) being a distant second. The assimilating and diverging learning styles are the preferred learning styles among neurosurgeons, neurosurgery residents, and neurology residents. The assimilating learning style typically is the primary learning style for neurosurgeons and neurology residents. Neurosurgical residents start off with a diverging learning style and progress toward an assimilating learning style as they work toward becoming practicing neurosurgeons. The field of neurosurgery has limited opportunities for active experimentation, which may explain why individuals who prefer reflective observation are more likely to succeed in this field. Copyright © 2014 Elsevier Inc. All rights reserved.
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…
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…
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…
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…
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…
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…
Zwolsman, Sandra E.; van Dijk, Nynke; Verhoeven, Anita A. H.; de Ruijter, Wouter; Wieringa-de Waard, Margreet
Background: Learning styles determine how people manage new information. Evidence-based medicine (EBM) involves the management of information in clinical practice. As a consequence, the way in which a person uses EBM can be related to his or her learning style. In order to tailor EBM education to
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…
Zwolsman, Sandra E.; van Dijk, Nynke; Verhoeven, Anita A. H.; de Ruijter, Wouter; Wieringa-de Waard, Margreet
Learning styles determine how people manage new information. Evidence-based medicine (EBM) involves the management of information in clinical practice. As a consequence, the way in which a person uses EBM can be related to his or her learning style. In order to tailor EBM education to the individual
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.…
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…
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…
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'…
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…
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…
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…
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…
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…
This study aimed to investigate (i) the relationship between pupils' learning styles and their performance in mini science projects and (ii) the degree of enjoyment of pupils with different learning styles towards mini projects. A total of 80 pupils (7th grade-14 years of age) from two different primary schools participated in the study. The…
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…
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…
Sun, Peijian Paul; Teng, Lin Sophie
This study revisited Reid's (1987) perceptual learning style preference questionnaire (PLSPQ) in an attempt to answer whether the PLSPQ fits in the Chinese-as-a-second-language (CSL) context. If not, what are CSL learners' learning styles drawing on the PLSPQ? The PLSPQ was first re-examined through reliability analysis and confirmatory factor…
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…
Budeva, Desislava; Kehaiova, Maria; Petkus, Ed
More than ever, college students vary in terms of nationality and cultural backgrounds, which raises the question: do these cultural differences translate into different learning styles? This study attempts to investigate how marketing students from different countries adopt certain learning styles using two samples of undergraduate students from…
Dwyer, Karen Kangas
Finds that (1) trait and context communication apprehension correlate significantly with learning-style preference for women, but not for men; (2) high communication-apprehensive women prefer the Hands-on Experimenter and the Analytical Evaluator learning styles; and (3) communication apprehension is not correlated with age, sex, or self-reported…
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…
Engels, Paul T; de Gara, Chris
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. 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. 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 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. 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.
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. Copyright © 2011 Elsevier Ltd. All rights reserved.
Weggelaar-Jansen, Anne Marie; van Wijngaarden, Jeroen; Slaghuis, Sarah-Sue
Quality improvement collaboratives are used to improve healthcare by various organizations. Despite their popularity literature shows mixed results on their effectiveness. A quality improvement collaborative can be seen as a temporary learning organization in which knowledge about improvement themes and methods is exchanged. In this research we studied: Does the learning approach of a quality improvement collaborative match the learning styles preferences of the individual participants and how does that affect the learning process of participants? This research used a mixed methods design combining a validated learning style questionnaire with data collected in the tradition of action research methodology to study two Dutch quality improvement collaboratives. The questionnaire is based on the learning style model of Ruijters and Simons, distinguishing five learning style preferences: Acquisition of knowledge, Apperception from others, Discovery of new insights, Exercising in fictitious situations and Participation with others. The most preferred learning styles of the participants were Discovery and Participation. The learning style Acquisition was moderately preferred and Apperception and Exercising were least preferred. The educational components of the quality improvement collaboratives studied (national conferences, half-day learning sessions, faculty site visits and use of an online tool) were predominantly associated with the learning styles Acquisition and Apperception. We observed a decrease in attendance to the learning activities and non-conformance with the standardized set goals and approaches. We conclude that the participants' satisfaction with the offered learning approach changed over time. The lacking match between these learning style preferences and the learning approach in the educational components of the quality improvement collaboratives studied might be the reason why the participants felt they did not gain new insights and therefore ceased
Kim, Seung L.; Sonnenwald, Diane H.
This paper reports on an exploratory study that investigates the relationship between participants' learning style preferences and their perceptions of a professional workshop on collaboration and technology to support collaboration. The Learning Preference Scale-Students (LPSS) (Owens & Barnes...... regarding the content of the workshop. Group 1 suggested adding more discussions and group exercises, whereas Group 2 suggested adding explicit theory or rules to govern behavior. These findings indicate that learning styles should be considered as a potential variable that influences learning outcomes...
humanoid robot. IJCSSE 26(3). Triantafillou E, Pomportsis A and Georgiadou E 2002 AES-CS: Adaptive educational system base on cognitive styles. In: Proceedings AH2002 Workshop, 10–20. Wilges B, Mateus G P, Nassar S M and Bastos R C 2012 Integration of BDI agent with fuzzy logic in a virtual learning environment.
Discusses how David R. Kolb's methodology of identifying four types of student learning styles can be helpful in teaching introductory economics and gives two examples of how this is being done at Hazard Community College (Kentucky). Includes an appendix designed to present a step-by-step process for teachers using the Kolb method for the first…
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…
Randall, Lynda E.; And Others
Two studies, one quantitative and another qualitative, of learning style preferences of physical education majors are reviewed. The quantitative study investigated variation in relation to gender, age, and ethnicity and how preferences compared to those found in other disciplines. The qualitative study identified common themes in student…
This study investigated the influences of learning styles/preferences, prior computer skills and experience with online courses on adult learners' knowledge acquisition in a web-based special education course. Forty-six adult learners who enrolled in a web-based special education course participated in the study. The results of the study showed…
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.
Liew, Siaw-Cheok; Sidhu, Jagmohni; Barua, Ankur
Learning styles and approaches of individual undergraduate medical students vary considerably and as a consequence, their learning needs also differ from one student to another. This study was conducted to identify different learning styles and approaches of pre-clinical, undergraduate medical students and also to determine the relationships of learning preferences with performances in the summative examinations. A cross-sectional study was conducted among randomly selected 419 pre-clinical, undergraduate medical students of the International Medical University (IMU) in Kuala Lumpur. The number of students from Year 2 was 217 while that from Year 3 was 202. The Visual, Auditory, Read/Write, Kinesthetic (VARK) and the Approaches and Study Skills Inventory for Students (ASSIST) questionnaires were used for data collection. This study revealed that 343 students (81.9%) had unimodal learning style, while the remaining 76 (18.1%) used a multimodal learning style. Among the unimodal learners, a majority (30.1%) were of Kinesthetic (K) type. Among the middle and high achievers in summative examinations, a majority had unimodal (Kinaesthetic) learning style (30.5%) and were also strategic/deep learners (79.4%). However, the learning styles and approaches did not contribute significantly towards the learning outcomes in summative examinations. A majority of the students in this study had Unimodal (Kinesthetic) learning style. The learning preferences (styles and approaches) did not contribute significantly to the learning outcomes. Future work to re-assess the viability of these learning preferences (styles and approaches) after the incorporation of teaching-learning instructions tailored specifically to the students will be beneficial to help medical teachers in facilitating students to become more capable learners.
