Progression of Cohort Learning Style During an Intensive Education Program

2016 ◽  
Vol 28 (1) ◽  
pp. 27-34 ◽  
Author(s):  
David A. Compton ◽  
Cynthia M. Compton
Keyword(s):  
Learning Styles ◽  
Knowledge Base ◽  
Learning Style ◽  
Education Program ◽  
Graduate Program ◽  
Cohort Learning ◽  
Kolb Learning Styles Inventory ◽  
Learning Styles Inventory ◽  
Intensive Education

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 Inventory (Version 3.1) among a cohort from matriculation to 2 months post-graduation when the individuals were in practice. Finally, the outcome of the study and potential implications of each finding are described.

scholarly journals Estilos de aprendizaje: estrategias de enseñanza en LUZ

Telos ◽  
2019 ◽  
Vol 21 (3) ◽  
pp. 710-730
Author(s):  
Engels Ortega ◽  
Ilya Casanova ◽  
Itala Paredes ◽  
Liliana Canquiz
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Graphic Design ◽  
Teaching Strategy ◽  
Field Research ◽  
Active Teaching ◽  
Design Program ◽  
Kolb Learning Styles Inventory ◽  
Working Groups ◽  
Learning Styles Inventory

The development of the future professional graphic design requires the constant use of didactic and financial resources for learning, the product of a growing market and with greater demands due to global growth. This directs the way to the use of teaching strategies in correspondence with the style of student learning that strengthen their potentialities. The objective is to evaluate the learning styles present in the students assigned to the Graphic Design program of FADLUZ, to generate teaching and motivational strategies that stimulate their learning. A descriptive and field research was considered, the sample consisted of 59 Students active and enrolled in the curricular units of the Instrumental Axis of the Graphic Design Program of the FADLUZ who were administered the Kolb Learning Styles Inventory of 1985 through a form in Google Form. Most students learn using Reflective Observation (OR) and are inclined primarily to two learning styles. The Assimilator with 51% followed by Divergent with 32% identified that the trend is towards a more balanced learning. To conclude that the identification of the type of learning style in Graphic Design students does not lead to a particular type of active teaching strategy, even though efforts can be focused on the design of activities, selection of educational material, presenting information, creating or not working groups and modifying the aspects to be evaluated. It is important for the student to identify their learning style to strengthen their training process. Likewise, motivation should be fostered that fosters the interest to learn, without neglecting the fact of knowing what strategies can be implemented according to the style of learning.

Changes in Learning-Style Preferences: A Reply to Ruble and Stout

1992 ◽  
Vol 70 (3_suppl) ◽  
pp. 1072-1074
Author(s):  
Marshall A. Geiger ◽  
Jeffrey K. Pinto
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Learning Style Preferences ◽  
Learning Styles Inventory ◽  
Style Preferences ◽  
Over Time

This note is a reply to Ruble and Stout's 1992 critique of our 1991 study of changes in learning style over time. While some of their comments have merit, the remaining conclusions are that the dimension scores on the Learning Styles Inventory exhibit considerable stability over time and should be analyzed when assessing changes in learning style.

The Canfield Learning Styles Inventory: An Assessment of Its Usefulness in Accounting Education Research

2001 ◽  
Vol 16 (3) ◽  
pp. 341-365 ◽  
Author(s):  
Barbara J. Eide ◽  
Marshall A. Geiger ◽  
Bill N. Schwartz
Keyword(s):  
Education Research ◽  
Learning Styles ◽  
Construct Validity ◽  
Learning Style ◽  
Internal Consistency ◽  
Critical Evaluation ◽  
Internal Consistency Reliability ◽  
Accounting Education ◽  
Learning Styles Inventory ◽  
Test Retest Reliability

Recent reviews of accounting education research have called for continued assessment of learning style inventories in accounting contexts (Geiger and Boyle 1992; Rebele et al. 1998). This study presents a critical evaluation of the psychometric properties of the Canfield Learning Styles Inventory (LSI), proposed by Francis et al. (1995) as an instrument for possible use by accounting educators. The study administered two versions (standard and scrambled) to 531 accounting majors from eight universities, applying a test-retest strategy after a 4–5 week interval. The versions were examined for internal consistency reliability, test-retest reliability, classification stability, and construct validity. We found moderate internal consistency (item analyses scores weaker than those reported by Canfield [1988]) and a substantial amount of learner-type classification instability across the two administrations. In terms of construct validity, two-factor solutions were not consistent with those reported by Canfield (1988). Further, three-factor solutions also were not consistent with Canfield's three learning domains. Therefore, along with limited theoretical support and the lack of empirical justification, we find little support for the use of the Canfield LSI in accounting education research.

