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1.
Robert Loo 《教育心理学》1997,17(1-2):95-100
Learning styles are purported to be relatively stable characteristics with some change or development expected. Some studies using Kolb's Learning Style Inventory (LSI) have reported significant positive test‐retest correlations of LSI scores or nonsignificant repeated‐measures ANOVAs and concluded that learning styles are stable. This study examined stability and change on Kolb's revised Learning Style Inventory (LSI‐1985) using 152 participants at two points in time separated by about 10 weeks. A variety of statistics were used to evaluate stability and change in LSI‐1985 scores for the four subscales and two dimensions and the four learning styles. The use of test‐retest correlations, differences between means and other methods emphasising group effects were criticised. It was recommended that researchers also analyse and report the stability and change of style categories directly, not just score changes. These comments are also applicable to other learning style measures such as the Learning Style Questionnaire. 相似文献
2.
Robert Loo 《教育心理学》2004,24(1):99-108
Much has been written about the relationships between learning styles and learning preferences with the aim of tailoring teaching methods to the ways that students prefer to learn. This study used a sample of 201 management undergraduates to examine the relationships between Kolb's four learning styles and four learning types, and 12 different learning preferences. Only three significant relationships were found. It is suggested that large individual differences in learning preferences within each style and type, and small differences in learning preference mean scores show that, overall, there are weak linkages between learning styles and learning preferences. It is recommended that researchers control for Type I error rates and present effect sizes when statistically significant relationships are found to prevent chance and trivial findings from influencing educators. It is recommended that educators use a variety of learning methods and encourage students to be receptive to different learning methods rather than try to link specific learning methods to specific learning styles. 相似文献
3.
Robert Loo 《教育心理学》2002,22(3):349-360
This study reports on the distribution of Kolb's four learning styles and four learning types for a sample of 437 volunteer management undergraduates divided by sex, hard-soft majors, and by major including accounting, finance, marketing and management information system. The overall results showed a preference for the assimilator learning style (35.4%) and 'thinking' learning type (62.8%). There was no sex difference in the distribution of styles or types, but there was a difference in the hard-soft majors distinction such that there was a higher proportion of women in the soft majors and a higher proportion of men in the hard majors. Among accounting majors there was a preference for the assimilator style (38.5%). Frequencies for the other majors were not large enough to allow separate analyses. Implications are noted for educators, trainers and learners. 相似文献
4.
Richard Tucker 《高等教育研究与发展》2009,28(2):195-207
This paper investigates the relationship between learning style, as determined by Kolb's Learning Style Inventory, age and one measure of academic performance in design assignments for two cohorts of first‐ and third‐year architecture students. The paper focuses on the results of a cross‐curriculum learning style survey conducted as part of a project aimed at resolving the learning difficulties of students collaborating in multi‐disciplinary and multi‐cultural team assignments. The research was conducted to determine how learning style differences in heterogeneous teams might be addressed through pedagogy. In light of evidence in student cohorts of learning style changes towards the learning styles of design teachers as students progress through their studies, this paper demonstrates how these changes reflect a statistically significant relationship between learning styles and academic performance in design assignments. 相似文献
5.
Two learning style instruments ‐‐ Kolb's and Fox's were administered to students and staff at an Australian CAE. Only Fox's instruments were reasonably reliable over time, and some factors in both instruments measured were correlated. In addition, measured factors did not correlate usefully with preferences for education methods, preferences for academic subjects, easiness of those subjects, achievement in those subjects, staff discipline, years of study, age or salary. Although Fox's instrument is preferred to Kolb's, the usefulness of the instruments to educators appears to be limited. 相似文献
6.
A study of the relationships between students' questioning and learning styles is being conducted on data collected in two university semesters with a sample of 300 students. This report discusses the results of case studies looking in depth at four of the students. These were involved in further data collection through written and oral questions, interviews and classroom observation experiments. The main aim is to unravel the interrogative bases of the students' learning by looking at the quality and quantity of questions they ask. This means that among other characteristics, the nature and the deliberative or spontaneous use of questions by the four students were investigated. It was possible to distinguish question‐askers by tallying their questions. Their learning styles were characterised using Kolb's Learning Styles Inventory. The study also allowed for snapshots of how particular learners shape questions. Looking at the way in which these questioning styles fit with their orientations to learning, and how this drives learning, informs what teaching might best then ensue. 相似文献
7.
