Index Of Learning Styles Research Articles

A Psychometric Study of the Index of Learning Styles©

AbstractA study was conducted on the Felder‐Soloman Index of Learning Styles© (ILS) to assess reliability, factor structure, and construct validity as well to determine whether changing its dichotomous response scale to a five‐option response scale would improve reliability and validity. Data collected in this study had internal consistency reliability ranging from 0.55 to 0.77 across the four learning style scales of the ILS. Factor analysis revealed that multiple factors were present within three of the learning style scales, which correspond to known aspects of the scale definitions. The factor analysis and direct feedback from students on whether they felt their scores accurately represented their learning preferences provide evidence of construct validity for the ILS. Changing the response scale improved reliability, but it did not change the factor structure substantially nor did it affect the strength of the evidence for construct validity based on student feedback.

Learning Style under Two Web‐Based Study Conditions

A sample of 48 college students prepared for in‐class examinations using two web‐based study conditions. The A condition used web‐based study groups and the B condition used web‐based quizzes. The Index of Learning Styles positioned students on four dimensions of learning style (active‐reflective, visual‐verbal, sequential‐global, and sensing‐intuitive). Students who were more active than reflective expressed a preference for face‐to‐face study groups rather than online study groups and for online quizzes rather than pencil‐and‐paper quizzes. Students who were more visual than verbal expressed a preference for online quizzes rather than online study groups. Such preferences were validated by decreased achievement in the less‐preferred study condition. At college level, students are aware of their learning style and understand the conditions that facilitate their mastery of course content. Instructional applications of web‐based technology may provide mechanisms for more consistently accommodating student learning style in higher education.

Southern Drift: The Learning Styles of First-and Third-Year Students of the Built Environment

This paper investigates learning processes across a built environment design curriculum through the recognition of the four learning styles defined in the experiential learning theory of Kolb, i.e., ‘accommodating’, ‘diverging’, ‘assimilating’ and ‘converging.’ The paper focuses on the results of a cross-curriculum learning style survey. The results of the survey appear to explain why many prior studies of the personality characteristics, learning and cognitive styles of practitioners and of design students at different stages of their education appear conflicting. The hypothesis tested to resolve these inconsistencies asked whether design-learning styles are fixed or change as students' progress through their studies. The survey provides evidence of a statistically significant relationship between learning styles and year of study. The evidence suggests a southern drift (the term refers to the spatial interrelationship of styles in the two-dimensional Kolb Learning Style Index [LSI] cycle) towards the abstract conceptualisation mode of the learning process as students near the completion of their studies. This fluidity in learning style remains a hypothesis until further research is able to study one cohort for the entirety of a degree program. The paper argues that the possibility of learning style fluidity needs determining if learning style theory is to provide a workable model for informing the teaching of architecture.

Instructional methods and cognitive and learning styles in web-based learning: report of two randomised trials

Adapting web-based (WB) instruction to learners' individual differences may enhance learning. Objectives This study aimed to investigate aptitude-treatment interactions between learning and cognitive styles and WB instructional methods. We carried out a factorial, randomised, controlled, crossover, post-test-only trial involving 89 internal medicine residents, family practice residents and medical students at 2 US medical schools. Parallel versions of a WB course in complementary medicine used either active or reflective questions and different end-of-module review activities ('create and study a summary table' or 'study an instructor-created table'). Participants were matched or mismatched to question type based on active or reflective learning style. Participants used each review activity for 1 course module (crossover design). Outcome measurements included the Index of Learning Styles, the Cognitive Styles Analysis test, knowledge post-test, course rating and preference. Post-test scores were similar for matched (mean +/- standard error of the mean 77.4 +/- 1.7) and mismatched (76.9 +/- 1.7) learners (95% confidence interval [CI] for difference - 4.3 to 5.2l, P = 0.84), as were course ratings (P = 0.16). Post-test scores did not differ between active-type questions (77.1 +/- 2.1) and reflective-type questions (77.2 +/- 1.4; P = 0.97). Post-test scores correlated with course ratings (r = 0.45). There was no difference in post-test subscores for modules completed using the 'construct table' format (78.1 +/- 1.4) or the 'table provided' format (76.1 +/- 1.4; CI - 1.1 to 5.0, P = 0.21), and wholist and analytic styles had no interaction (P = 0.75) or main effect (P = 0.18). There was no association between activity preference and wholist or analytic scores (P = 0.37). Cognitive and learning styles had no apparent influence on learning outcomes. There were no differences in outcome between these instructional methods.