Ojeh, Nkemcho; Sobers-Grannum, Natasha; Gaur, Uma; Udupa, Alaya; Majumder, Md Anwarul Azim
Educators need to be aware of different learning styles to effectively tailor instructional strategies and methods to cater to the students' learning needs and support a conductive learning environment. The VARK [an acronym for visual (V), aural (A), read/write (R) and kinesthetic (K)] instrument is a useful model to assess learning styles. The aim of this study was to use the VARK questionnaire to determine the learning styles of pre-clinical medical students in order to compare the perceived and assessed learning style preferences, assess gender differences in learning style preferences, and determine whether any relationships exists between awareness of learning styles and academic grades, age, gender and learning modality. The VARK questionnaire was administered to pre-clinical students taking a variety of courses in the first three years of the undergraduate MB BS degree programme at the Faculty of Medical Sciences, The University of the West Indies, Cave Hill Campus, Barbados in 2014. The majority of the students were multimodal learners with no differences observed between males (59.5%) and females (60.0%), with tetramodal being the most common. Read/write (33.8%) followed by kinesthetic (32.5%) were the most common learning style preferences. The sensory modality preference for females was read/write (34.2%) and for males it was kinesthetic (40.5%). Significant differences were observed between the perceived and assessed learning style preferences with a majority of visual and read/write learners correctly matching their perceived to their actual learning styles. Awareness of learning styles was associated with learning modality but not with academic performance, age or gender. Overall, 60.7% of high achievers used multimodal learning compared to 56.9% low achievers. The findings from this study indicated that the VARK tool was useful in gathering information about different learning styles, and might assist educators in designing blended teaching
Full Text Available Introduction: Educators need to be aware of different learning styles to effectively tailor instructional strategies and methods to cater to the students’ learning needs and support a conductive learning environment. The VARK [an acronym for visual (V, aural (A, read/write (R and kinesthetic (K] instrument is a useful model to assess learning styles. The aim of this study was to use the VARK questionnaire to determine the learning styles of pre-clinical medical students in order to compare the perceived and assessed learning style preferences, assess gender differences in learning style preferences, and determine whether any relationships exists between awareness of learning styles and academic grades, age, gender and learning modality. Methods: The VARK questionnaire was administered to preclinical students taking a variety of courses in the first three years of the undergraduate MB BS degree programme at the Faculty of Medical Sciences, The University of the West Indies, Cave Hill Campus, Barbados in 2014. Results: The majority of the students were multimodal learners with no differences observed between males (59.5% and females (60.0%, with tetramodal being the most common. Read/write (33.8% followed by kinesthetic (32.5% were the most common learning style preferences. The sensory modality preference for females was read/write (34.2% and for males it was kinesthetic (40.5%. Significant differences were observed between the perceived and assessed learning style preferences with a majority of visual and read/write learners correctly matching their perceived to their actual learning styles. Awareness of learning styles was associated with learning modality but not with academic performance, age or gender. Overall, 60.7% of high achievers used multimodal learning compared to 56.9% low achievers. Conclusion: The findings from this study indicated that the VARK tool was useful in gathering information about different learning styles, and might
OJEH, NKEMCHO; SOBERS-GRANNUM, NATASHA; GAUR, UMA; UDUPA, ALAYA; MAJUMDER, MD.ANWARUL AZIM
Introduction: Educators need to be aware of different learning styles to effectively tailor instructional strategies and methods to cater to the students’ learning needs and support a conductive learning environment. The VARK [an acronym for visual (V), aural (A), read/write (R) and kinesthetic (K)] instrument is a useful model to assess learning styles. The aim of this study was to use the VARK questionnaire to determine the learning styles of pre-clinical medical students in order to compare the perceived and assessed learning style preferences, assess gender differences in learning style preferences, and determine whether any relationships exists between awareness of learning styles and academic grades, age, gender and learning modality. Methods: The VARK questionnaire was administered to pre-clinical students taking a variety of courses in the first three years of the undergraduate MB BS degree programme at the Faculty of Medical Sciences, The University of the West Indies, Cave Hill Campus, Barbados in 2014. Results: The majority of the students were multimodal learners with no differences observed between males (59.5%) and females (60.0%), with tetramodal being the most common. Read/write (33.8%) followed by kinesthetic (32.5%) were the most common learning style preferences. The sensory modality preference for females was read/write (34.2%) and for males it was kinesthetic (40.5%). Significant differences were observed between the perceived and assessed learning style preferences with a majority of visual and read/write learners correctly matching their perceived to their actual learning styles. Awareness of learning styles was associated with learning modality but not with academic performance, age or gender. Overall, 60.7% of high achievers used multimodal learning compared to 56.9% low achievers. Conclusion: The findings from this study indicated that the VARK tool was useful in gathering information about different learning styles, and might assist
Fogg, Louis; Carlson-Sabelli, Linnea; Carlson, Karen; Giddens, Jean
It is important for nursing faculty to consider the variability in learning style among nursing students. The researchers sought to compare differences in perceived learning benefits among nursing students who had different learning styles and in frequency of use of a virtual community learning intervention. METHOD Using a comparative approach, learning style was measured with the Kolb Learning Style Inventory. Frequency of use and benefit were measured with an exit survey. No differences in perceived benefit were found according to learning style. Subjects with frequent use of the virtual community reported significantly greater learning benefits than those with infrequent use, regardless of learning style. Also found was a statistically significant relationship between Kolb learning-style scores and race or ethnicity. All nursing students may potentially benefit from virtual community use.
Zwolsman, Sandra E; van Dijk, Nynke; Verhoeven, Anita A H; de Ruijter, Wouter; Wieringa-de Waard, Margreet
Learning styles determine how people manage new information. Evidence-based medicine (EBM) involves the management of information in clinical practice. As a consequence, the way in which a person uses EBM can be related to his or her learning style. In order to tailor EBM education to the individual learner, this study aims to determine whether there is a relationship between an individual's learning style and EBM competence (knowledge/skills, attitude, behaviour). In 2008, we conducted a survey among 140 novice GP trainees in order to assess their EBM competence and learning styles (Accommodator, Diverger, Assimilator, Converger, or mixed learning style). The trainees' EBM knowledge/skills (scale 0-15; mean 6.8; 95%CI 6.4-7.2) were adequate and their attitudes towards EBM (scale 0-100; mean 63; 95%CI 61.3-64.3) were positive. We found no relationship between their knowledge/skills or attitudes and their learning styles (p = 0.21; p = 0.19). Of the trainees, 40% used guidelines to answer clinical questions and 55% agreed that the use of guidelines is the most appropriate way of applying EBM in general practice. Trainees preferred using evidence from summaries to using evidence from single studies. There were no differences in medical decision-making or in EBM use (p = 0.59) for the various learning styles. However, we did find a link between having an Accommodating or Converging learning style and making greater use of intuition. Moreover, trainees with different learning styles expressed different ideas about the optimal use of EBM in primary care. We found that EBM knowledge/skills and EBM attitudes did not differ with respect to the learning styles of GP trainees. However, we did find differences relating to the use of intuition and the trainees' ideas regarding the use of evidence in decision-making.
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…
This study examined the relationships among learning styles, study habits, and learning performances in an online programming language course. Sixty-two sophomore students who enrolled in an online introductory programming course participated in the study. Kolb's Learning Style Inventory (LSI) was used to measure the students' learning styles.…
Al Maghraby, Mohamed A; Alshami, Ali M
To the researchers' knowledge, there are no published studies that have investigated the learning styles and preferred teaching methods of physical therapy students in Saudi Arabia. The study was conducted to determine the learning styles and preferred teaching methods of Saudi physical therapy students. A cross-sectional study design. Fifty-three Saudis studying physical therapy (21 males and 32 females) participated in the study. The principal researcher gave an introductory lecture to explain the different learning styles and common teaching methods. Upon completion of the lecture, questionnaires were distributed, and were collected on completion. Percentages were calculated for the learning styles and teaching methods. Pearson's correlations were performed to investigate the relationship between them. More than 45 (85%) of the students rated hands-on training as the most preferred teaching method. Approximately 30 (57%) students rated the following teaching methods as the most preferred methods: "Advanced organizers," "demonstrations," and "multimedia activities." Although 31 (59%) students rated the concrete-sequential learning style the most preferred, these students demonstrated mixed styles on the other style dimensions: Abstract-sequential, abstract-random, and concrete-random. The predominant concrete-sequential learning style is consistent with the most preferred teaching method (hands-on training). The high percentage of physical therapy students whose responses were indicative of mixed learning styles suggests that they can accommodate multiple teaching methods. It is recommended that educators consider the diverse learning styles of the students and utilize a variety of teaching methods in order to promote an optimal learning environment for the students.
Rösing, Lilian Munk
Defined as the tropes, figures, and grammar of the text, style is quite concrete, quite analyzable. Pure detection and identification of the tropes and figures of a text is not very interesting to literary studies, though, unless it is combined with interpretation, that is, unless you ask: What...... is the effect of those tropes and figures, how do they contribute to the signification of the text?...
This study aimed to examine the direct and significant affect of leadership style to learning organization, leadership style to employee's satisfaction, learning organization to firm's performance, employee's satisfaction to firm's performance, leadership style to firm's performance, and learning organization to employee's satisfaction on manufacturing companies in Surabaya. This study used quantitative approach and the data were obtained through the distribution of questionnaire to manufactu...
The present study was carried out in order to review learning styles and critical thinking disposition of pre-service science teachers in terms of sex, grade and age, and to address the relationship between their learning styles and critical thinking disposition. It used Kolb's Inventory of Learning Styles and California Scale of Critical Thinking…
INTRODUCTION. The learning style of a student is an important factor in their ability to gain knowledge. This is especially important in challenging curriculums such as the Doctor of Physical Therapy (DPT) program. A common tool to assess one's learning style is The Kolb Learning Styles Inventory (LSI). A common tool used to measure the…
Yousef, Darwish Abdulrahman
Purpose: Although there are many studies addressing the learning styles of business students as well as students of other disciplines, there are few studies which address the learning style preferences of statistics students. The purpose of this study is to explore the learning style preferences of statistics students at a United Arab Emirates…
Mosley, William G.
This study investigated the use of concept mapping as a pedagogical strategy to promote change in the learning styles of pre-nursing students. Students' individual learning styles revealed two subsets of students; those who demonstrated a learning style that favors abstract conceptualization and those who demonstrated a learning style that favors concrete experience. Students in the experimental groups performed concept mapping activities designed to facilitate an integrative understanding of interactions between various organ systems of the body while the control group received a traditional didactic instruction without performing concept mapping activities. Both qualitative and quantitative data were collected in order to measure differences in student achievement. Analysis of the quantitative data revealed no significant change in the learning styles of students in either the control or experimental groups. Learning style groups were analyzed qualitatively for recurring or emergent themes that students identified as facilitating their learning. An analysis of qualitative data revealed that most students in the pre-nursing program were able to identify concepts within the class based upon visual cues, and a majority of these students exhibited the learning style of abstract conceptualization. As the laboratory experience for the course involves an examination of the anatomical structures of the human body, a visual identification of these structures seemed to be the most logical method to measure students' ability to identify anatomical structures.