Learning Style Consistency across Cognitive and Motor Settings

1995 ◽  
Vol 81 (3) ◽  
pp. 1023-1026 ◽  
Author(s):  
Cheryl A. Coker
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Motor Skills ◽  
Skill Acquisition ◽  
Motor Skill ◽  
Classroom Learning ◽  
Motor Skill Acquisition ◽  
Learning Styles Inventory ◽  
Style Consistency ◽  
Sport Analysis

23 athletes were asked to complete the Learning Styles Inventory first focusing on classroom learning, then on learning in their sport. Analysis indicated that learning styles shift across cognitive and motor settings. As a result, to ensure the validity of the results, giving respondents a particular focus when taking the inventory may be necessary. The development of an instrument designed strictly for motor skills might be helpful to assess successfully learners' profiles for motor skill acquisition.

scholarly journals Gaya Belajar Mahasiswa Pendidikan Sejarah STKIP PGRI Lubuklinggau

2018 ◽  
Vol 1 (2) ◽  
pp. 82-92
Author(s):  
Supriyanto Supriyanto ◽  
Isbandiyah Isbandiyah
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Education Program ◽  
History Education ◽  
Descriptive Study ◽  
Study Program ◽  
Kinesthetic Learning ◽  
Education Study ◽  
The Subject

The study aims to describe the tendency of students learning style at History Education Study Program of STKIP-PGRI Lubuklinggau.  The study was a descriptive study. the subject of the study was the history students in Strategi Belajar Mengajar class. The techniques to collect the data were observation and questionnaire. The data were analyzed descriptively. The results showed that students' learning styles include visual was10,26%, audio was 15,38%, kinesthetic 46% , audiovisual was 5,13%, visual-kinesthetic was 7,69%, audio-  kinesthetic was 15,38%. The most preferred leaning style was kinesthetic.  In conclusion, the most preferred learning style of students in history education program was kinesthetic learning style Keywords: Learning Styles, Tendency

Understanding Online Cultural Learning Styles and Academic Performance of Management Students in an Ethnic Context

2018 ◽  
pp. 317-339
Author(s):  
Syed Raza Ali Bokhari ◽  
Iqbal Ahmed Panhwar
Keyword(s):  
Academic Performance ◽  
Learning Styles ◽  
Learning Style ◽  
Structural Equation ◽  
Epistemological Beliefs ◽  
Negative Relationship ◽  
Cultural Dimensions ◽  
Mba Students ◽  
Student Academic Performance ◽  
Learning Styles Inventory

This study utilizes Structural Equation Modeling with maximum likelihood discrepancy function to examine the relationship among various cultural dimensions and multicultural learning styles, and subsequently the impact thereof on student academic performance. 210 MBA students who enrolled in an online class were examined. The hypothetical model integrated proven learning styles and cultural theories. While Kolb's Learning Styles Inventory (LSI) version 3.1 captured attributes of learning style preferences, the Cultural Dimensions of Learning Framework questionnaire developed by Parrish and Linder-VanBerschot (2010) captured cultural preferences. Three structural models (epistemological beliefs, social beliefs, and temporal perceptions dimension of culture) were analyzed. It was found that epistemological beliefs and temporal perceptions dimensions of culture exhibited a positive relationship with multicultural learning styles; the social relationship dimension showed negative relationship, while total effect on student academic performance across was relatively similar across all models.

scholarly journals Learning styles of psychiatrists and other specialists

2001 ◽  
Vol 25 (8) ◽  
pp. 306-309 ◽  
Author(s):  
Nicholas Airey ◽  
James Marriott ◽  
June Rodd
Keyword(s):  
Medical Students ◽  
Learning Styles ◽  
Lifelong Learning ◽  
Learning Strategies ◽  
Learning Style ◽  
Clinical Implications ◽  
Teaching Approaches ◽  
Concrete Experience ◽  
Learning Styles Inventory ◽  
The Individual

Aims and MethodTo describe how the Learning Styles Inventory was used to assess the preferred learning styles of a group of senior and specialist registrars from different specialities attending a management course.ResultsOf the 272 doctors studied, the learning styles of psychiatrists (n=42) emerged as significantly different to the group as a whole, favouring reflective observation and concrete experience rather than active experimentation or abstract conceptualisation.Clinical ImplicationsKnowledge of learning styles can help improve interactions with other specialities that adopt different learning strategies, and assist with the individual psychiatrist's lifelong learning. To engage the interest of medical students, psychiatrists may need to consider different teaching approaches in line with the prevalent learning style.

scholarly journals An Investigation Of The Relationship Between Students’ Views On Homework And Their Learning Styles