Student Learning Styles and Academic Performance in a Non-traditional Anatomy Course

This study examines the interaction between learning styles and academic performance in an anatomy course that blends traditional lecture with an array of hands-on activities. Participants were 19 students (ranging from 18 to 24 years of age) at Columbia College, Chicago. The Felder-Silverman Index of Learning Styles and a 25-item pre-test and post-test on regional anatomy were employed. Findings include: 1. a significant positive correlation between Visual/Verbal preference and Active/Reflective preference (r = .460, p < 0.05); 2. a significant negative correlation between visual/verbal style and pre-test scores (r = −.520, p < 0.05, diminished at post-test to r = −.406, p < 0.05); and 3. no correlation between learning styles and pre-test and post-test difference scores. These findings are discussed in terms of their implications for course design, and for learning-styles models that classify learners into discreet visual, kinesthetic, or verbal categories.

Investigating relationships within the Index of Learning Styles: a data driven approach

Learning styles are incorporated more and more in e‐education, mostly in order to provide adaptivity with respect to the learning styles of students. For identifying learning styles, at the present time questionnaires are widely used. While such questionnaires exist for most learning style models, their validity and reliability is an important issue and has to be investigated to guarantee that the questionnaire really assesses what the learning style theory aims at. In this paper, we focus on the Index of Learning Styles (ILS), a 44‐item questionnaire to identify learning styles based on Felder‐ Silverman learning style model. The aim of this paper is to analyse data gathered from ILS by a data‐driven approach in order to investigate relationships within the learning styles. Results, obtained by Multiple Correspondence Analysis and cross‐validated by correlation analysis, show the consistent dependencies between some learning styles and lead then to conclude for scarce validity of the ILS questionnaire. Some latent dimensions present in data, that are unexpected, are discussed. Results are then compared with the ones given by literature concerning validity and reliability of the ILS questionnaire. Both the results and the comparisons show the effectiveness of data‐driven methods for patterns extraction even when unexpected dependencies are found and the importance of coherence and consistency of mathematical representation of data with respect to the methods selected for effective, precise and accurate modelling.

Using Learning Style Instruments to Enhance Student Learning

ABSTRACTThe emergence of numerous learning style models over the past 25 years has brought increasing attention to the idea that students learn in diverse ways and that one approach to teaching does not work for every student or even most students. We have reviewed five learning style instruments (the Kolb Learning Style Indicator, the Gregorc Style Delineator, the Felder–Silverman Index of Learning Styles, the VARK Questionnaire, and the Dunn and Dunn Productivity Environmental Preference Survey) in this article in order to describe the learning style modes or dimensions measured in the instruments; find the common measures and the differences; report on research on instrument validity, reliability, and possible improvement in student performance; suggest classroom activities that work with the different student learning styles; and recommend selection of models under several conditions. We also review one additional learning style instrument, the Revised Approaches to Studying Inventory, as a complementary approach to using one or more of the first five learning style instruments.

Characteristics of Medical Students' Learning Styles and Their Relationships to GPA

Characteristics of Medical Students' Learning Styles and Their Relationships to GPA Mira Kim, PhD, Sowon Ahn1, PhD, Jungmo Lee2, PhD, Ducksun Ahn1, MD, Youngmee Lee1, MD Research Center of Applied Psychology, Sungkyunkwan University, Department of Psychology2, Sungkyunkwan University Department of Medical Education1, College of Medicine, Korea University Purpose: The present study examines the characteristics of medical students' learning styles and their relationships to the GPA. Methods: One hundred 2nd year medical students took the revised version of the Index of Learning Styles(ILS) by Felder-Silverman, which was computerized. The ILS classifies individual preferences for information processing into 16 categories based on four dichotomous dimension: active/reflective, sensing/intuitive, sequential/global, visual/verbal. The GPA from the previous semester was used. Results: The most frequent learning styles were reflective, sensing, sequential, and visual, covering 25% of the class. For the relationship with the GPA, we compared group means. The sensing students showed significantly higher grades than the intuitive students. Other than this result, there seemed to be no particular relationship between learning styles and GPA. This relationship should be further studied. Conclusions: In this study, medical students were categorized based on individual differences in information processing. Learning styles are expected to be helpful in designing effective learning strategies and thereby enhancing medical students' performance.

Validity of index of learning styles scores: multitrait−multimethod comparison with three cognitive / learning style instruments