Hauer, Patrick; Straub, Christina; Wolf, Steven
The purpose of this study was to assess the learning style preferences of students enrolled in various allied health professional programs. Five professions were examined: nursing, physician assistant (PA), occupational therapy (OT), physical therapy (PT), and speech-language pathology (SLP). The assessment instrument used was the Kolb Learning Style Inventory LSI-IIa. The study included 89 subjects from the various allied health care programs enrolled at a small midwestern university. Findings indicated similar learning style preferences between nursing, OT, PA, and SLP student groups. Students from these groups exhibited a close balance between all four learning styles. The nursing and SLP groups showed a slight preference for concrete experimentation, whereas the OT and PA groups preferred abstract conceptualization. The learning style of the PT students was that of converger, with a strong tendency toward active experimentation versus reflective observation. An emphasis needs to be placed on student learning styles and its impact in the educational process. An understanding and incorporation of learning styles in the education of health care providers could have a positive impact not only on the teaching and learning process but also on the effectiveness of interdisciplinary team interactions and the patient educational process.
Ramon Cabada Zatarain Cabada, M. L. Barron Estrada, L. Zepeda Sanchez, Guillermo Sandoval, J.M. Osorio Velazquez, J.E. Urias Barrientos
Full Text Available The identification of the best learning style in an Intelligent Tutoring System must be considered essential as part of thesuccess in the teaching process. In many implementations of automatic classifiers finding the right student learning styler e p r e s e n t s t h e h a r d e s t a s s i g n m e n t . T h e r e a s o n i s t h a t m o s t o f t h e t e c h n i q u e s w o r k u s i n g e x p e r t g r o u p s o r a s e t o fquestionnaires which define how the learning styles are assigned to students. This paper presents a novel approach forautomatic learning styles classification using a Kohonen network. The approach is used by an author tool for buildingIntelligent Tutoring Systems running under a Web 2.0 collaborative learning platform. The tutoring systems together withthe neural network can also be exported to mobile devices. We present different results to the approach working under theauthor tool.
Granero-Molina, José; Fernández-Sola, Cayetano; López-Domene, Esperanza; Hernández-Padilla, José Manuel; Preto, Leonel São Romão; Castro-Sánchez, Adelaida María
To identify the association between the use of web simulation electrocardiography and the learning approaches, strategies and styles of nursing degree students. A descriptive and correlational design with a one-group pretest-posttest measurement was used. The study sample included 246 students in a Basic and Advanced Cardiac Life Support nursing class of nursing degree. No significant differences between genders were found in any dimension of learning styles and approaches to learning. After the introduction of web simulation electrocardiography, significant differences were found in some item scores of learning styles: theorist (p < 0.040), pragmatic (p < 0.010) and approaches to learning. The use of a web electrocardiogram (ECG) simulation is associated with the development of active and reflexive learning styles, improving motivation and a deep approach in nursing students.
Gurpinar, Erol; Alimoglu, Mustafa Kemal; Mamakli, Sumer; Aktekin, Mehmet
The curriculum of our medical school has a hybrid structure including both traditional training (lectures) and problem-based learning (PBL) applications. The purpose of this study was to determine the learning styles of our medical students and investigate the relation of learning styles with each of satisfaction with different instruction methods and academic achievement in them. This study was carried out with the participation of 170 first-year medical students (the participation rate was 91.4%). The researchers prepared sociodemographic and satisfaction questionnaires to determine the characteristics of the participants and their satisfaction levels with traditional training and PBL. The Kolb learning styles inventory was used to explore the learning styles of the study group. The participants completed all forms at the end of the first year of medical education. Indicators of academic achievement were scores of five theoretical block exams and five PBL exams performed throughout the academic year of 2008-2009. The majority of the participants took part in the "diverging" (n = 84, 47.7%) and "assimilating" (n = 73, 41.5%) groups. Numbers of students in the "converging" and "accommodating" groups were 11 (6.3%) and 8 (4.5%), respectively. In all learning style groups, PBL satisfaction scores were significantly higher than those of traditional training. Exam scores for "PBL and traditional training" did not differ among the four learning styles. In logistic regression analysis, learning style (assimilating) predicted student satisfaction with traditional training and success in theoretical block exams. Nothing predicted PBL satisfaction and success. This is the first study conducted among medical students evaluating the relation of learning style with student satisfaction and academic achievement. More research with larger groups is needed to generalize our results. Some learning styles may relate to satisfaction with and achievement in some instruction methods.
Afshar, Hassan Soodmand; Tofighi, Somayyeh; Hamazavi, Raouf
The idea that language learning is facilitated or inhibited by a multitude of factors has prompted scholars in the field to investigate variables considered to be crucial in the process of second or foreign language learning. This study investigated relationships between emotional intelligence, learning style, language learning strategy use, and…
Robinson, Jo-Ann; Scollan-Koliopoulos, Melissa; Kamienski, Mary; Burke, Kathleen
Nursing educators face the challenge of presenting educational programs to meet the learning needs of four diverse generational groups of nurses. This cross-sectional survey examined if there is a relationship between staff nurses' generation and their learning styles. Results show that a combination of years in practice, time lapsed since last educational program ended, current school enrollment, degree earned, and generation influences preferred learning style. Implications for educators are discussed.
Halbert, Caitlin; Kriebel, Richard; Cuzzolino, Robert; Coughlin, Patrick; Fresa-Dillon, Kerin
The benefit of online learning materials in medical education is not well defined. The study correlated certain self-identified learning styles with the use of self-selected online learning materials. First-year osteopathic medical students were given access to review and/or summary materials via an online course management system (CMS) while enrolled in a pre-clinical course. At the end of the course, students completed a self-assessment of learning style based on the Index of Learning Styles and a brief survey regarding their usage and perceived advantage of the online learning materials. Students who accessed the online materials earned equivalent grades to those who did not. However, the study found that students who described their learning styles as active, intuitive, global, and/or visual were more likely to use online educational resources than those who identified their learning style as reflective, sensing, sequential, and/or verbal. Identification of a student's learning style can help medical educators direct students to learning resources that best suit their individual needs.
Abdollahimohammad, Abdolghani; Ja'afar, Rogayah
The goal of the current study was to identify associations between the learning style of nursing students and their cultural values and demographic characteristics. A non-probability purposive sampling method was used to gather data from two populations. All 156 participants were female, Muslim, and full-time degree students. Data were collected from April to June 2010 using two reliable and validated questionnaires: the Learning Style Scales and the Values Survey Module 2008 (VSM 08). A simple linear regression was run for each predictor before conducting multiple linear regression analysis. The forward selection method was used for variable selection. P-values ≤0.05 and ≤0.1 were considered to indicate significance and marginal significance, respectively. Moreover, multi-group confirmatory factor analysis was performed to determine the invariance of the Farsi and English versions of the VSM 08. The perceptive learning style was found to have a significant negative relationship with the power distance and monumentalism indices of the VSM 08. Moreover, a significant negative association was observed between the solitary learning style and the power distance index. However, no significant association was found between the analytic, competitive, and imaginative learning styles and cultural values (P>0.05). Likewise, no significant associations were observed between learning style, including the perceptive, solitary, analytic, competitive, and imaginative learning styles, and year of study or age (P>0.05). Students who reported low values on the power distance and monumentalism indices are more likely to prefer perceptive and solitary learning styles. Within each group of students in our study sample from the same school the year of study and age did not show any significant associations with learning style.
This study investigated the effects of different styles of social interaction on the learning of advanced biological knowledge. Recent research has increasingly acknowledged the importance of social interaction for promoting learning and cognitive development. However, there has been a controversy about the optimal style of interaction. Some studies have showed the beneficial effects of symmetrical interactions such as an argument between peers, whereas other studies have found the superiority of asymmetrical interactions in which a novice learn with the guidance of an expert. The reason for the contradictory results may be that different styles of interaction enhance different kinds of learning. The present study focused on the three styles of interaction; (1) Conflicting style, in which two novice students with scientifically wrong but conflicting views argue with one another, (2) Guiding style, in which a novice student is led by a more expert student to an understanding of scientifically appropriate knowledge, (3) Mutual Constructive style, in which an expert student and a novice student jointly solve a scientific problem on an equal footing. Sixty college students with non-biology-majors and 30 students with a biology major participated in this experiment to discuss an evolutionary problem in these three styles of interaction, with the former serving as novices and the latter as experts. Analyses of the Pre- and the Posttest performance and discussion processes in the Interaction session revealed the following. First, the Guiding style and the Mutual Constructive style enhanced the acquisition of the scientific evolutionary conceptual framework more effectively than the Conflicting style. However, some students in the Conflicting style also grasped the scientific evolutionary framework, and many students reconstructed their theories of evolution through discussion, even if the frameworks remained scientifically inappropriate. Second, the students who discussed
Wanapu, Supachanun; Fung, Chun Che; Kerdprasop, Nittaya; Chamnongsri, Nisachol; Niwattanakul, Suphakit
The issues of accessibility, management, storage and organization of Learning Objects (LOs) in education systems are a high priority of the Thai Government. Incorporating personalized learning or learning styles in a learning object management system to improve the accessibility of LOs has been addressed continuously in the Thai education system.…
Özcan Özgür Dursun; Yavuz Akbulut
This study aimed to describe the characteristics of undergraduate students in a hybrid learning environment with regard to their communicator styles and cyberbullying behaviors. Moreover, relationships between cyberbullying victimization and learners’ perceived communicator styles were investigated. Cyberbullying victimization was measured through a recently developed 28-item scale with a single-factor structure, whereas the communicator styles were measured through Norton’s (1983) scale whic...
