Learning Style Groups Research Articles

Estilos de aprendizagem: uma análise dos alunos docurso de ciências contábeis pelo método Kolb

The main objective of this paper is to explore the use of a test aimed at identifying the learning styles of students in undergraduate courses in Accounting Sciences. Aims to answer the following questions: what is the learning style prevalent in this sample? What style of learning less today? There are differences between the learning styles of students from one public and one private institution? The paper applied the model to investigate David Kolb Learning Styles Students of Accounting Studies. Questionnaires were given a sample of students from two institutions, one public and one private, located in the state of Parana, for three years (n = 402). It was concluded that for students in this sample, the predominant style of learning is the style of learning style is less divergent convergent style. In all groups of respondents (12 classes), presented as a learning style group present in most of the students conciliatory style. The results differ in part from research carried out by Paton et al (2004), in conjunction with the predominant style of learning. Although the convergent learning style has been presented as the most current, with 58% of students surveyed, these results demonstrate the presence of other styles, as a percentage of 42%. Therefore, one can conclude that we should not adopt the same learning techniques for all classes and all students expected to achieve the same result, because the learning styles of students differ in presenting characteristics, as individual's behavior during the process of teaching and learning.

Learning styles of medical students change in relation to time

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.

Can learning style predict student satisfaction with different instruction methods and academic achievement in medical education?

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.

The effect of prompting to students with different learning styles

PurposeThe purpose of this paper is to explore the impact of question prompts on student learning in relation to their learning styles. The context of the study is technology‐enhanced learning in an ill‐structured domain.Design/methodology/approachThe study conditions were the same for all the students in the four learning style groups. Student learning style was the independent variable, while students' attitudes and task performance were the dependent variables of the study. Pre‐test treatment post‐test method was used. Students studied in a web‐based learning environment during treatment.FindingsThe integration of question prompts as student supporting tool in technology‐enhanced learning environments might not improve learning for all students alike independent of their learning styles.Research limitations/implicationsSmall uneven groups because the researcher has no control over the student distribution across the different learning style profiles.Practical implicationsThe suggestion for designers is to consider combining prompting with other scaffolding methods, in order to effectively support all students independent of their learning styles.Originality/valueThe paper combines learning in ill‐structured domains through cases and a scaffolding method based on question prompts focusing on contextual elements. The results of the study inform the designers of TELEs that although prompting can be generally helpful, parameters such as the students' learning style are able to limit the cognitive benefit emerging from the prompting intervention.

أثر تصميم بيئة تعلم إلکترونية تکيفية وفقاً لأسلوب التعلم (فردي-جماعي) والأسلوب المعرفي (معتمد-مستقل) على تنمية مهارات إنتاج المقررات الإلکترونية لدى طلاب تکنولوجيا التعليم