Web‐based computer‐aided instruction (CAI) has become increasingly important to medical curricula. This multi‐year study investigated the effectiveness of CAI and the factors affecting level of individual use. Three CAI were tested that differed in specificity of applicability to the curriculum and in the level of student interaction with the CAI. Student personality preferences and learning styles were measured using the Meyers Briggs Type Indicator (MBTI) and Kolb's Learning Style Inventory (LSI). Information on “computer literacy” and use of CAI was collected from student surveys. Server logs were used to quantify individual use of respective CAI. There was considerable variability in the level of utilization of each CAI by individual students. Individual use of each CAI differed and was associated with gender, MBTI preferences and learning style, but not with “computer literacy.” The majority of students found the CAI useful for learning and used the CAI by themselves. Students who accessed the CAI resources most frequently scored significantly higher on exams compared with students who never accessed the resources. Our results show that medical students do not uniformly use CAI developed for their curriculum and this variability is associated with various attributes of individual students. Our data also provide evidence of the importance of understanding student preferences and learning styles when implementing CAI into the curriculum. Anat Sci Ed 2:2–8, 2009. © 2009 American Association of Anatomists. 相似文献
8.
Medical school curricula are undergoing transformational change in response to calls for integrating content across courses and years to enable better retention and application and for individualizing learning to meet the diverse backgrounds and thus differing needs of students. To address the related teaching challenges, faculty can employ solid principles of adult learning and instructional design and use teaching strategies that stimulate different learning styles. We developed laboratory sessions that follow a learner‐centered instructional design model we refer to as “PLHET,” reflecting the steps of preparing, linking, hooking, engaging, and transferring learning, and also applied teaching strategies that reflect Kolb's four styles of learning (accommodative, divergent, assimilative, and convergent). We utilized a group learning format to promote active learning, teamwork, and self‐direction. Preliminary data based on student surveys of laboratory activity show positive responses. In the future, we will test the hypothesis that this design will improve medical students' performance. Anat Sci Educ © 2013 American Association of Anatomists. 相似文献
9.
Abstract The paper begins by looking at the ‘context of practice’: the programmes of the SRCD are briefly described and even more briefly the dominant (global) socio-economic trends as they impact on ours and other tertiary institutions. Because it is important in order to make sense of the programme we then attempt to provide a detailed profile of our students. The central questions with which we grapple, viz., the problems encountered in the curriculum activities designed to enable students to gain competence in ‘soft’ systems thinking and learning to learn, are dealt with in the sections ‘The Programme’, ‘The Results’ and ‘Bad practice, bad theory, or both’. In the first of these we give a very brief overview of Kolb's learning theory and Checkland's SSM and then show how the two can be (theoretically) integrated — Checkland's learning system is embedded in Kolb's learning cycle (LC). In the next section we report on an evaluation of the programme from the student's perspective. And then, finally, we discuss the shortcomings of Kolb's theory in our context as well as our use of Checkland's SSM. Our critique of Kolb is central to the entire endeavour, because his theory of experiential learning provides the theoretical underpinning of our curriculum development endeavour. In the final section we make some suggestions for a way forward based on our critique. 相似文献
10.
Reijo Miettinen 《International Journal of Lifelong Education》2013,32(1):54-72
The conception of experiential learning is an established approach in the tradition of adult education theory. David Kolb's four-stage model of experiential learning is a fundamental presentation of the approach. In his work Experiential Learning, Kolb states that John Dewey, Kurt Lewin and Jean Piaget are the founders of the approach. The article discusses Kolb's eclectic method of constructing his model of experiential learning. It studies how Kolb introduces and uses the Lewinian tradition of action research and the work of John Dewey to substantiate his model. It is concluded that Kolb generalizes a historically very specific and unilateral mode of experience- feedback session in T-group training- into a general model of learning. Kolb's interpretation of John Dewey's ideas is compared to Dewey's concepts of reflective thought and action. It is concluded that Kolb gives an inadequate interpretation of Dewey's thought and that the very concept of immediate, concrete experience proposed by the experiential learning approach is epistemologically problematic. The theory historical approach of the article discusses both substantial questions related to experiential learning and the way concepts are appropriated, developed and used within adult education theory. 相似文献
11.
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. 相似文献
12.
Susan A. Santo 《Performance Improvement Quarterly》2006,19(3):73-88
This paper examines research on learning styles as related to online learning for adult learners. There is much disagreement regarding the definition of learning style. This paper defines it as an individual's preferred way of learning. The focus is on the extent to which learning styles are able to predict student success (e.g., grades, attitudes). The paper discusses nine different instruments that were used in various studies. Curry's model, which uses the metaphor of the layers of an onion, is used to categorize the instruments by theme for the sake of comparison. Criticisms of learning style research include: the vagueness of the construct “learning style”; the fact that the instruments are self‐assessments; mixed results from research that searched for a relationship with online learning; and the difficulty of comparing different studies when online learning can include many different methods and technologies. Finally, I reach a conclusion regarding the suitability of studying the relationship of learning styles and success in online courses. 相似文献
13.
Lim Tock Keng 《Asia Pacific Journal of Education》1995,15(2):42-51
This study investigated the inter-relationships between learning styles as measured by Kolb's Learning Style Inventory 1985 (LSI) and personality types as measured by Myers-Briggs Type Indicator (MBTI). The two instruments were administered to tenth grade students in Singapore. The canonical correlation analysis revealed two significant canonical correlation coefficients, indicating moderate relationships between the variables of the LSI and MBTI. The canonical variates represented abstract thinking and reflective thinking, factors associated by the students with academic achievement. The LSI types and the MBTI learning profiles of the sample were also examined. 相似文献
14.