Asci, Halil; Kulac, Esin; Sezik, Mekin; Cankara, F Nihan; Cicek, Ekrem
To evaluate the effect of learning styles and study behaviors on preclinical medical students' pharmacology exam scores in a non-Western setting. Grasha-Reichmann Student Learning Study Scale and a modified Study Behavior Inventory were used to assess learning styles and study behaviors of preclinical medical students (n = 87). Logistic regression models were used to evaluate the independent effect of gender, age, learning style, and study behavior on pharmacology success. Collaborative (40%) and competitive (27%) dominant learning styles were frequent in the cohort. The most common study behavior subcategories were study reading (40%) and general study habits (38%). Adequate listening and note-taking skills were associated with pharmacology success, whereas students with adequate writing skills had lower exam scores. These effects were independent of gender. Preclinical medical students' study behaviors are independent predictive factors for short-term pharmacology success.
Asci, Halil; Kulac, Esin; Sezik, Mekin; Cankara, F. Nihan; Cicek, Ekrem
Objectives: To evaluate the effect of learning styles and study behaviors on preclinical medical students’ pharmacology exam scores in a non-Western setting. Materials and Methods: Grasha–Reichmann Student Learning Study Scale and a modified Study Behavior Inventory were used to assess learning styles and study behaviors of preclinical medical students (n = 87). Logistic regression models were used to evaluate the independent effect of gender, age, learning style, and study behavior on pharmacology success. Results: Collaborative (40%) and competitive (27%) dominant learning styles were frequent in the cohort. The most common study behavior subcategories were study reading (40%) and general study habits (38%). Adequate listening and note-taking skills were associated with pharmacology success, whereas students with adequate writing skills had lower exam scores. These effects were independent of gender. Conclusions: Preclinical medical students’ study behaviors are independent predictive factors for short-term pharmacology success. PMID:26997716
Hsieh, Chengtu; Mache, Melissa; Knudson, Duane
Students' learning style preferences have been widely adapted into teaching and learning environments. The purpose of this study was to investigate the relationship between self-reported and assessed learning style preferences (visual, auditory, reading/writing, kinesthetic: VARK) on performance in different types of multiple-choice examinations (T1: text only format and T2: visual format) given in an introductory biomechanics class. Students who enrolled in three biomechanics classes at a state university were recruited to participate in the study. Ninety students (47 males and 43 females) completed a learning style survey and two types of examinations. Results showed that approximately half of the students were assessed and self-reported as kinesthetic for their preferred learning style. There was no significant difference in test performance between students who preferred visual and reading/writing learning styles (self-reported and assessed). These students demonstrated similar learning and comprehension of biomechanical concepts regardless of whether the test material was presented in their preferred sensory mode or not. Interestingly, female students' perceptions of their learning style preference may have a positive effect on the test results when the test is presented in their preferred format.
Boosman, H; Visser-Meily, J M A; Post, M W M; Lindeman, E; Van Heugten, C M
The way a patient prefers to approach or choose a learning situation represents the patient's learning style. The objective of this chart review study was to explore the relation between learning style and cognitive impairment in patients with acquired brain injury (ABI). We used data from files of 92 adult patients with ABI referred to inpatient rehabilitation, who completed the Adapted Learning Style Inventory (A-LSI) and at least one of the following neuropsychological tests: Trail Making Test, Rey Auditory Verbal Learning Test, WAIS-III Digit Span, Rey-Osterrieth Complex Figure Test-Copy, Stroop Color-Word Test, or the Brixton Spatial Anticipation Test. The A-LSI yielded the following distribution of learning styles: 4 doers, 48 observers, 2 deciders and 38 thinkers. No significant correlation coefficients were found between the neuropsychological tests and the A-LSI. Furthermore, Chi-square tests revealed no significant associations between learning style (observer, thinker) and cognitive impairment. The results of this exploratory study suggest that learning style and cognitive impairment are independent in patients with ABI.
Full Text Available Frequently, college students have issues to learn academic contents included in the subjects of their courses. Such low quality learning is reflected in failures and academic dropout, therefore being matters of concern for teachers and governments. Learning processes in college depend, in part, on the coincidence between teaching methods and students’ learning styles. They are defined as the preference of students when they have to deal with information, particularly the way to perceive it and process it. Learning styles can be trained by the repeated use of specific learning strategies. In such cases, when learning styles coincide with the learning context in order to facilitate the acquisition of new knowledge and its integration with previous information, academic success can be achieved more naturally. To get this match it is required from teachers to adapt their styles and strategies to their students’ learning preferences. Other alternative rests on the design of actions to train students in the use of the appropriate learning styles able to enhance learning. Focused on the second option, the present study aims at: 1 the description of the influence of different learning strategies on each learning style, and 2 the analysis of the way each style explains students’ academic achievement. A transversal, non-experimental, explicative design was employed. 763 college students from Buenos Aires with ages ranging from 17 to 36 years were included in the sample. Locally adapted versions of the Honey-Alonso Questionnaire of Learning Styles -CHAEA as its Spanish acronym-, and Learning and Study Strategies Inventory –LASSI- were used for data gathering. Results showed that the Accommodating style is explained positively and significantly by the Collaborative Learning, Resources for Learning and Information 2.0 Management Competence strategies. Besides, it is observed that the strategies Collaborative Learning, Resources for Learning and
Tsai, Kuan Chen
In the field of education, creativity has been viewed as an important ability for children's development. The recognition of different learning styles is also important for both teachers and learners. Although a handful of studies have examined the relationship between creativity and personality, or between creativity and cognitive style, few have…
Lo, Jia-Jiunn; Chan, Ya-Chen; Yeh, Shiou-Wen
This study developed an adaptive web-based learning system focusing on students' cognitive styles. The system is composed of a student model and an adaptation model. It collected students' browsing behaviors to update the student model for unobtrusively identifying student cognitive styles through a multi-layer feed-forward neural network (MLFF).…
Stewart, Jeffrey E.
Leadership in information technology (IT) firms remains a topic for study. Understanding how IT professionals react to leadership styles creates an opportunity for IT leaders to better lead by matching expectation to leadership style. Previous research has linked transformation leadership to the learning organization in the pharmaceutical sector,…
Dursun, Ozcan Ozgur; Akbulut, Yavuz
This study aimed to describe the characteristics of undergraduate students in a hybrid learning environment with regard to their communicator styles and cyberbullying behaviors. Moreover, relationships between cyberbullying victimization and learners' perceived communicator styles were investigated. Cyberbullying victimization was measured through…
Soliman, Abdulla M.; Torrance, E. Paul
Responses to a questionnaire indicated that Japanese college students (N=200) scored highest on the right hemisphere scale, preferring intuitive and creative learning styles, while Kuwaiti students (N=400) scored highest on the left hemisphere scale, preferring planning and precision styles. American students (N=200) scored highest on an…
Razak, Nur Afifah Binti Abdul; Jaafar, Siti Norain Bt; Hamidon, Nur Izeanty Binti; Zakaria, Normah Binti
Leadership style is a way of using the power of a leader held as a tool to influence the students and to achieve the objectives in the classroom and affect the election approaches in teaching and learning process. The purpose of this research is to study the style of lecturer's leadership in UTHM Technical and Vocational (TVeT). The study focuses…
Hernández-Torrano, Daniel; Ali, Syed; Chan, Chee-Kai
Students commencing their medical training arrive with different educational backgrounds and a diverse range of learning experiences. Consequently, students would have developed preferred approaches to acquiring and processing information or learning style preferences. Understanding first-year students' learning style preferences is important to success in learning. However, little is understood about how learning styles impact learning and performance across different subjects within the medical curriculum. Greater understanding of the relationship between students' learning style preferences and academic performance in specific medical subjects would be valuable. This cross-sectional study examined the learning style preferences of first-year medical students and how they differ across gender. This research also analyzed the effect of learning styles on academic performance across different subjects within a medical education program in a Central Asian university. A total of 52 students (57.7% females) from two batches of first-year medical school completed the Index of Learning Styles Questionnaire, which measures four dimensions of learning styles: sensing-intuitive; visual-verbal; active-reflective; sequential-global. First-year medical students reported preferences for visual (80.8%) and sequential (60.5%) learning styles, suggesting that these students preferred to learn through demonstrations and diagrams and in a linear and sequential way. Our results indicate that male medical students have higher preference for visual learning style over verbal, while females seemed to have a higher preference for sequential learning style over global. Significant associations were found between sensing-intuitive learning styles and performance in Genetics [β = -0.46, B = -0.44, p styles and performance in Genetics [β = 0.36, B = 0.43, p learning techniques. Instructors can also benefit by modifying and adapting more appropriate teaching approaches in these
Doyle, Nancy Wolcott; Jacobs, Karen
Occupational therapy's online education must be research-based and inclusive. One way to provide a more inclusive online learning experience is to attend to individual learning styles and preferences. This study uses the best available evidence on learning styles and online education to develop, implement, and study occupational therapy students' experiences with an online learning module and related assignment. Eight students consented to take an online survey after completing a learning module and related assignment in an online post-professional graduate course in occupational therapy. The survey explored their learning experience and its applicability to clinical work. Data gathered from multiple-choice, Likert-scale, and open-ended questions were descriptively analyzed. Results from this study suggest that students find the study of learning styles and preferences enjoyable and applicable to their clinical work, but are often motivated by factors such as time and technology when selecting the format of a course assignment.