هدف البحث إلى معرفة أثر تصميم بيئة تعلم الکترونية تکيفية وفقا لأسلوب التعلم (فردي-جماعي) والأسلوب المعرفي (معتمد-مستقل) على تنمية مهارات إنتاج المقررات الإلکترونية لدى طلاب تکنولوجيا التعليم، وتکونت عينة البحث من (40) طالب من طلاب الفرقة الرابعة شعبة تکنولوجيا التعليم، تم توزيعهم إلى مجموعتين تجريبيتين وفقا للأسلوب المعرفي (معتمد-مستقل) عن المجال الادراکي، (المجموعة التجريبية الأولى) ذوي الأسلوب المعرفي المعتمد على المجال الادراکي درست وفق أسوب التعلم الجماعي، (المجموعة التجريبية الثانية) ذوي الأسلوب المعرفي المستقل عن المجال الادراکي درست وفق أسلوب التعلم الفردي، وأسفر البحث عن مجموعة من النتائج وهي: وجود فروق ذات دلالة إحصائية عند مستوى (0.05) بين متوسطي التطبيقين القبلي والبعدي لاختبار التحصيل المعرفي، وبطاقة ملاحظة الأداء العملي لمهارات إنتاج المقررات الإلکترونية لطلاب المجموعة التجريبية الأولى الذين درسوا بيئة التعلم الالکتروني التکيفي وفق أسلوب التعلم (الفردي)، وطلاب المجموعة التجريبية الثانية الذين درسوا بيئة التعلم الإلکتروني التکيفي وفق أسلوب التعلم (الجماعي) لصالح التطبيق البعدي، وجود فروق ذات دلالة إحصائية عند مستوى، وجود فروق ذات دلالة إحصائية عند مستوى (0.05) بين متوسطي التطبيقين البعديين لاختبار التحصيل المعرفي وبطاقة ملاحظة الأداء العملي لمهارات إنتاج المقررات الالکترونية لطلاب المجموعة التجريبية الأولى الذين درسوا بيئة التعلم الإلکتروني التکيفي وفق أسلوب التعلم (الفردي)، وطلاب المجموعة التجريبية الثانية الذين درسوا بيئة التعلم الإلکتروني التکيفي وفق أسلوب التعلم (الجماعي) في التطبيق البعدي، لصالح المجموعة (التجريبية الثانية). الکلمات المفتاحية: التعلم الإلکتروني التکيفي- أسلوب التعلم- الأسلوب المعرفي- المقررات الإلکترونية. Abstract The Effect of Designing an Adaptive E-Learning Environment according to the Learning Style (Individual-Group) and the Cognitive Style (Dependent-Independent) in Developing E-Courses Production Skills among the Instruction Technology Students Dr. Hisham Sobhy Ahmed Ali A Lecturer of Curriculum and Instruction Technology, Faculty of Education in Dakahlia, Al-Azhar University The present study aimed at identifying the effect of designing an adaptive E-learning environment according to the learning style (individual-group) and the cognitive style (dependent-independent) in developing the e-courses production skills among the instruction technology students. The sample of the study consisted of (40) students randomly selected from the fourth year, instruction technology students at the Faculty of Education in Dakahlia, Al-Azhar University. They were assigned to two experimental groups: The first experimental group that studied via the cognitive style (dependent-independent) that depended on the cognitive domain according to the group learning style, whereas the second experimental group studied via the independent cognitive style according to the individual learning style. The study adopted both the descriptive analytical and quasi-experimental designs. The researcher prepared and used the following instruments:(1) The cognitive achievement test for measuring the cognitive domain of the e-courses production skills, (2) a checklist for measuring the practical performance and (3) the embedded figures test. Results of the study revealed that there was statistically significant difference at the level (0.05) between the pre and post administration of the cognitive achievement test and the checklist for measuring the practical performance in favor of the first experimental group. Also, there was statistically significant difference at the level (0.05) between the post administration of the cognitive achievement test and the checklist for measuring the practical performance in favor of the second experimental group that studied via the independent cognitive style according to the individual learning style. The study recommended using the adaptive e-learning in developing e-courses production skills. Key Words: The Electronic Adaptive Learning - Learning Style - The Cognitive Style - and the E-Courses.

Preference of learning style among the Diploma students of UiTM Penang : an overview

This paper gives a brief over view of UiTM Penang diploma students preferences of learning styles specifically among those who are undertaking the English language courses. The five types of learning styles - auditory, visual, tactile. group, and individual are examined with the particular objectives of whether gender andthe types of programs taken affect the learning styles of the students. The study also emphasize on the students' results of SPM and UiTM English courses ': whether or not their preferences were affected by their learning styles. Thus, the Chi-square test and reliability test were used to measure the significance and the consistent reliability. The findings Shows that auditory, tactile, and group learning styles were predominantly popular among the students of different gender; programs of study and those who had obtained different grades of their SPM and UiTM examination results. The writers hope that the findings of this study may provide new directions in the teaching of English courses in UiTM.

Learning styles favoured by professional, amateur, and recreational athletes in different sports

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.

