Improving Student Learning in the Communication Classroom

Abstract

Instructors, challenged by traditional student learning, desire to gain a deeper understanding of how students learn. Utilization of Q-method provides an effective methodology to improve instructor understanding of human subjectivity. This research depicts how Q-methodology can provide the educator a rich tool to identify and assess student learning styles. This paper reports the adaptation of an existing learning styles instrument to a Q-method analysis in three upper-division communication classes. Four learning groups emerged from the analysis: Global Conceptualizer, Verbal Learner, Realistic Visualizer, and Ambiguous Conceptualizer. These four learning groups are discussed with implications for teaching and learning. The paper concludes that the use of Q-method can deepen understanding of students’ learning preferences by strengthening existing approaches of learning styles and improve instructor understanding of students.