Full Text Available This study investigated the complex relationship among learning styles, gender, perceived satisfaction, and academic performance across four programming courses supported by an e-learning platform. A total of 219 undergraduate students from a public Iraqi university who recently experienced e-learning voluntarily took place in the study. The integrated courses adopted a blended learning mode and all learners were provided the same learning content and pathway irrespective of their individual styles. Data were gathered using the Index of Learning Styles (ILS, three closed-ended questions, and the academic record. Traditional statistics and partial least squares structural equation modelling (PLS-SEM were performed to examine the proposed hypotheses. The findings of this research suggested that, overall, learning style dimensions are uncorrelated with either academic performance or perceived satisfaction, except for the processing dimension (active/reflective that has a significant effect on the latter. Furthermore, gender is unassociated with any of the proposed model’s constructs. Finally, there is no significant correlation between academic performance and perceived satisfaction. These results led to the conclusion that even though Arabic engineering students prefer active, sensing, visual, and sequential learning as do other engineering students from different backgrounds, they can adapt to a learning context even if their preferences are not met. The research contributes empirically to the existing debate regarding the potential implications of learning styles and for the Arabic context in particular, since respective research remains rare.
Bhagat, Anumeha; Vyas, Rashmi; Singh, Tejinder
Individualization of instructional method does not contribute significantly to learning outcomes although it is known that students have differing learning styles (LSs). Hence, in order to maximally enhance learning, one must try to use a mixed method approach. Our hypothesis was that awareness of preferred LS and motivation to incorporate multiple learning strategies might enhance learning outcomes. Our aim was to determine the impact of awareness of LS among medical undergraduates and motivating students to use mixed methods of learning. Before awareness lecture, LS preferences were determined using Visual, Aural, Read/Write, and Kinesthetic (VARK) questionnaire. Awareness of LS was assessed using a validated questionnaire. Through a lecture, students were oriented to various LSs, impact of LS on their performance, and benefit of using mixed method approach for learning. Subsequently, group discussions were organized. After 3 months, VARK preferences and awareness of LSs were reassessed. Student narratives were collected. Qualitative analysis of the data was done. There was a significant increase in the number of students who were aware of LS. The number of participants showing a change in VARK scores for various modalities of learning was also significant (P < 0.001). Thus, awareness of LSs motivated students to adapt other learning strategies and use mixed methods for learning.
Ekwue, Eleazer U.
The practical nature of physics and its reliance on mathematical presentations and problem solving pose a challenge toward presentation of the course in an online environment for effective learning experience. Most first-time introductory college physics students fail to grasp the basic concepts of the course and the problem solving skills if the instructional strategy used to deliver the course is not compatible with the learners' preferred learning styles. This study investigates the effect of four instructional strategies based on four learning styles (listening, reading, iconic, and direct-experience) to improve learning for introductory college physics in an online environment. Learning styles of 146 participants were determined with Canfield Learning Style inventory. Of the 85 learners who completed the study, research results showed a statistically significant increase in learning performance following the online instruction in all four learning style groups. No statistically significant differences in learning were found among the four groups. However, greater significant academic improvement was found among learners with iconic and direct-experience modes of learning. Learners in all four groups expressed that the design of the unit presentation to match their individual learning styles contributed most to their learning experience. They were satisfied with learning a new physics concept online that, in their opinion, is either comparable or better than an instructor-led classroom experience. Findings from this study suggest that learners' performance and satisfaction in an online introductory physics course could be improved by using instructional designs that are tailored to learners' preferred ways of learning. It could contribute toward the challenge of providing viable online physics instruction in colleges and universities.
Full Text Available This study was intended to determine whether the effects of noise on English listening comprehension would vary among Chinese college students with different learning styles. A total of 89 participants with different learning styles measured using Kolb’s (1985 Learning Style Inventory finished English listening comprehension tests in quiet and in white noise, Chinese two-talker babble, and English two-talker babble respectively. The results showed that the participants in general had significantly poorer performance in the two babble conditions than in quiet and white noise. However, the participants with assimilative and divergent learning styles performed relatively better in Chinese babble, and exhibited stable performance across the three noisy conditions, while the participants with convergent and accommodative learning styles had more impaired performance in both Chinese babble and English babble than in white noise. Moreover, of Kolb’s four learning modes, reflective observation had a facilitative effect on listening performance in Chinese babble and English babble. These findings suggest that differences in learning style might lead to differential performance in foreign language listening comprehension in noise.
Yang, Xiaohu; Jiang, Meng; Zhao, Yong
This study was intended to determine whether the effects of noise on English listening comprehension would vary among Chinese college students with different learning styles. A total of 89 participants with different learning styles measured using Kolb’s (1985) Learning Style Inventory finished English listening comprehension tests in quiet and in white noise, Chinese two-talker babble, and English two-talker babble respectively. The results showed that the participants in general had significantly poorer performance in the two babble conditions than in quiet and white noise. However, the participants with assimilative and divergent learning styles performed relatively better in Chinese babble, and exhibited stable performance across the three noisy conditions, while the participants with convergent and accommodative learning styles had more impaired performance in both Chinese babble and English babble than in white noise. Moreover, of Kolb’s four learning modes, reflective observation had a facilitative effect on listening performance in Chinese babble and English babble. These findings suggest that differences in learning style might lead to differential performance in foreign language listening comprehension in noise. PMID:29085317
Yang, Xiaohu; Jiang, Meng; Zhao, Yong
This study was intended to determine whether the effects of noise on English listening comprehension would vary among Chinese college students with different learning styles. A total of 89 participants with different learning styles measured using Kolb's (1985) Learning Style Inventory finished English listening comprehension tests in quiet and in white noise, Chinese two-talker babble, and English two-talker babble respectively. The results showed that the participants in general had significantly poorer performance in the two babble conditions than in quiet and white noise. However, the participants with assimilative and divergent learning styles performed relatively better in Chinese babble, and exhibited stable performance across the three noisy conditions, while the participants with convergent and accommodative learning styles had more impaired performance in both Chinese babble and English babble than in white noise. Moreover, of Kolb's four learning modes, reflective observation had a facilitative effect on listening performance in Chinese babble and English babble. These findings suggest that differences in learning style might lead to differential performance in foreign language listening comprehension in noise.
Astunnisyah, Budiyono, Slamet, Isnandar
The aim of this research is to find out the effect of learning model, cognitive style and the interaction between learning model and cognitive style toward mathematics achievement. This research was quasi experimental research with factorial design 2 x 2. The population of research was all students of the eight grader of junior high school in Karanganyar Regency in academic year 2016/2017. The sample of research consist of 279 students. The data in the research was two ways analysis of variance with unequal cells, with the 5% level of significance. The results of the research were as follow:. (1) TTW Learning model gave better mathematics achievement than direct instruction model:. (2) Students who have field independent cognitive style have better mathematics achievement than student who have the field dependent cognitive style:. (3) In each type of learning model, students who have field independent cognitive style have better mathematics achievement than students who have the field dependent cognitive style:, (4) In each category of cognitive style, students whom taught using learning model TTW gave better mathematics achievement than direct instruction model.
Nolen-Hoeksema, S; Girgus, J S; Seligman, M E
In this longitudinal study, the depressive symptoms, life events, and explanatory styles of 168 school children were measured five times during the course of 1 year. Measures of school achievement were obtained once during the year. Depressive symptoms and explanatory styles were found to be quite stable over the year. As predicted by the reformulated learned helplessness theory, explanatory style both correlated with concurrent levels of depression and school achievement and predicted later changes in depression during the year. Depression also predicted later explanatory styles. The implications of these results for intervention with children with depressive symptoms or school achievement problems are discussed.