Support services and learning styles influencing interaction in asynchronous online discussions

This paper reports a case of online classes from the English Language Teaching Programme at Anadolu University, Turkey. The study used an explanatory case oriented research design that assisted to examine relations between students’ learning styles and factors influencing students’ participation in asynchronous interactions in online courses. The study was carried out during the 2006–2007 academic year with a sample of 139 junior and senior students. The converger learners were more involved in discussion boards compared to other learning style groups. The most popular support service was found to be pedagogical and social guidance for all types of learning styles while the least preferred support services were the administrative and technical. Unterstützungsdienste und Lernstiele zur Beeinflussung von asynchronen Online‐Diskussionen In diesem Papier wird vom English Language Teaching Program der Anadolu Universität in der Türkei berichtet. Die Studie nutzte ein Erläuterungsprogramm, das zur Unterstützung von Beziehungen zwischen dem Lernverhalten und Faktoren, die die Teilnahme von Studenten an asynchronen Interaktionen in Online‐Kursen beeinflussen. Die Studie wurde 2006 und 2007 von einer Gruppe von 139 Junior‐ und Senior‐Studenten durchgeführt. Die “Converger” ‐Lerner waren im Vergleich zu anderen Gruppen. stärker in Diskussionsgruppen engagiert. Als der populärste Unterstützungsservice wurde der sowohl pädagogisch als auch sozial führende für alle Typen von Lernstielen empfunden, während die mit administrativ und technischem Schwerpunkt am Ende der Beliebtheitsskala rangierten. Les services d’assistance et les styles d’apprentissage influencent l’interaction dans les discussions asynchrones en ligne Cet article étudie le cas de cours en ligne du Programme d’Enseignement de la Langue Anglaise à l’Université Anadolu en Turquie. Dans cette étude on a utilisé un plan de recherche orienté vers l’examen de cas qui a aidé à examiner les relations entre les styles d’apprentissage des étudiants et les facteurs qui influencent leur participation aux interactions asynchrones dans les cours en ligne. Cette étude a été conduite pendant l’année universitaire 2006–2007 avec un échantillonnage de 139 étudiants de 3e et de 4e année. Les apprenants convergents participaient davantage aux groupes de discussion si on les compare aux groupes possédant d’autres styles d’apprentissage. Il ressort que le service d’appui le plus populaire était l’orientation pédagogique et sociale, ceci pour tous les types de style d’apprentissage alors que les services d’appui les moins populaires étaient d’ordre administratif et technique. La influencia de los servicios de apoyo y de los estilos de aprendizaje sobre las interacciones en las discusiones asincrónicas en línea Este artículo informa sobre el caso de cursos en línea dentro del Programa de Enseñanza de la Lengua Inglesa en la Universidad Anadolu de Turquía. En el presente estudio se utilizó un diseño explicativo de investigación orientado hacia los estudios de casos para facilitar la revisión de de las relaciones entre los estilos de aprendizaje de los alumnos y los factores que influyen sobre la participación de los alumnos en interacciones asincrónicas dentro de los cursos en línea. El estudio fuez llevado a cabo durante el año académico 2006–2007 con una muestra de 139 estudiantes de 3° y 4° año. Los discentes convergentes estaban más involucrados en los paneles de discusión en comparación con grupos con otros estilos de aprendizaje. Se notó que el servicio de apoyo más popular era la orientación pedagógica y socialesto para todos los tipos de estilos de aprendizaje mientras los servicios de apoyo menos preferidos eran administrativos y técnicos.

Preferred ‘learning styles’ in students studying sports‐related programmes in higher education in the United Kingdom

This article investigates the ‘preferred learning styles’ and their relationship with grades for students undertaking sports‐related undergraduate programmes at a higher education institution in the UK. Preferred ‘learning styles’ in students in this discipline have been identified as auditory, kinaesthetic and group, although the vast majority of students are multimodal in their learning preferences. Only individual learning style preference was found to be positively related to higher grade category, and group learning style preference was negatively related to grade category. The research aims to highlight the importance of a constructive alignment between sports learning activities and the learning styles of sports students, in order to enhance progression towards established sports learning outcomes. An issue of significance for the practitioner would be rebalancing learning and teaching methods to take cognisance of particular preferred learning styles, while still seeking to ensure that all learning styles are supported.

