Adult learning styles: Implications for practice teaching in social work

Cartney, Patricia

doi:10.1080/02615470020002335

Cited by 26 publications

(22 citation statements)

References 23 publications

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“…In part this flexibility in meeting style and venue reflects relational skills, but also suggests the need for students to make links with their learning in ways appropriate to their preferred learning styles (Cartney, 2000;Honey & Mumford, 1992). This signals the importance of a supervisor's skill in supervising in a manner tailored according to an individual student's learning needs.…”

Section: Supervisor Experience and Skillmentioning

confidence: 99%

Listening to student experiences of supervision

Moorhouse¹,

Hay

O’Donoghue

2016

ANZSWJ

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This article presents the findings from a qualitative study which explored student perceptions of their fieldwork supervision experiences and the relevance of this to key stakeholders in fieldwork. Participants perceived their supervision experiences were due to their understanding of the purpose and process of supervision; their assertiveness; supervisor experience and skill; the relationship and perceived compatibility between supervisee and supervisor, and luck. The implications identified from this study include the preparation of key stakeholders in fieldwork and the pivotal role and responsibility held by fieldwork coordinators in schools of social work.

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Section: Supervisor Experience and Skillmentioning

confidence: 99%

Listening to student experiences of supervision

Moorhouse¹,

Hay

O’Donoghue

2016

ANZSWJ

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“…To date, many quantitative studies have been done to examine the learning profiles of social work students mainly using Kolb's learning styles (Cartney, 2000;Chesborough, 2009;Massey, Kim & Mitchell, 2011;Williams, Brown & Etherington, 2013), which focused strongly on learning approaches. Students' overly emotional reactions within the teaching and learning environment imply that learning profile inventories that focus mainly on assessing cognition and learning approaches would not account for the impact of students' ACEs on their learning.…”

Section: Introductionmentioning

confidence: 99%

“…Very few studies have been undertaken to explore or examine the link between the adverse childhood experiences (ACEs) of some social work students, their learning profiles and appropriate teaching and learning methods. Studies on the learning profiles in social work have mostly focused on the implications for fieldwork education 578 Social Work/Maatskaplike Werk 2015:51(4) (Cartney, 2004(Cartney, , 2000. Previous studies have explicated the ACEs of some social work students at a particular university as being the following: (i) Childhood abuse epitomised by emotional, physical and sexual abuses; (ii) Troubled family life through ineffectual caregiving, parental absences, unmet needs, being left behind, substance abuse, inadequate financial/material support, and intimate partner violence.…”

Section: Introductionmentioning

confidence: 99%

“…The learning profiles of these students that emerged as a result of the impact of ACEs manifested during social work teaching and learning (Dykes, 2014(Dykes, , 2012(Dykes, , 2011. Their responses were typified by their narratives of distress, tearfulness, negative and struggling emotions, rationalising, and especially a fear of their own bias and partiality regarding particular issues that closely mimic their own (Dykes, 2014).To date, many quantitative studies have been done to examine the learning profiles of social work students mainly using Kolb's learning styles (Cartney, 2000;Chesborough, 2009;Massey, Kim & Mitchell, 2011;Williams, Brown & Etherington, 2013), which focused strongly on learning approaches. Students' overly emotional reactions within the teaching and learning environment imply that learning profile inventories that focus mainly on assessing cognition and learning approaches would not account for the impact of students' ACEs on their learning.…”

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confidence: 99%

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Learning Profiles of Social Work Students: Who Are You and How Should This Influence My Teaching?

Dykes¹,

Green²

2015

SWORK

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This qualitative study explores the impact of adverse childhood experiences (ACEs) of social work students on notions of students' learning profile. Data were obtained from both student and staff participants on third year level within the social work programme during the teaching of a particular module focusing on family wellbeing. The implications of strong reactions during teaching and learning are juxtaposed against the notions of students' learning profile and participants' teaching and learning suggestions. Several recommendations are made that have emerged from the study that attempt to relate to students' learning profile in social work professional learning. 577Social Work/Maatskaplike Werk 2015:51(4) LEARNING PROFILES OF SOCIAL WORK STUDENTS: WHO ARE YOU AND HOW SHOULD THIS INFLUENCE MY TEACHING?Glynnis Dykes, Sulina Green INTRODUCTIONInternationally, classrooms reflect an increasingly diverse world of differing ages, abilities, cultures, interests, motivations and difficulties (Rosslyn, 2004;Tomlinson, Brighton, Hertberg, Callahan, Moon, Brimijoin, Conover & Reynolds, 2003). The situation in South Africa is no different. The majority of South African students currently in higher education are first-generation (non-traditional) students commonly (and indiscriminately) described as underprepared, coming from impoverished backgrounds in terms of economic strength, poor schooling and socio-cultural resources, and using English as additional language (Bozalek, 2013;Carelse & Dykes, 2013;Collins & Van Breda, 2010;Hlalele, 2010;Smit, 2012).In order to facilitate learning for these diverse groups, it is vital to know who the adult learner is in terms of the role of personal circumstances in the learning endeavour, as well as to ascertain how adults learn (Merriam, Caffarella & Baumgartner, 2007;Ramsden, 1992). The current student profile at the university where the study was undertaken started to emerge during the 1980s, when the institution initiated an affirmative action admissions policy designed to broaden access particularly for students from all historically disadvantaged communities (Bozalek, 2013). For the non-traditional and adult learner, the concepts of self and self-directed learning are vital (HylandRussell & Groen, 2011) in that they feed into their individual learning approaches; this in turn advances the philosophy of learner-centredness (Wilcox, 1996).Learning styles have been variously defined in the literature. For this study the overall notion of learning profile will be used to refer to students' personal traits (such as biological, cultural and societal factors; emotional and social influences; academic record and learning preferences) that optimise the individual's learning (Powell & Kusuma-Powell, 2011;Rollnick, Lubben, Lotz & Dlamini, 2002). A learning profile consists of two dimensions (Fry, Ketteridge & Marshall, 2009;Vanthournout, Coertjens, Gijbels, Donche & Van Petegem, 2013), namely, learning styles (stable personal characteristics of the learner), and learning approaches (cha...