2016 ◽  
Vol 12 (7) ◽  
pp. 47
Author(s):  
Ayten Iflazoglu Saban
Keyword(s):  
Academic Success ◽  
Learning Styles ◽  
Learning Style ◽  
Personal Information ◽  
Target Population ◽  
Grade Point ◽  
Significant Difference ◽  
The Difference ◽  
Learning Styles Inventory ◽  
The Relationship

The purpose of this study is to identify the relationship between students’ views on homework and their learning styles. The study follows a descriptive survey model. It is also an example of descriptive study in relational screening model. Target population is all first, second, third, and fourth year students who are enrolled in Çukurova University Primary School Classroom Teaching Department. The participants are 443 students who volunteered to fill in the data collection forms used in the study. Of the participants, 90 were first year, 103 were second year, 140 were third year, and 110 were fourth year students. 275 of the students participating in the study were female (62.1%) and 168 were male (37.9%). The data were collected through “Homework Attitudes Scale” developed by Gündüz (2005), Kolb’s Learning Styles Inventory (LSI) which was first examined for its applicability in Turkey by Aşkar and Akkoyunlu (1993), “Homework Purpose Scale”, “Homework Management Scale” and “Personal Information Form” developed by the researcher. No instruments were used to measure students’ academic success levels; their academic success was identified according to the overall mean score obtained from the scores they received from all lessons. Findings show that 141 students (31.8%) preferred assimilating learning style while 133 students (30%) preferred converging learning style. Dominant learning style was found to differ according to grade level and grade point average. The difference in terms of homework attitudes, homework purpose, and homework management scale mean scores was in favour of mostly students who have converging learning style. Besides, there was a significant difference in terms of doing homework on time in favour of students who have converging learning style, and there was a significant difference in terms of coming to class without homework in favour of students who have diverging learning style.

scholarly journals Learning styles and perceptions of student teachers of computer-supported collaborative learning strategy using wikis

2015 ◽  
Vol 31 (1) ◽  
Author(s):  
Kai Ming LI
Keyword(s):  
Collaborative Learning ◽  
Learning Styles ◽  
Student Teachers ◽  
Learning Style ◽  
Student Teacher ◽  
Learning Strategy ◽  
Education Programme ◽  
Computer Supported Collaborative Learning ◽  
Learning Tool ◽  
Learning Styles Inventory

<p class="Abstract">This paper reports the results of an attempt to integrate a collaborative technology, Wiki, into learning within a course in a teacher education programme based on social constructivist learning theory. The current study aimed to explore student-teacher acceptance of the proposed pedagogy and to identify specific learning style preferences that might be favourable to accepting the proposed pedagogy. A total of 56 student teachers participated in this study. They completed a number of collaborative tasks using a wiki during the learning process, and were then invited to complete a questionnaire designed to solicit their perception on the usefulness of wikis and their attitudes towards using a wiki, and 39 of them also returned a learning styles inventory which was used to identify the learning styles profile of the student-teacher samples. The findings reveal favourable perceptions of the use of a wiki as a collaborative learning tool in the course. Qualitative data collected from open-ended questions also reflects similar favourable results. Active learners were also found to be significantly different from reflective learners in accepting the wiki as a learning tool.</p>

scholarly journals An ESL Online Classroom Experience in Oman during Covid-19

2020 ◽  
Author(s):  
Syerina Syahrin ◽  
Abdelrahman Abdalla Salih
Keyword(s):  
Online Learning ◽  
Learning Styles ◽  
Learning Style ◽  
Undergraduate Students ◽  
Learning Experience ◽  
Online Classroom ◽  
Learning Platform ◽  
E Learning ◽  
Learning Styles Inventory ◽  
The Relationship

This paper aimed to investigate the online learning experience of a group of ESL students at a higher learning institution in Oman during the Covid-19. The paper studied the interaction between the students’ preferred online learning style and the technologies the students experienced on the e-learning platform (Moodle) for the particular ESL course. The rationale for investigating the relationship between the students’ learning styles and the technologies the students experienced is to evaluate if the learning style and the technologies complement each other. It is also aimed to provide an evaluation of an ESL e-learning course by considering the different technologies that can be incorporated into the e-learning classroom to meet the different learning styles. Data was gathered from 32 undergraduate students by utilizing Kolb’s Learning Styles Inventory. The study included analysis of Moodle utilizing Warburton’s Technologies in Use (2007) to develop an understanding of the technologies the students experienced online. The results of the study revealed that the majority of the students’ preferred learning style is reflected in the technologies they experienced in the online classroom. As the relationship of the technology in use and the students learning style preference in the classroom complements each other, the study revealed that the emphasis of the particular skill-based pedagogy ESL classroom is on receptive skills (listening and reading). The lack of the students’ productive skills (speaking and writing) is a cause for concern to the ESL course instructors, policymakers, and the wider community.

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