Peyman, Hadi; Sadeghifar, Jamil; Khajavikhan, Javaher; Yasemi, Masood; Rasool, Mohammad; Yaghoubi, Yasemi Monireh; Nahal, Monireh Mohammad Hassan; Karim, Hemati
Background: Preferred learning styles of learners are different, which depend on tastes, mentality preparedness, as well as physical condition, in terms of sensory modalities. Identifying and employing appropriate learning styles could play an important role in selecting teaching styles, which can improve education ultimately.
Full Text Available This research aimed to identify the learning styles and the strategies used by adult students to involve ICTs in their knowledge. To achieve this, a qualitative research approach was carried out. The participants were members of the community who participated in a project called “Literacy in the Information Management of a University Corporation”. The group consisted of 100 persons; their ages ranged between 40 and 59 years. The instruments used were the VARK inventory for learning styles, Observation and a field journal. The VARK inventory identified the learning styles used by adults. The Observation allowed the understanding of the environment or the context of these students, their relations with peers and with their teachers, and also to analyze the strategies used to develop topics through TICs integration. One of the main findings obtained was that 70% of the adult students have a multimodal learning style; for instance, they process knowledge in more than one way.
Çelik, Yasemin; Ceylantekin, Yeşim; Kiliç, İbrahim
The aim of this study is to detect the overall evaluation of nursing students toward simulation makets throughout the practice education and to reveal their learning styles in relation to certain individual features. The data were collected via questionnaires including students' evaluation toward simulation makets and "Kolb learning styles inventory." Participants included 103 male and female nursing students in Turkey. For the analysis, percentage, means, standard deviation, t-test, and ANOVA were utilized. 71% of the students stated that the laboratory was suitable for the skill education but 53.4% uttered the duration of the practice was not enough. Students were found to have different learning styles (28.2% assimilating, 27.2% convergent, 26.2% accommodating, and 18.4% divergent). The results demonstrated that the duration of the laboratory practice and the number of the makets should be increased during the education of students with different learning styles.
Papaeconomou, Chariste; Zijlema, Annemarie F.; Ingwersen, Peter
The paper presents the results of a case study of searcher's relevance criteria used for assessments of Web pages in a perspective of learning style. 15 test persons participated in the experiments based on two simulated work tasks that provided cover stories to trigger their information needs. Two...... learning styles were examined: Global and Sequential learners. The study applied eye-tracking for the observation of relevance hot spots on Web pages, learning style index analysis and post-search interviews to gain more in-depth information on relevance behavior. Findings reveal that with respect to use......, they are statistically insignificant. When interviewed in retrospective the resulting profiles tend to become even similar across learning styles but a shift occurs from instant assessments with content features of web pages replacing topicality judgments as predominant relevance criteria....
Çelik, Yasemin; Ceylantekin, Yeşim; Kiliç, İbrahim
The aim of this study is to detect the overall evaluation of nursing students toward simulation markets throughout the practice education and to reveal their learning styles in relation to certain individual features. The data were collected via questionnaires including students' evaluation toward simulation markets and "Kolb learning styles inventory." Participants included 103 male and female nursing students in Turkey. For the analysis, percentage, means, standard deviation, t-test, and ANOVA were utilized. 71% of the students stated that the laboratory was suitable for the skill education but 53.4% uttered the duration of the practice was not enough. Students were found to have different learning styles (28.2% assimilating, 27.2% convergent, 26.2% accommodating, and 18.4% divergent). The results demonstrated that the duration of the laboratory practice and the number of the markets should be increased during the education of students with different learning styles.
Maha Ahmed Zaki Dajani
Full Text Available We aim in this study to explore the interaction between three constructs: leadership style, organisational culture, and organisational learning capacity. In addition to that, we investigated the validity of this trio relationship in both public and private Egyptian universities situated in Greater Cairo area. A quota sampling procedure was used to recruit 298 academicians - 186 from public universities and 112 from private universities. Significant correlations were obtained between transformational and transactional leadership style and organisational learning capacity dimensions. However, the moderating effect of organisational culture in the relationship between leadership styles and organisational learning capacity was not reported. Lastly, researchers recommended to Egyptian leaders and decision makers the leadership style and culture type that may enhance the learning capacity in higher education institutes.
Alkhateeb, Haitham M; Mji, Andile
The goal of this 3-yr. study was to explore the learning styles and approaches to learning mathematics of elementary education majors. Two questionnaires, the Learning Style Inventory and the Approaches to Learning Mathematics Questionnaire, were administered to 149 women and 32 men (M = 20.1 yr., SD. = 2.1; range = 18-31). All were in their first or second years of college and enrolled in Mathematics for Elementary School Teachers at a Midwestern U.S. university. Results on the Learning Style Inventory indicated that a majority scored as either Accommodators, i.e., they primarily followed learning modes involving Active Experimentation and Concrete Experience, or as Divergers, i.e., approaching learning by focusing on Concrete Experience and Reflective Observation. A weak but statistically significant association was observed on the Approaches questionnaire between the Surface Approach and Reflective Observation.
Bacon, Donald R.; Hartley, Steven W.
Many educators and researchers have suggested that some students learn more effectively with visual stimuli (e.g., pictures, graphs), whereas others learn more effectively with verbal information (e.g., text) (Felder & Brent, 2005). In two studies, the present research seeks to improve popular self-reported (indirect) learning style measures…
Sozcu, Omer Faruk
This study examines the relationships between cognitive styles of field dependent learners with their attitudes towards e-learning (distance education) and instructional behavior in e-learning instruction. The Group Embedded Figures Test (GEFT) and the attitude survey (for students' preferences) towards e-learning instruction as distance education…
Hoffler, Tim N.; Prechtl, Helmut; Nerdel, Claudia
In a 2 x 2 design, we examined the role of visual cognitive style in two multimedia-based learning environments (text plus static pictures/animations). A statistically significant interaction was obtained for deeper comprehension: Highly developed visualizers (HDV) who learned with static pictures performed better than HDV who learned with…
Abrami, Philip C.; And Others
The impact of learning mathematics under successful and unsuccessful cooperative group conditions was studied for 181 seventh graders in Montreal (Quebec) who had a learned-helplessness or mastery-oriented attributional style and different prior mathematics achievement. Learning of helpless and less able students may depend on accomplishments and…
Hames, E.; Baker, M.
Learning preferences have been indirectly linked to student success in engineering programmes, without a significant body of research to connect learning preferences with cognitive abilities. A better understanding of the relationship between learning styles and cognitive abilities will allow educators to optimise the classroom experience for…
Full Text Available Learning styles is a term used to refer to the methods of gathering, processing, interpreting, organizing and thinking about information. Students have different learning styles, which is the reason for the diversity seen in classrooms in regards to how students acquire information. Claxton and Murrell had divided the learning styles into the following four categories: personality models, information-processing models, social-interaction models, and instructional preferences models. VARK (an acronym for Visual, Aural, Read/write and Kinesthetic, different way of learning styles is a learning inventory categorized into the ‘instructional preference’ modal. Many studies were done using the VARK inventory among the medical education but the preferred mode of learning was variable in different parts of the world. The relationship of age, gender and academic performance with the mode of learning was also not consistent. So this article tried to conclude the preferred mode of learning and relationship of mode of learning with gender and other factors by analyzing the previous studies done using VARK questionnaire among the medical students in daily teaching and learning environment. Pub Med and Google Scholar were used as a search engine to find the article. Altogether 20 full text research papers were retrieved and reviewed. In the most of part of the world the studies showed that multimodal learning style was the predominant one over unimodal. Further in multimodal quadmodal was the most preferred one followed by other presentation. In the unimodal presentation most preferred one is kinesthetic type of learning along with visual, aural and read write in less extent. Age factors had no lucid relationship with the learning style though some variations were observed with age.This review was expected to be useful as scientific evidence in the field of medical education and also as a reference for further research.
Mildred Arellano Sebastian
The study was an attempt to determine the students’ level of difficulties encountered in solving problems in college algebra as profiled in their gender and learning style. Difficulties in solving mathematical problems were measured in terms of conceptual and computational difficulties and were classified as to high, average, and low difficulty levels. Two research instruments were prepared: the learning style inventory (LSI) and the diagnostic test (DT) in college algebra. The LSI was ado...
This paper will discuss learning style theory and Gardner’s theory of multiple intelligences. These theories have been influential on educational practice in recent years and they have offered potential solutions to educators in addressing issues of student disengagement and educational underachievement. However, this paper argues that both learning style theory and the theory of multiple intelligences should be treated cautiously. The paper explores both the strengths and limitations of each...
The current study investigates the relationship between critical thinking skills and learning styles of mentally gifted students. The participants were 225 gifted students in Turkey attending Science and Art Centres which are after-school activity centres for mentally gifted students. Participants were 9 -15 years old and were attending secondary schools and high schools. The data were gathered using the Kolb Learning Style Inventory and the Critical Thinking Scale and analysed using Chi-Squa...
Hallin, Karin; H?ggstr?m, Marie; B?ckstr?m, Britt; Kristiansen, Lisbeth Porskrog
Background: Health care educators account for variables affecting patient safety and are responsible for developing the highly complex process of education planning. Clinical judgement is a multidimensional process, which may be affected by learning styles. The aim was to explore three specific hypotheses to test correlations between nursing students? team achievements in clinical judgement and emotional, sociological and physiological learning style preferences. Methods: A descriptive cross-...