David Kolb's experiential learning theory involves a framework that can be helpful in designing courses that meet the needs of diverse learners. Kolb described learning as made up of two dimensions, prehending or grasping information, and transforming or processing that information. The prehending dimension ranges from concrete experience to abstract conceptualization. The transforming dimension ranges from reflective observation to active experimentation. Kolb suggested that learning occurs as the individual moves through a cycle of concrete experience, reflective observation, abstract conceptualization, and active experimentation. The cycle is then repeated at more complex levels. A course design that provides systematic activities in all four of these modes (concrete experience, reflective observations, abstract conceptualization, and active experimentation) will be sensitive to the students' learning styles while at the same time challenging them to develop competence in other ways of learning as well. Students are thus encouraged to master the information with which the course deals and to develop skills in processing and applying that information. They are therefore engaged in learning how to learn, a competence that is critically important for effective adult functioning. 相似文献
15.
This study examines pre-school children's learning styles by utilising a mathematical model. The model uses a Euclidean geometry algorithm to generate a graphical representation of the learning styles. The algorithm of the developed mathematical model was developed as a practical application of the theoretical assumptions. Index of Learning Styles for Children (ILSC), developed by one of the researchers, has been applied to a total of 301 five-year-old children. Results of the study indicate that children utilise the active, cognitive and visual learning styles under the control of the right hemisphere, and the sequential (analytical) learning styles under the control of the left hemisphere. The modelling algorithm reveals that the children's learning style preferences are shifted towards the right hemisphere at the rate of 8%. The results also provide empirical support that the developed model can mathematically explain the theoretical assumptions it is based on. 相似文献
16.
Angus Duff 《教育心理学》2004,24(5):699-709
Given the psychometric limitations of existing measures of Kolb's experiential learning model (ELM), two new scales of learning styles have been developed. The validity of these scales has been supported in samples of undergraduate and MBA students in the USA. This paper provides evidence of some psychometric properties of scores yielded by these scales using samples of undergraduate students in the UK. Only limited support is found for the internal consistency reliability and construct validity of scores produced by the scales. However, an item attrition exercise identifies a two‐factor solution providing an acceptable fit to the data. The scales are reported as being positively correlated with academic performance and prior academic achievement. Despite the mixed evidence, we suggest further development of the scales is warranted to create a psychometrically sound measure of the ELM. 相似文献
17.
Qin Zhang 《Communication quarterly》2013,61(1):113-128
This study investigated Chinese family communication patterns, their effects on children's conflict styles, and the children's perceptions of parent-child relationship satisfaction. The study found that Chinese family communication patterns are more conversation-oriented than conformity-oriented, and the collaborating and accommodating styles are the children's most preferred and the competing style the least preferred. The children from conversation-oriented families are most likely to use the collaborating style but unlikely to use the avoiding style, whereas the children from conformity-oriented families are most likely to use the competing style but unlikely to use the collaborating style. The finding also indicated that children are more satisfied with the conversation orientation than with the conformity orientation and with the collaborating, compromising, and accommodating styles than with competing and avoiding styles in parent-child relationships. 相似文献
18.
Personalization has been widely used in Web-based instruction (WBI). To deliver effective personalization, there is a need to understand different preferences of each student. Cognitive style has been identified as one of the most pertinent factors that affect students' learning preferences. Therefore, it is essential to investigate how learners with different cognitive styles interact with WBI programs. This paper presents an empirical study, which examines the effects of cognitive styles on students' learning patterns and the effects of learning patterns on their learning performances. Riding's cognitive style analysis was used to identify the students' cognitive styles. Data mining, especially a clustering technique, was used to analyze the results. It was found that field independent students frequently used an alphabetical index whereas field dependent students often chose a hierarchical map. Such learning patterns also have great effects on their performance, especially for field dependent students. 相似文献
19.
Jerry Lapides 《欧洲师范教育杂志》1980,3(4):191-205
Lapides, J. “Teaching styles in adult education. An exploratory essay,” Revue ATEE Journal 3 (1980) 191‐205.
Two approaches to teaching styles are explored. The first is a static approach borrowed from management research and organizational development practice. In this approach teaching styles were derived from Maslow's hierarchy of needs. They were seen as the interpersonal styles of behavior with others, which grow out of people's needs. Seven teaching styles were identified and described. The second approach, in contrast with the life‐style approach, is based on the assumption that teachers can be trained in alternative styles. Mosston believes that everyone can change through learning and that teaching style is a learned characteristic. Seven styles from command to discovery have been identified and described. Suggestions for teacher training are included. 相似文献