Toward a Learning-Styles Profile of Construction Students: Results from New Zealand

The purpose of this research was to identify a group learning-styles profile for construction students. The identification of a discipline-specific student learning-styles profile has important implications for college instructors. Such a profile aids educators in designing classroom teaching strategies. Individual learning-styles profiles were obtained from 153 construction students in New Zealand using the Productivity Environmental Productivity Survey (PEPS). These data were aggregated, and six PEPS factors were considered significant as the basis for a construction student learning-styles profile. The identified preferred learning-styles of construction students in New Zealand based on these six factors appear to have strong similarities to preferences of construction students in the United States and Hong Kong. The proposed group profile for construction students supports earlier calls for activity-based classroom teaching strategies using peer learning with a high degree of instructor monitoring. Construction students also appear to want highly structured course content and assignments that are presented graphically with little text.

Learning Style Differences in the Perceived Effectiveness of Learning Activities

The learning style individual difference factor has long been a basis for understanding student preferences for various learning activities. Marketing educators have been advised to heavily invest in tailoring course design based on the learning style groups in their classes. A further exploration of the effects of learning style differences on the perceived effectiveness of 21 learning activities was conducted. Results from the survey responses of 227 students at eight universities suggest that a high-investment strategy of catering intensively to learning style individual differences is not warranted. Rather, marketing educators can sufficiently meet the needs of students by providing a range of learning experiences that tap multiple learning modalities. Active learning pedagogies were seen as more effective.

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.

Learning styles: implications for design and technology education

Focuses on the way in which design and technology students learn at a secondary school in Singapore. Attempts to understand from the heterogeneous mix of student learning styles the group learning style so that teachers can best adapt their teaching style and materials to suit the students’ needs. Surveys 99 students and shows that most students are analytical and it is effective to teach them by inquiry to stimulate analysis and creativity.

Understanding the learning styles of students: implications for educators

Aims to understand a group learning style so that teachers can best adapt their teaching style and materials to suit the students. Defines learning styles and briefly covers previous findings in this area. Looks at different types of thinking before covering how to assess learning styles using a questionnaire. Provides some implications for educators and looks at the design of assignments which can be tailored in different ways depending upon the findings.

THE EFFECTS OF WORLD WIDE WEB INSTRUCTION AND TRADITIONAL INSTRUCTION AND LEARNING STYLES ON ACHIEVEMENT AND CHANGES IN STUDENT ATTITUDES IN A TECHNICAL WRITING IN AN AGRICOMMUNICATION COURSE

The purpose of this experimental study was to determine the effects of types of instruction and learning styles in a three-credit hour, technical writing in an agricommunication course on their achievement and attitudes towards writing, learning about writing, computers and the Internet. The two methods of instruction were traditional instruction without a laboratory and World Wide Web instruction with a laboratory. Two applications questions on the midterm examination and the major class project were used to measure students’ achievement. To measure the attitudes of the students, a semantic differenctial instrument was developed. The Group Embedded Figures Test (GEFT) was used to determine preferred learning styles. Significant differences were found to exist between type of instruction for both achievement and attitudes. WWW-dependent instruction was significantly higher for group means on achievement. The WWW-dependent class also had a higher mean gain for attitude toward writing. No significant difference was found between learning style groups on achievement and attitudes. There was no significant interaction effect between type of instruction and learning style on achievement or attitudes.

Does the medium make the magic? The effects of cooperative learning and conferencing software

This article explores the effects of computer-assisted writing environments on composition students, focusing on the effects of cooperative learning and conferencing software. I found that word processing alone has little effect on writing behavior; however, conferencing software seems to help create a more authentic writing environment than found in the traditional classroom or in one that uses word processing alone. This conferencing environment became a catalyst for a distinctive learning ecology that interrelated prosocial student behaviors, learner-centered teaching, and assessment. The conferencing class did more than help students to apply critical thinking and problem-solving skills in interaction with others. It helped students identify and use varying learning styles of cooperative groups to successfully reach writing goals.