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“…Respondents attributed learning style changes to a variety of factors such as being involved in team-work with a multi-cultural nature and completing reading assignments. Cartney (2000) asserts that the changing nature of learning styles poses a problem for their credibility. However, this can be seen as a potential strength since learners can update their ways of gaining knowledge and skills in response to their course requirements and future professions.…”

Section: Yüksekö¤retim Dergisi | Journal Of Higher Educationmentioning

confidence: 99%

Adaptation of Social Interaction Learning Styles by Freshman Engineering Students in Communication Courses

Deveci¹

2013

Yuksekogretim Derg

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D Due to the ever-changing nature of technology, it is no longer argued whether or not engineers need to brush up on their skills and/or take up new ones as they practice in the field. Engineering departments at universities, therefore, have felt obliged to make adjustments to their curriculum to meet the needs of societies for engineers with up-to-date technical knowledge. However, it is accepted that technical knowledge per se is not sufficient to be successful engineers. They will also need to acquire soft/professional skills, which include an ethical orientation and certain communication skills.The engineering criteria established by the Accreditation Board for Engineering and Technology (ABET) underline the Ampirik Araflt›rma / Empirical Research www.yuksekogretim.org Bu çal›flma, Birleflik Arap Emirlikleri'ndeki Petroleum Institute'te ‹letiflim derslerinin, mühendislik ö¤rencilerinin sosyal etkileflime dayal› ö¤renme stillerini kullan›mlar› üzerindeki etkisini belirlemeyi amaçlamaktad›r. Çal›flmaya, 2012-2013 akademik y›l›nda toplam 62 birinci s›n›f ö¤rencisi kat›lm›flt›r. Kantitatif veriler, Grasha-Reichmann Ö¤renci Ö¤renme Stilleri Ölçe¤i (Grasha-Reichmann Student Learning Style Scales, GRSLSS) kullan›larak top-lanm›flt›r. Ön ve son test sonuçlar›n› incelemek üzere efllefltirilmifl örnek ttesti ve Wilcoxon testi kullan›lm›flt›r. Kalitatif verileri toplamak amac›yla, onaylar› al›nan 10 kat›l›mc›yla yar› yap›land›r›lm›fl görüflme gerçeklefltirilmifltir. Sonuçlar, kat›l›mc›lar›n "iflbirlikçi", "kat›l›mc›" ve "sak›ngan" stil puanla-r›n›n artt›¤›n›, "rekabetçi" ve "ba¤›ml›" stil puanlar›n›n ise azald›¤›n› göstermifltir. Bu de¤iflliklerin baz›lar›n›n ö¤rencilerin sürekli olarak ekip çal›flmala-r›nda bulunduklar›ndan, baz›lar›n›n ise e¤itim ald›klar› ortam›n çok kültürlü özelli¤inden kaynaklanm›fl olabilece¤i de¤erlendirilmifltir. Mühendislerin ihtiyaç duyduklar› sosyal becerileri daha fazla edinebilmeleri için mühendislik ö¤rencilerinin, daha aktif ö¤renme stillerini kullanmalar›n› sa¤layan ekip ça-l›flmas› etkinliklerine daha fazla yer verilmesi gereklili¤i ileri sürülmektedir.

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Adult learning styles: Implications for practice teaching in social work

Cited by 26 publications

References 23 publications

Listening to student experiences of supervision

Listening to student experiences of supervision

Learning Profiles of Social Work Students: Who Are You and How Should This Influence My Teaching?

Adaptation of Social Interaction Learning Styles by Freshman Engineering Students in Communication Courses

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