Cognitive and learning styles research is limited by the lack of evidence supporting valid interpretations of style assessment scores. We sought evidence to support the validity of scores from 4 instruments: the Index of Learning Styles (ILS); the Learning Style Inventory (LSI); the Cognitive Styles Analysis (CSA), and the Learning Style Type Indicator (LSTI). The ILS assesses 4 domains: sensing-intuitive (SensInt), active-reflective (ActRefl), sequential-global (SeqGlob) and visual-verbal (VisVerb), each of which parallel a similar domain in at least 1 of the other instruments. We administered the ILS, LSI and CSA to family medicine and internal medicine residents and Year 1 and 3 medical students and applied the multitrait-multimethod matrix to evaluate convergence and discrimination. After 3 months participants repeated the ILS and completed the LSTI. A total of 89 residents and medical students participated. Multitrait-multimethod analysis showed evidence of both convergence and discrimination for ActRefl (ILS, LSI and LSTI) and SensInt (ILS and LSTI) scores. ILS SeqGlob and SensInt scores showed unanticipated correlation. No other domains met the criteria for convergence or discrimination. Test-retest reliabilities for ILS scores were 0.856 for SensInt, 0.809 for ActRefl, 0.703 for SeqGlob and 0.684 for VisVerb. Cronbach's alpha values were > or = 0.810 for LSI and 0.237-0.758 for LSTI. At least 9 participants misinterpreted the LSI instructions. These data support the validity of ILS active-reflective and sensing-intuitive scores, LSI active-reflective scores and LSTI sensing-intuitive scores for determining learning styles in this population. Cognitive style and learning style scores may not be interchangeable, even for constructs with similar definitions.

Learning Styles of Mexican Food Science and Engineering Students

ABSTRACT: People have different learning styles that are reflected in different academic strengths, weaknesses, skills, and interests. Given the almost unlimited variety of job descriptions within food science and engineering, it is safe to say that students with every possible learning style have the potential to succeed as food scientists and engineers. They may not be equally likely to succeed in school, however, since they respond differently to different instructional approaches and the predominant mode of instruction favors some learning styles over others. The goals of the study were to test the degree to which student performance and attitudes were consistent with expectations based on learning style theory and prior studies. The Index of Learning Styles© (ILS) was administered to several groups of undergraduate and graduate food science and engineering students taking different courses at the Universidad de las Américas, Puebla. Those courses were taught in a manner that emphasized active and cooperative learning as well as inductive presentation of course material. Visual, sensing, and active learning styles were displayed by the majority of students. Significant differences (P &lt; 0.05) were observed between males and females for the Sensing/Intuiting and Sequential/ Global dimensions of the Felder‐Silverman model. Type differences in various academic performance measures and attitudes were noted as students progressed through the curriculum. Observations were generally consistent with predictions of type and learning style theories, and the instructional approach improved the performance of ILS types (actives and sensors) found in previous studies to be disadvantaged in the science and engineering curricula.

Teaching styles versus learning styles in the accounting sciences in the United Kingdom and South Africa: a comparative analysis

Individuals learn in different ways, using several learning styles, but lecturers may not always present information and learning experiences that match students’ learning preferences. Mismatches between learning and teaching styles can lead to disappointment with the course of study, personal discouragement and underperformance. The learning styles of 735 undergraduate Accounting students and the teaching styles of 46 lecturers from one United Kingdom and one South African university were empirically surveyed, using the Felder‐Solomon Index of Learning Styles questionnaire to consider the students’ learning styles, and an adaptation of the questionnaire to analyse the lecturers’ teaching styles. The study compared learning and teaching styles between two universities in two different countries and then examined possible matches/mismatches between learning and teaching styles. Little mismatch was found (p‐values smaller than 0.3). Other results are discussed and recommendations are made in relation to understanding and meeting students’ learning needs and the needs of professional bodies.

Reliability and Validity of Scores from the Index of Learning Styles

No medical education studies have investigated the validity of scores from Felder's Index of Learning Styles (ILS). This study evaluated the reliability of ILS scores, and compared them with scores from Pelley's Learning Styles Type Indicator (LSTI). Internal medicine residents completed the ILS twice and the LSTI once. A total of 138 residents consented. Cronbach's alpha and test-retest correlation for ILS scores were 0.61 and 0.75 (active-reflective dimension), 0.78 and 0.81 (sensing-intuitive), 0.70 and 0.60 (visual-verbal), and 0.67 and 0.81 (sequential-global). The multitrait-multimethod matrix provided evidence of convergence and discrimination for scores from the active-reflective and sensing-intuitive dimensions of the ILS and LSTI. Cronbach's alpha for LSTI scores ranged from 0.19 to 0.69. These data support the reliability and validity of scores from the ILS active-reflective and sensing-intuitive dimensions.

Learning Style Preferences: Implications for Web-Based Instruction

The objective of this paper was to profile the learning style preferences of merchandising students and to demonstrate how Web-based instructional strategies can accommodate their unique preferences. The framework was based on Felder and Silverman's (1988) model that identifies four dichotomous bipolar learning style dimensions (i.e., active or reflective, sensory or intuitive, visual or verbal, and sequential or global). To develop learning style profiles, students (N = 340) enrolled in three undergraduate merchandising courses completed the 44-item Index of Learning Styles (ILS). The majority of merchandising students were active, sensing, visual, and sequential learners. A model, Adapting Web-Based Instruction to Accommodate Student Learning Style Preferences, was developed detailing specific Web-based instructional strategies that could be incorporated across the merchandising curricula.

