Brief Report: What Developmental Educators Should Know about Learning Styles and Cognitive Styles

Background: Traditional lectures continue to be one of the common ways of teaching practiced in medical schools across India. However, there are many other effective ways of teaching in large groups and lately e-learning modules, which can be synchronous, asynchronous, or blended, have been used to complement face-to-face interactions. E-assignments have been effectively used to engage students into meaningful learning. Aim: The aim of the study is to compare asynchronous teaching with traditional teaching in terms of student perspectives and learning. Materials and Methods: After taking ethical clearance from the Institutional Ethics Committee, the study was conducted involving 66 student volunteers from MBBS 2 nd year. All the students were subjected to a pretest on the topic – “low backache” prior to the intervention. The students were then divided into two groups: Group A and Group B of 33 students each. Group A was taught by traditional lecture method, while Group B was given an e-assignment on the topic for which no face-to-face interaction was done earlier. The students from both the groups were then subjected to a posttest followed by feedback. Results: Analysis of covariance, considering the pretest score as a covariate, revealed that the two groups were comparable to begin with P = 0.632. After the intervention, posttest mean scores improved significantly ( P < 0.001) within each group, for both the groups, but there was no significant difference in posttest scores on intergroup comparison ( P = 0.507). Student feedback brought to light that 85% of the students felt that the traditional lecture method followed by e-learning would be of a great benefit to them. Conclusion: Although no single method emerged as superior over the other, student feedback revealed that 90% of the students graded e-module as either satisfactory to good. Most felt that lecture followed by e-modules will help them to learn better.

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“…The reason of this behavior could have been the difference in learning styles and personal preferences of students. [91011]…”

Section: Discussionmentioning

confidence: 99%

Asynchronous versus traditional teaching for MBBS undergraduate students-effectiveness and students perspectives - A pilot study

Chauhan

Kalra

et al. 2019

Int J App Basic Med Res

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“…One of the most popular learning style inventories and one that is often used in distance learning and for adult research is the Kolb's Learning Style Inventory (Kolb, 1986;Dillie & Mezack, 1991;Dowdall, 1991;Diaz & Cartnal, 1999;Miller, 2005;Liegle & Janicki, 2006). Few studies to date have evaluated the students' perceptions in learning styles and blended learning environment (Lemire, 2002;Raschick, Maypole & Day, 1998;Terrell & Dringus, 2000;Simpson & Du, 2004;Richmond & Liu 2005).…”

Section: What Are Learning Styles?mentioning

confidence: 99%

Redefining Learning: Kolb's Theory of Learning Styles with Gardner's Multiple Intelligences

Kaushik

2017

IJLT

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* Abstract This study attempts to bridge David Kolb’s theory of Learning Styles Howard with Gardner’s Theory of Multiple Intelligences to overcome criticisms to both. The necessity to sequentially achieve Kolb's four learning stages (concrete experience, reflective observation, abstract conceptualization, and active experimentation) and their respective preferred combinations are discussed as an onset. Succeeding that is an analysis of Gardner's Theory of Multiple Intelligences which claims intelligence to be one of eight types of independent arenas of competence, all independent of each other (linguistic. analytical, musical, bodily, interpersonal and intrapersonal, spatial and naturalist). Both theories suffer from certain drawbacks. For instance, Kolb’s theory has sufficient empirical support but lacks scientific backing while Gardner's theory is bereft of empirical support but founded on clinical research on central nervous system. Utilizing a combination of both theories the study examines possibilities to improve quality of education, training and pedagogical advice. The purpose of this study is to examine both theories in detail so as to isolate unique concepts both scientifically accurate and empirically compelling with the intent to formulate a compound theory through active use of pragmatism and quality control. The paper further presents a real life model to overcome impediments faced by the two theories and proposes revisions in learning techniques to facilitate absorption of knowledge and synthetization of information in general educational practice at both amateur and professional level. Keywords: education, learning styles, learning theory, multiple ıntelligences, pedagogical.

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“…The reason of this behavior could have been the difference in learning styles and personal preferences of students. [7][8][9] Similarly, according to Behrooz Golchai et al (2012) 10 , e-learning is more efficient because learners gain knowledge, skills, and attitudes faster than through traditional instructor-led methods. This efficiency is likely to be translated into improved motivation and performance.…”

Section: Discussionmentioning

confidence: 99%

A Comparative Study between Traditional and Online Teaching-Learning: Medical Students’ Perspective in the Wake of Corona Pandemic

Rawat¹,

Singh²

2022

Natl J Community Med

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Background: Teaching for the students may be either taken up traditionally in a classroom or online. This study was aimed to compare the perspectives of medical students regarding Traditional and Online Teaching-Learning and to explore the association between the perception of the students regarding the preferred method and their respective genders. Material and Methods: The study was conducted on 3rd year MBBS students of Adesh Medical College and Hospital, Shahabad (M), Kurukshetra using a self designed semi-structured questionnaire for data collection. Results: A higher proportion of students agreed that online teaching as compared to traditional teaching was more convenient, more cost-effective, more time-consuming, more tiring ,more prone to distractions, provides more learning and has more retention while a higher proportion of students disagreed that online teaching as compared to traditional teaching was more interesting, more motivating, more satisfying and provides for more understanding. A significant association was detected between a few crucial variables and gender of the students. Conclusions: Clear cut superiority of either method could not be conclusively established. Majority of the students responded in favour of mixed or blended learning. This method could be explored in future. To iron out the effect of gender on the differing perspectives, upgrading the technology know-how of the students coupled with counseling could be resorted to.

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Brief Report: What Developmental Educators Should Know about Learning Styles and Cognitive Styles

Cited by 11 publications

References 2 publications

Asynchronous versus traditional teaching for MBBS undergraduate students-effectiveness and students perspectives - A pilot study

Asynchronous versus traditional teaching for MBBS undergraduate students-effectiveness and students perspectives - A pilot study

Redefining Learning: Kolb's Theory of Learning Styles with Gardner's Multiple Intelligences

A Comparative Study between Traditional and Online Teaching-Learning: Medical Students’ Perspective in the Wake of Corona Pandemic

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