Dunn Learning Styles Model Research Articles

STUDENTS’ LEARNING STYLES IN THE CLASSROOM AND IT’S IMPORTANCE TO EDUCATORS IN THE TEACHING AND LEARNING PROCESS: AN OVERVIEW

This article discusses the various learning styles of students in the teaching and learning process in the classroom. Among the learning style models discussed in this article are such as Dunn and Dunn learning style model, Kolb learning style model, Felder Silverman learning style model, VAK learning style model, Visual, Audio, ‘Read and Write’ and Kinesthetic (VARK) learning style model, Honey and Mumford learning style model, Selmes learning style model. Each learning style model has its strengths and weaknesses. This, a good understanding and mastery of a learning style will allow teachers to help implement teaching and learning strategies that students are interested in according to their tastes. Furthermore, it can increase the interest and effectiveness of students in the teaching and learning process as well as improve the academic achievement of students.

Video application to accommodate students’ learning style for moral education in teacher education institutes

The purpose of this study is to explore the favored video applications in video use, compatible techniques and technology to accommodate the learning styles of moral education students in Teacher Education Institutes. This study is also to explore the contents of lesson suit to technology preferred by students in learning Moral Education. This is a case study in where data were collected through interviews. Six semester four students were chosen through purposive sampling from two Teacher Education Institutes in Malaysia. The constructs and internal validity were verified by experts while the external validity was verified through support from existing studies and theories. Data of the study were analyzed by using the Nvivo software to identify the features of favored video, compatible techniques and contents of lesson suit to technology that enhance the quality of teaching and learning of Moral Education to students. The Physiological Stimulus of Dunn and Dunn Learning Styles Model was used as guidance in the interviews because this model was the most suitable to be applied to students with Physiological Stimulus. The results of the analysis showed that short videos with suitable musics and short duration are the favored video for moral education students in teacher education institutes that enabled students to memorize the content knowledge. This research could be the learning guidelines on the use of videos and consequences activities of the shown videos that accommodate the learning styles of moral education students in Teacher Education Institutes which could be used by instructors in their professional practice in the lecture room.

Student music teachers’ learning styles in theoretical and practical situations

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 survey that is based on the Dunn and Dunn Learning Style Model. The students who completed the survey expressed a difference between learning something that was theoretically new and difficult and something that was new and difficult related to their instrument/singing. The surveys were then followed up by semi-structured interviews with 31 of the 32 students. The study found that there is only a minimal difference between practice and theoretical learning regarding the learning styles of student music teachers. The students’ procedure in theoretical learning was, as far as possible, the same as for practical learning, and it is the more practical and physical details that present obstacles. The practical relevance of the research is that it raises awareness for students regarding their learning styles and how they can streamline both their own learning and that of their future pupils.

A juggling act in the classroom: Managing different learning styles

Nurse educators are challenged to develop teaching methods that accommodate the ways students prefer to learn and process new information. The author describes three learning style models applicable to college students: Kolb's Model of Experiential Learning and Learning Styles, Fleming and Mills' Sensory-Based Learning Styles, and The Dunn and Dunn Learning Style Model. Specific challenges related to accommodating various learning styles in the classroom are discussed, concluding with a variety of teaching strategies designed to help nurse educators enhance student learning.

Diverse Approaches to the Diversity of Learning Styles in Teacher Education

The goal of this paper is to present the findings of a new research project on teacher candidates' learning style preferences and the implications thereof for their teaching styles. The researchers utilized two different learning‐style assessment instruments based on Dunn and Dunn's learning style model—one paper and pencil and one online learning style assessment instrument to identify course participants' learning styles. Within the same institution of higher education, the learning style concept was introduced and operationalized in two different ways. Using a combination of quantitative and qualitative approaches, teacher candidates' individual and group learning style profiles and their reflections on their own learning and teaching styles are discussed.

Principals Who Faced Obstacles to Learning Styles Instruction

This manuscript explains how two principals implemented the Dunn and Dunn Learning Styles Model and the obstacles they faced in doing so. Organizational theory is used to describe how the administrators faced similar situations when new superintendents were hired in their respective districts. Possible solutions to vertical conflicts between superintendents and principals are offered.