Full Text Available Young children’s experience with nonverbally organized social interaction constitutes a primary kind of enculturation. As they acquire the ability to participate in everyday interactions, they simultaneously learn the cultural meanings embedded in them. This article describes the acquisition by Mazahua children of a separate-but-together interactional style. An appreciation of the nonverbal meanings involved an further our understanding of the nature of culturally defined interactional styles and their impact on school learning.
Juan Manuel Alducin-Ochoa
Full Text Available The objectives guiding this research were to determine the dominant learning style of the first year Building engineering students (University of Seville, the influence of the style on the grades in each school subject, and if learning style is influenced by socio-demographic variables. The sample was composed of 161 students, who completed the Honey-Alonso questionnaire (CHAEA and the CDAT. Descriptive and correlational methods were used. For the analysis of the data, a univariate (one-way ANOVA descriptive study was performed, and the non-parametric Mann-Whitney and Kruskal-Wallis tests, both with a confidence level of 95% (σ=.05 were used. The results show the predominance of the reflective style, and the fact that grades as a function of styles vary depending on the school subject. No significant differences were found in the variables gender, university admission scores, type of school (private or public of the study centers attended previous to university. Significant differences were found for some styles in the variables age, type of university admission, and if a student had to work as well as to study. The conclusions highlight the need to develop teaching strategies that encompass all the styles to improve performance, as well as the need to modify the teaching practices for the students to develop the rest of the styles in a balanced manner. This latest aspect is important so that the students can freely operate professionally, as the Engineering profession requires having all four characteristic styles simultaneously.
Full Text Available The effectiveness of a learning depends on four main elements, they are content, desired learning outcome, instructional method and the delivery media. The integration of those four elements can be manifested into a learning modul which is called multimedia learning or learning by using multimedia. In learning context by using computer-based multimedia, there are two main things that need to be noticed so that the learning process can run effectively: how the content is presented, and what the learner’s chosen way in accepting and processing the information into a meaningful knowledge. First it is related with the way to visualize the content and how people learn. The second one is related with the learning style of the learner. This research aims to investigate the effect of the type of visualization—static vs animated—on a multimedia computer-based learning, and learning styles—visual vs verbal, towards the students’ capability in applying the concepts, procedures, principles of Java programming. Visualization type act as independent variables, and learning styles of the students act as a moderator variable. Moreover, the instructional strategies followed the Component Display Theory of Merril, and the format of presentation of multimedia followed the Seven Principles of Multimedia Learning of Mayer and Moreno. Learning with the multimedia computer-based learning has been done in the classroom. The subject of this research was the student of STMIK-STIKOM Bali in odd semester 2016-2017 which followed the course of Java programming. The Design experiments used multivariate analysis of variance, MANOVA 2 x 2, with a large sample of 138 students in 4 classes. Based on the results of the analysis, it can be concluded that the animation in multimedia interactive learning gave a positive effect in improving students’ learning outcomes, particularly in the applying the concepts, procedures, and principles of Java programming. The
Moreno Aguilar Magda
Full Text Available I observed that students from Barranquillita public school had a great lack of motivation, low interest in learning English and they did not like to interact in English class. They presumed that they could not learn a second language and it was not useful for them because they only wanted to finish school in order to go to work. In view of this, I considered it necessary to know my students´needs, likes, learning styles, preferences and dislikes better in order to design activities that would motivate their interest to learn English. Taking into account this issue, I decided to give my students the possibility to have contact and experience in the English language in order to increase their communicative competence.
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.
John A. Clarke
Full Text Available Although the notion of cognitive style has been around for some time, only in relatively recent times has there been a research interest in examining its effect on the performance of Computer-Assisted Learning (CAL users. There are a number of practical difficulties associated with catering for different cognitive styles of CAL users. This paper identifies not only a style which influences CAL-user performance and overcomes many of the difficulties, but also a possible suitable measure of that style. Data on the reliability of this measure is reported, along with preliminary work on its use to cater for CAL users with different cognitive styles. Future work will focus on the development of the package and the predictive validity of the style measure.
Moore, David Richard
This study suggests that conceptualization is the primary activity of arcade-style gameplay. Arcade-style game play is primarily a function of presenting concepts to players and continually requiring them to react with finer responses. The degree to which a concept is malleable determines how large its range is in gameplay. In other words, the…
Thirteen thinking styles of 223 first year students in the Arts (44%), Natural Sciences (44%) and Education (12%) faculties at Stellenbosch University were measured by means of the Sternberg Mental Self-government Thinking Styles Inventory. Responses were entered on a seven-point Lickert scale. Faculty, gender and ...
Full Text Available Athletes have preferences for the way in which they internalize and process information, whether that is visual, aural, by-doing (kinesthetic, reading or a mixture of preferences. Health professionals that interact with athletes rarely consider the individual learning style prior to any communication or education, despite mounting evidence for the benefits of learning-style tailored education. The aim of this study was to characterize athletes with regards to their preferred learning style. Athletes (n = 93 from 24 sports and various sport achievement levels completed a questionnaire, including the visual (V, auditory (A, reading/writing (R, kinesthetic (K/(VARK Questionnaire for Athletes. Questionnaire outcomes were analysed by X2 analysis on SPSS. The main findings were: (1 very few athletes have a visual learning-style preference; (2 there was a significant relationship between gender and VARK preference (X2 = 13.84, p = 0.003; (3 and between athletic status and VARK preference (X2 = 9.2, p = 0.025; (4 there was a trivial association between individual/ team sport athletes and assessed VARK preference (X2 = 3.95, p = 0.265. Our findings show significant variation in learning-style preference between males and females, and those of different athletic status. Health professionals should be aware of the inadequacy of visual information presentation when working with athletes. Furthermore, health professionals working with elite and female athletes should be comfortable using a mixture of learning styles (multi-modal.
Full Text Available Underlying any learning and teaching process is a set of preferred Learning Styles (LSs and Teaching Styles (TSs which epitomize the overall educational policy and identification of which is sine qua non for any reform of the educational system. This ex-post-facto study scrutinized preference of Iranian EFL teachers' for Expert, Formal Authority, Personal Model, Facilitator, and Delegator TSs and their students' tendencies towards Visual, Auditory, and Kinaesthetic student LSs. We collected the research data based on Grasha's (1996 Teaching Style Questionnaire administered to 30 Iranian EFL teachers and the Barsch Learning Style Questionnaire (1991 administered to 300 Iranian EFL learners. Descriptive statistics of the research data revealed that majority of Iranian EFL learners opt for the visual learning style and teachers highly favour facilitating foreign language learning. However, Visual and Delegate Learning and Teaching Styles reflected the lowest frequencies. The findings underscore the need to raise teachers’ awareness of LSs so that they can modify their teaching according to their students’ preferences.
de Gara Chris
Full Text Available Abstract 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 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.
Vacas Pérez, Juan Crisostomo; Mérida Serrano, Rosario; Molina Recio, Guillermo; Mesa Blanco, María del Pilar
The objective of this research focuses on the framework of teaching strategies, by acknowledging learning styles as first determination and, in relation to the changes that these are going through, identifying the teaching strategies best rated and preferred by the students. This is a prospective open cohort study with the students of Nursing Diploma 2007/2010 of the Universidad de Córdoba. Once the population was identified in the first year (first analysis), annual measurings were undertaken every year during their training. In order to study the learning styles, the questionnaire CHAEA was administered and a scale from 1 to 10 (1 = highest, 10 = lowest) was used to determine the preferences for learning strategies. The results show the variability of the learner (up to 11 styles). However, the dominant style is the reflective, followed by the theoretical and the pragmatic. The least developed was the active style. As the years of training go by, a tendency towards a dual style (reflective-theoretical) can be observed. In relation to teaching strategies, the preferred ones were those set in professional areas, workshops and debates. Relevant changes were also seen as they advanced in their training. The results establish a specific significant relationship between learning styles and teaching strategies.
Rassool, G Hussein; Rawaf, Salman
This paper reports a study identifying the learning styles preference of undergraduate nursing students and examining its influence on educational outcomes. There are limited recent studies in the UK on the learning styles preference of undergraduate and its influence on educational outcomes. A purposive sample of 110 undergraduate nursing students completed a demographic questionnaire and the Honey and Mumford's learning styles inventory. A pre-post-test design was used to evaluate the educational outcomes. Reflector learning styles preference was the dominant learning styles among the majority of undergraduate nursing students. An interesting phenomenon about the distribution of the learning styles preference is the additional "dual" learning style category. The hypothesis that learning styles preference will determine knowledge acquisition, changes in attitude and intervention confidence skills was rejected. However, as this is a multi-layered hypothesis the findings showed that only the dual learning styles preference group was found to have a significant influence in intervention confidence skills. Further research is warranted to replicate this study using the same methodology but with several different population samples specialising in different branch of nursing. As there are limited literature on the dual learning styles preferences, this dual preference phenomenon needs further investigation to establish its acceptability in nursing education.