Learning-styles of Hospitality Students: Do Career Interests Make Differences in Learning-styles?

This study explores different aspects of learning-styles by employing Felder-Solomon's Index of Learning-styles. This particular index has not been used as a measure of learning-styles in hospitality education as Kolb's Theory has been the method of choice. The relationship between learning-styles and students' career interests, which has not been investigated and reported upon in previous hospitality literature, is examined. Results indicate the majority of senior-level students (juniors and seniors) in the hospitality program surveyed are more likely to prefer active, sensing, visual, and sequential learning-styles. With few exceptions, students with different career interests display no variations in learning-styles.

LIS Student Learning Styles and Web-Based Instruction Methods

This article looks at learning styles of library and information science (LIS) students. Felder and Solomon's “Index of Learning Styles” was administered to 108 LIS students between 2001 and 2002. These results were analyzed with respect to results from learning style assessments administered in the 1980s. Learning style preferences were compared between students in traditional and distance education courses. Teaching suggestions are offered for maximizing LIS student learning in Web-based instruction.

A resource for teaching a learning-styles/teamwork module with the Soloman-Felder index of learning styles [The PACE report

This work can serve as a resource for instructors interested in a course module for teaching teamwork skills using the Soloman-Felder Index of Learning Styles (ILS). After presenting a rationale for the module, I suggest in-class activities and homework assignments from which instructors can construct their own module of up to three one-hour segments. This resource is adapted from a module I created for the Vanderbilt Engineering School ES 130 freshman introductory course, and has been endorsed by Prof. Richard Felder. At his suggestion, I have included a problem-solving exercise with the thinking/feeling dimension of the Myers-Briggs personality theory, a dimension affecting interpersonal conflicts.

A Mixed Approach to Modelling Learning Styles in Adaptive Educational Hypermedia

In this paper we present a theoretical framework that deals with the dynamic modeling of learning styles. In that sense we propose a mixed approach. Firstly, we collect explicit information about the students by means of the ILS (Index of Learning Styles) questionnaire developed by Felder and Soloman. Our system adapts the course structure and sequencing to the student’s profile. Later, we use the implicit information gathered by the system during the course in order to dynamically modify or not the course structure and sequencing previously selected. As the amount of data available for a particular student grows, the learning profile of students may or may not change. We believe that improving learning process implies not only acquisition of knowledge but also a good level of satisfaction and motivation of learners. Incorporation of learning styles into the user model is a good way to take into account student’s preferences, and it could be integrated and modified in a more complex framework.

Learning Styles of On-Campus and Off-Campus Marketing Students: The Challenge for Marketing Educators

Using the Solomon-Felder Learning Styles Index, the authors examine how learning styles of marketing students differ across on-campus and off-campus teaching modes, as well as across various sociodemographic variables. In addition, they identify learning segments for each teaching mode using cluster analysis. This enables more accurate targeting of teaching styles to the learning needs of each of the main student segments. Three student segments are identified in each sample. While some similarities between segments exist across teaching modes, distinct differences are found implying a need to tailor teaching strategies differently for on-campus and off-campus students. The relationship between student preferences for teaching techniques and learning styles is also examined. The teaching preferences of many off-campus students is suggestive of incongruence in the teaching approach of typical off-campus courses and indicates a need to develop innovative approaches to teaching students using this mode of study.

A Survey of Learning Styles of Engineering Students

This study examined the learning styles of engineering students using the Index of Learning Styles (ILS) developed by Soloman and Felder (Soloman &amp; Felder, 2002), the Cognitive Styles Analysis (CSA) developed by Riding (Riding, 1991), and the Learning Style Inventory (LSI) developed by Kolb (Kolb, 1993). Thirty-five graduate and thirty-six undergraduate engineering students took each of the assessments. There was a strong preference for the visual category on the ILS, but an even split for the imagery/verbal dimension on the CSA. Scores were also evenly split on the active/reflective and sequential/global dimensions on the ILS. Another strong preference was seen for the analytic category on the CSA. On the LSI, most students' scores indicated a preference for the convergent category and no student scores were in the divergent category. An overview of each of the instruments as well as a summary of student learning needs for each of the dimensions is presented.

Web‐based learning interaction and learning styles

AbstractThis paper reports a study exploring the learning styles and perceptions of a group of undergraduate and postgraduate learners in a university in the UK in relation to using the web for learning. In particular, we explore the sequential/global learning style dimension (which is concerned with the progress of understanding) in relation to three categories of web‐based interaction: learner‐tutor, learner‐learner, and learner‐information. An Index of Learning Styles is used as the tool to explore this dimension. The findings are presented with regard to the learning preferences of a group of learners towards these three categories of interaction. We conclude with a discussion of these findings in relation to Interactive Learning Systems (ILSs) design.