Book Review: Practical Approaches to Using Learning Styles in Higher Education

Practical Approaches to Using Learning Styles in Higher Education edited by Rita Dunn and Shirley A. Griggs. Bergin & Garvey, Westport, Connecticut, 2000, 269 pages, $64.50, Hardcover, ISBN: 089789703X. Reviewed by David L. Dollar. In Practical Approaches to Using Learning Styles in Higher Education, editors Rita Dunn and Shirley A. Griggs challenge the traditional instructional process of lecture and discussion in college teaching and describe the theory, practice, and research that support a wider variety of approaches to better accommodate the learning-styles preferences of students. Three decades of experimenting with learning-styles instruction have convinced hundreds of administrators and teachers of the effectiveness of teaching by first identifying, and then complementing, how each person begins to concentrate on, process, internalize, and retain new and difficult academic information and skills. Dunn and Griggs have edited the first book in which professors of higher education share how they have been using learning-styles approaches in their college classrooms. Rita Dunn, Professor of Administrative and Instructional Leadership, is the Director of the Center for the Study of Learning and Teaching Styles at St. John's University, New York. Dunn is the recipient of 25 national and international awards for the quality of her research and teaching. Shirley A. Griggs, Professor Emeritus of Counselor Education at St. John's University, New York, has coauthored and coedited four books with Professor Dunn. Within Part I of this outstanding book, editors Dunn and Griggs describe the theory, practice, and research on learning styles. Learning style is defined as the way students begin to concentrate on, process, internalize, and remember new and difficult academic information and is comprised of both biological and developmental characteristics that make the identical instructional environments, methods, and resources effective for some learners and ineffective for others. The multidimensional Dunn and Dunn Learning Style Model that has reported extensive research with adults describes learning style as individuals' personal reactions to 21 elements when concentrating on new and difficult academic knowledge or skills. To capitalize on their learning style, students need to be made aware of their: 1) reactions to the immediate instructional environment-sound versus silence, bright versus soft lighting, warm versus cool temperatures, and formal versus informal seating; 2) own emotionality-motivation, persistence, responsibility (conformity versus nonconformity), and preference for structure versus choices; 3) sociological preferences for learning--alone, with peers, with either a collegial or authoritative adult, or in a variety of ways as opened to patterns or routines; 4) physiological characteristic--perceptual strengths (auditory, visual, tactual and kinesthetic strengths), time-of-day energy levels, intake (snacking while concentrating), and mobility needs; and 5) global versus analytical processing as determined through correlations among sound, light, design, persistence, sociological preference, and intake. …

Research on learning style: applications in the physics and engineering classrooms

Several approaches to teaching undergraduate physics and engineering students using both the Dunn and Dunn and the Kolb learning style models are discussed. The Dunn and Dunn learning style model is employed with nonmajors enrolled in introductory physics at American University and the Kolb learning style model is employed with freshman engineering students at Purdue University. The basic elements of these two learning style models are compared and contrasted. Teaching approaches that have been successful with these two distinctly different populations of students are shared. These approaches can easily be adapted for use by educators in other branches of computing as well as science, mathematics, engineering and technology education.

A Meta-Analytic Validation of the Dunn and Dunn Model of Learning-Style Preferences

Abstract Forty-two experimental studies based on the Dunn and Dunn Learning Style Model and conducted between 1980–1990 were identified to determine the value of teaching students through their learning-style preferences. The studies were rated according to Lytton and Romney's (1991) Quality Rating Scales. A jury determined that, of the 42 studies, 6 studies evidenced serious threats to validity. The 36 remaining studies provided a database of 3,181 participants. Results were synthesized through meta-analysis. Eight variables coded for each study produced 65 individual effect sizes. The overall, unweighted group effect size value (r) was .384, and the weighted effect size value was .353 with a mean difference (d) of 755. Referring to the standard normal curve, this suggests that students whose learning styles are accommodated would be expected to achieve 75% of a standard deviation higher than students who have not had their learning styles accommodated. This finding indicates that matching students' lear...

Conceptual and Measurement Properties of the Productivity Environmental Preference Survey as a Measure of Learning Style

The Productivity Environmental Preference Survey (PEPS) is one of a large number of learning style instruments used by researchers and practitioners to identify differences in the way adult students learn and study. The findings of this study using the PEPS suggest that the Dunn and Dunn Learning Styles Model is not conceptually well-defined. Factor analysis failed to produce the four hypothesized factors identified in the model as (a) Environmental, (b) Emotional, (c) Sociological, and (d) Physical. In the short term (8 weeks), the PEPS has fair test-retest reliability. However, over a longer interval of a year, the test-retest reliability of the PEPS is poor. For an instrument claimed to be measuring stable, inherent characteristics of an individual, this outcome is unsatisfactory. In terms of its utility, the PEPS is easy to administer and interpret. The PEPS variables are easily understood by both students and practitioners and, because an individualized profile is produced, it is less likely that students will be stereotyped on the basis of style using the PEPS than they will using the more simplistic bipolar conceptualizations of students' learning styles.

STRATEGIES FOR TEACHING WORD RECOGNITION TO DISABLED READERS

The Dunn and Dunn Learning Styles Model is described, along with selected instructional strategies for teaching word recognition to students who cannot master vocabulary and selected language arts skills through conventional methods. Such youngsters often are global processors with only tactual and kines‐thetic perceptual strengths, according to the Learning Style Inventory (Dunn, Dunn, & Price). Research conducted at more than 70 institutions of higher education and in schools throughout the United States has revealed the impact of teaching such students through their learning styles strengths — global/tactual/ kinesthetic. Those data are reported herein.

UNDERSTANDING THE DUNN AND DUNN LEARNING STYLES MODEL AND THE NEED FOR INDIVIDUAL DIAGNOSIS AND PRESCRIPTION

Research on the Dunn and Dunn Learning Styles Model has been conducted at more than 60 institutions of higher education and at every academic and grade level. Explanations of the 21 elements of the model and beginning steps for practitioners are provided in this article to encourage initial experimentation with some of its variables.