Assigning Functional Groups: The Influence of Group Size, Academic Record, Practical Experience, and Learning Style

AbstractThis paper summarizes the results of a four‐year study (September 1992 ‐ December 1995) concerned with the performance of student groups in a senior engineering laboratory course. The investigation was conducted in two stages. In the first two years, the effect of group size, incoming GPA, practical experience, and the gender distribution of each group was investigated. During this period we recorded the Kolb Learning Style Inventory (LSI) scores at the end of the semester and asked students to report on the performance of their groups given their knowledge of the LSI distribution within their team. In the second stage of this study (1994–95) we evaluated the effect of grouping according to LSI, in addition to continuing our study of the effect of group size, academic record, practical experience, and gender distribution. In the final year of the study we took advantage of the disparity in the incoming GPAs of the two sections of the class (Tuesday and Thursday) to evaluate if incoming GPA influenced course grade. The study consisted of four senior classes totaling 110 students in 33 groups. The learning styles distribution of the students resulted in 6% “Type 1,” 42% “Type 2,” 42% “Type 3,” and 10% “Type 4” learners. The metric used to quantify performance was the average final course grade of students within given groups. This course grade was equally weighted between technical and writing components. Our results indicate that the most important positive correlating factor in a group's performance was the group size (four member groups statistically outperformed three member teams at α = 0.05). Although not statistically significant, observable higher average group grades indicated that the following may have an effect on group performance: the inclusion of academically outstanding individuals, the number of members with “good hands,” and the GPA history of the group. Specifically, the inclusion of a student with a GPA above 3.6 improved the performance (average group grade) of the group relative to their abilities as characterized by their average incoming GPA. Students who were good with equipment or had some practical hands‐on experience had a similar positive influence on the group performance. The gender distribution within a group did not have a significant effect on either group performance or dysfunction. Insufficient data were collected to ascertain the relative performance of homogeneous and mixed learning style groups. Since group incoming GPA may be a variable in group performance, student self‐selection is not recommended since it would result in an amplified disparity in the course grades. Indeed, we observed that grouping students by GPA, group size, and LSI resulted in a large number of functional teams, with the final variance in the course grade within a class reduced relative to other courses which have grouped activities.

Culture, Literacy, and L2 Reading

This article examines the relationship between cultural membership and individual language learning behavior, a relationship that has so far been addressed chiefly through questionnaire research aimed at documenting the learning styles of different cultural groups. Because such an approach does not illuminate the mechanisms by which culture influences learning, this article suggests an alternative approach that focuses on a narrower range of behavior—namely, L2 reading strategies—and a defined set of cultural practices having to do with literacy. The article reviews briefly the research on these two areas and then presents data on the strategies for English academic reading tasks used by two quite different groups of students: secondary school students in northern Nigeria and university graduates in China. The strategies that the two groups of students used were strikingly difference whereas the Nigerian students showed a marked preference for top-down methods of solving comprehension problems, the Chinese students reported a strong tendency to use bottom-up ones. These differing strategies are then related to the different language backgrounds of the two groups of students and to their different experiences of literacy. The article concludes that cultural background is an important factor in the formation of individual reading strategies but that this fact should not lead to a simple cultural determinism; individual variation must always be acknowledged, and so must the fact that both individuals and cultures may change in the very process of L2 learning.

The relationship between the learning strategies and learning styles in a hypermedia environment

The relationship between hypermedia-assisted instruction and learners' different learning styles has prompted tremendous interest in educators because accommodating learners' different needs is one of the promises hypermedia technology is believed to hold. This study examined the different learning strategies by Field-independent (FI) people and Fielddependent (FD) people in a hypermedia assisted language learning setting. Sixty-three college, international students participated in the study. Findings that describe the different types of media, tools, and learning aids chosen by the FI and FD students were reported. Results from the study suggested that different learning style groups employed different learning strategies in accomplishing the same task. The results of the study indicated that the hypermedia technology has the potential to accommodate learners with different needs through its rich environment.

LEARNING STYLES IN TRAINING: TEACHING LEARNERS THE WAY THEY LEARN

Today, learning styles have gained awareness in managerial circles. To trainers, a knowledge of learning styles can help to structure their programmes and teaching methods to maximize learning. Focuses on the learning styles of learners. The aim is to understand from the heterogeneous mix of learners′ learning styles the group learning style so that trainers can best adapt their teaching style and materials to suit the learners′ group learning style. A discussion of the learning style inventory, learning styles, teaching style, and course design, follows.