Translating Learning Style Theory into University Teaching Practices: An Article Based on Kolb's Experiential Learning Model

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The concept of learning style as a construct that affects individual students' learning preferences is not new. Whether defined in terms of self-views, needs, personalities, individual attitudes, differences, processes, temperaments, autonomies, modalities, aptitudes, values, ideal environments, personal touches, motivations, behavior sets, characteristics, preferences, patterns, or nature and make-up, learning style is accepted by many scholars and educators as a determining factor for individual learners' respective successes and failures in schooling situations. Because student success at the university level relies heavily on learning performance in large-group classrooms, small-group assignments, individual essay research-writing situations, and mid-term and final exams, it behooves university instructors and learning assistants to examine the relationships between student learning styles and these instructional contexts. This article uses Kolb's (1984) Experiential Learning Model constructs as the basis for translating learning style theory into the following university teaching practices: classroom learning, group assignments, essay research-writing instruction, and examinations.