Learning Style Survey Research Articles

DNA Evidence and Jury Comprehension

ABSTRACTThe purpose of this research project was to develop insight into the factors that influence judge and jury interpretations, perceptions and understanding of DNA evidence within the criminal justice system. The research question was addressed using a triangulated data collection methodology involving the following six-step process: three focus groups consisting of mock jurors, defence and prosecution lawyers; semi-structured interviews with Court of Queen's Bench justices; the distribution of 500 surveys to jury eligible community members; a scripted mock murder trial; a videotaped mock jury deliberation on the mock murder case; and an interview with the mock jurors after deliberations. The findings of this research outlines some of the changes lawyers, judges, and members of the general public feel are essential to their process of interpreting, perceiving and understanding DNA evidence. Some of these changes include encouraging jurors to take notes, giving jurors suggestions for conducting deliberations, providing juror notebooks, permitting jurors discussions during the trial, providing jurors with written instructions, and introducing a learning-style survey.

A Survey of Learning Styles in an Intra and International Context

A Survey of Learning Styles in an Intra and International Context

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 & 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.

Learning Styles

Following a literature review on the area of learning styles, and cross-cul tural perceptual learning styles in particular, this article reports the results for a survey of perceptual learning styles of Korean students (n=710). The study is a replication of two earlier studies in the area, and results are com prehensively analyzed in terms of the previous findings of these studies. Preferences for different perceptual learning styles as well as the preference for individual and group learning are examined in terms of a range of vari ables, including age, gender, year of study, major field, time spent overseas, and attendance at private language institutes. Findings, while supporting some of the previous research in the area, also contradict some of the pre vious results. Some criticisms are made concerning the manner in which results from previous studies have been compared with each other. Areas for future research are also discussed.

A survey of gender and learning styles

This study was conducted to investigate differences in learning styles between men and women. The study is based on the learning style work by Belenky, Clinchy, Goldberger, and Tarule and David Kolb. A survey that included the Kolb Learning Style Inventory, 12 Educational Dialectical questions, and a subjective question was administered to 72 subjects of various ethnic groups. The results showed that men and women were found to have different learning styles, and in general, men seemed to find congruence between traditional education and their learning style while women did not.

Validation of the Learning Style Survey: An Interactive Videodisc Instrument

This article is an account of the design, development and evaluation of the interactive videodisc Learning Style Survey, an instrument based on sections of the paper-pencil version of the Hill Cognitive Style Interest Inventory. Psychometric properties of the instrument are discussed, including face, content, and construct validity as well as stability, equivalence, and internal consistency. Suggestions for the possible use of the instrument in the identification of learning style for the improved instructional success of low-literate adults are included.