Huertas, Adriana; López, Omar; Sanabria, Luis
The research's objective is to evaluate the differential effect that a metacognitive scaffolding for information web searches has on learning achievement of high school students with different cognitive style in the field dependence and independence dimension and on learning style in the dimension proposed by Honey and Alonso known as CHAEA. One…
Ana Clara Ventura
Full Text Available A review of learning and teaching styles matching at university over the last ten years is presented. For this purpose, a review was carried out of the Dialnet, Redalyc, Scielo and Doaj data bases due to their scope and importance in the Hispanic context. The descriptors used in the search for information were the key words: learning styles, teaching styles and higher education. The data bases consulted produced a total of 53 papers, with only 17 of these complying with all the criteria for inclusion (paper: empirical research; sample: university;object: correspondence learning and teaching styles; time period 2002-2012; Spanish language. The literature review showed that the matching is researched and understanding from two approaches: (1 adaptive instruction or (2 stylistics. Results are discussed.
Mayer, Richard E.; Fennell, Sherry; Farmer, Lindsay; Campbell, Julie
Students received a personalized or nonpersonalized version of a narrated animation explaining how the human respiratory system works. The narration for the nonpersonalized version was in formal style, whereas the narration for the personalized version was in conversational style in which "the" was changed to "your" in 12 places. In 3 experiments,…
Nuzhat, Ayesha; Salem, Raneem Osama; Al Hamdan, Nasser; Ashour, Nada
Teachers at medical school are often faced with challenges of improving student satisfaction with the learning environment. On the other hand, education in the medical field is very competitive and medical students are exposed to diverse methods of teaching. Students adapt specific learning styles to keep pace with the information delivered to them in their institutions. The aim of this study is to know the differences in learning styles between male and female students, and the effect it has on academic performance. The VARK Questionnaire version 7.0 (Visual, Aural, Read/Write and Kinesthetic) was administered to the fourth year and fifth year medical students at King Saud Bin Abdul Aziz University for Health Sciences, Faculty of Medicine at King Fahad Medical City, Saudi Arabia for determining the preferred learning methods of students participating in this study. The learning styles were then compared to cumulative grade point average (GPA) obtained by the students. The dominant learning style preference of students was multimodal. Among students who preferred unimodal preference, aural and kinesthetic preference was predominant for males and females. Moreover, Females had more diverse preferences than male students. Multimodal learners have higher cumulative GPAs when compared with the unimodal learners. This study revealed variation in learning style preferences among genders, and its implications on academic performance of medical students.
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 teaching-learning program for medical students and to reveal its significance and utility. Learning styles of students were assessed online using the visual-auditory-kinesthetic (VAK) learning style self-assessment questionnaire. When respiratory physiology was taught, students were divided into three groups, namely, visual (n = 34), auditory (n = 44), and kinesthetic (n = 28), based on their learning style. A fourth group (the traditional group; n = 40) was formed by choosing students randomly from the above three groups. Visual, auditory, and kinesthetic groups were taught following the appropriate teaching-learning strategies. The traditional group was taught via the routine didactic lecture method. The effectiveness of this intervention was evaluated by a pretest and two posttests, posttest 1 immediately after the intervention and posttest 2 after a month. In posttest 1, one-way ANOVA showed a significant statistical difference (P=0.005). Post hoc analysis showed significance between the kinesthetic group and traditional group (P=0.002). One-way ANOVA showed a significant difference in posttest 2 scores (P Physiological Society.
Full Text Available Individuals preferentially process information in different ways. This includes the varied learning style preference of the individuals in any study program, including English as a Second Language (ESL. However, one of major concerns is, do the ESL students have different preferred way to learn? Past studies have given mixed results including pertaining to Malaysian students. To address this issue, this study sought to identify whether there are differences in learning style preferences between male and female students who undertook ESL courses in the Universiti Sains Malaysia (USM. To achieve the study objective, Felder-Silverman Learning Style Model (FSLSM was selected to gather data on the respondents’ learning style preference due to its validity, widespread use and suitability to the scope of the study. The responses gathered from FSLSM were tallied and assessed for gender difference in LSP. Results indicated that, there is a strong representation of visual learners from both male and female respondents. On the other hand, the respondents, irrespective of the gender difference, are well-balanced in the dimensions of sensing/intuitive, active/reflective, and sequential/global. In addressing the gender difference, it was found in this study that there is no significant difference between male and female ESL students in their preferred learning styles on each of the FSLSM dimension. Thus, this study revealed that, gender does not help differentiate students’ learning preferences. The findings lend support to several past studies on LSP.
Hames, E.; Baker, M.
Learning preferences have been indirectly linked to student success in engineering programmes, without a significant body of research to connect learning preferences with cognitive abilities. A better understanding of the relationship between learning styles and cognitive abilities will allow educators to optimise the classroom experience for students. The goal of this study was to determine whether relationships exist between student learning styles, as determined by the Felder-Soloman Inventory of Learning Styles (FSILS), and their cognitive performance. Three tests were used to assess student's cognitive abilities: a matrix reasoning task, a Tower of London task, and a mental rotation task. Statistical t-tests and correlation coefficients were used to quantify the results. Results indicated that the global-sequential, active-referential, and visual-verbal FSILS learning styles scales are related to performance on cognitive tasks. Most of these relationships were found in response times, not accuracy. Differences in task performance between gender groups (male and female) were more notable than differences between learning styles groups.
Barry, Margot; Egan, Arlene
Adult learners are attracted to learning opportunities (e.g. course offers) which seem promising in terms of allowing them to match their choices to their own perceived predispositions. To find out more about their personal learning style, some adult learners may fill in a questionnaire designed by researchers who aim (and claim) to enable both course providers and learners to optimise learning outcomes. The evaluation of these questionnaires measures learning styles using indicators developed for this purpose, but the results are not conclusive and their utility is therefore questionable. This narrative review critically examines some of the research which explores the usefulness of considering students' learning styles in adult education. The authors present a discussion - which remains hypothetical - on why the use of learning styles measures continues to be popular despite the absence of rigorous research findings to support this practice. Factors discussed by the authors include confirmation bias (making choices which confirm our prejudices) and user qualification (limiting availability to trained users, e.g. psychologists) as well as limited resources and skills in evaluating research, paired with educators' quest to implement evidence-focused techniques. The authors conclude that while learning styles assessments can be useful for the purpose of reflection on strengths and weaknesses, they should play a limited role in educational choices.
Full Text Available Background: Students have individual learning style preferences including visual (V; learning from graphs, charts, and flow diagrams, auditory (A; learning from speech, read-write(R; learning from reading and writing, and kinesthetic (K; learning from touch, hearing, smell, taste, and sight.These preferences can be assessed using the VARK questionnaire.Purpose: We aimed to assess different learning styles of medical students in our collage.Methods: This study was conducted to describe learning styles of 214 Medical and Midwifery students in Mashhad University of medical sciences. By using the English version of the VARK questionnaire, we measured the difference in learning styles of medical students and midwifery students and compared with 57336 global general students who completed the test in VARK website up to Sep 2007.Results: The dominant learning preference of our students was Aural preference (30.8% followed by Read/Write (20.6%, while (7.5% were in Kinesthetic and (5.6% were Visual learners; still most of the students (35.5% represented a multimodal learning preference. No significant difference was found between males and females. The general pattern between medical student and Midwifery student is the same. There was a significant relation between Internship Entrance Exam score and thelearning styles of medical student and who were more Read/Write got higher scores.Conclusion: Knowing that our students have different preferred learning modes will help medical instructors in our faculty develop appropriate learning approaches and explore opportunities so that they will be able to make the educational experience more productive.Key words: MEDICAL EDUCATION, LEARNING MODELS VARK, VISUAL, AUDITORY, READ-WRITE, KINESTHETIC, SSTUDENTS.
In most adult education, teachers use methods that assume all students learn in the same way. But knowledge of students' learning style preferences highlights the importance of adequate teaching and learning adaptation. The aim of the study was to describe and compare final year nursing students' learning style preferences in two campuses during three semesters. A further aim was to identify differences between learning style preferences and personal characteristics. A descriptive cross-sectional study using the Productivity Environmental Preference Survey (PEPS) questionnaire was conducted at a Swedish rural university. Three semester groups with 263 nursing students participated in 2012-2013. The majority of the students were 'flexible' in their learning style preferences and had none or few strong preferences. Students with strong preferences preferred high structure (75%) and an authority figure present (40%). About a third were highly auditory, tactile and/or kinesthetic while 8% were highly visual. Few significant differences were revealed between the groups of campuses and the groups of semesters or between learning style preferences and upper secondary school and care experience. There were no significant differences between learning style preferences and age and assistant nurse graduation. More women than men were highly motivated, auditory, tactile and kinesthetic and preferred structure and mobility. The PEPS questionnaire provides nursing students with self-awareness regarding their strengths and shortcomings in learning and teachers with a valuable and practical basis for their selection of adapted individual and group teaching methods. The findings suggest the need for wide variation and interactive teaching approaches, conscious didactic actions between cooperating teachers and conscious learning strategies for nursing students. Copyright © 2014 Elsevier Ltd. All rights reserved.