Experiential Learning Style Grouping Impact on Student Outcomes in Team Leadership Coursework

Orsini, Jonathan; Greenhaw, Laura L.; Coleman, Bradley M.; Stone, Whitney; Bunch, J. C.

doi:10.1177/10464964211023558

Cited by 2 publications

(2 citation statements)

References 54 publications

(121 reference statements)

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“…Regarding teamwork and leadership skills in relation to teaching and learning styles, the present study does not show any potential in this area, as although group activities are conducted through STEM education, there is no evidence of the potential of teamwork and leadership skills in relation to teaching and learning styles. However, Orsini et al [56] showed that groups with homogeneous learning styles have lower levels of conflict and higher levels of friendship, associated with higher satisfaction, suggesting that students in social settings can progress at the same rate as the group develops [57].…”

Section: Discussionmentioning

confidence: 99%

Learning and Teaching Styles in a Public School with a Focus on Renewable Energies

Colmenares-Quintero

Barbosa-Granados

Rojas³

et al. 2022

Sustainability

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The purpose of this study is to identify teaching styles (TS) and learning styles (LS) in teachers and students in public schools with a focus on renewable energies, with the aim of designing and applying curricular strategies based on active learning in relation to the Sustainable Development Goals (SDGs). In the same way, it seeks to determine the differences related between TS and LS. The research was developed with a quantitative methodology and a correlational descriptive approach. In addition, a non-experimental, cross-sectional design was used and an intentional non-probabilistic sampling of 125 students and 20 professors from the Maria Inmaculada School of the municipality of Puerto Carreño, Colombia. The results indicate that there is no significant difference between TS and LS. However, it was identified that students prefer a reflective teaching methodology (M = 15.5, SD = 0.75) followed by the active style (M = 14.2, SD = 1.10) and, to a lesser extent, the pragmatic style (M = 11.4, SD = 1.19). In the case of teachers, the most used teaching style is also reflective (M = 25.7, SD = 1.02), followed by individualized (M = 20.1, SD = 0.56) and, to a lesser extent, inquiry (M = 5.3, SD = 1.10). This research allows the generating of new knowledge that contributes to improving educational processes in the school population with a focus on renewable energies, enabling the promotion of strategies towards a sustainable society.

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Section: Discussionmentioning

confidence: 99%

Learning and Teaching Styles in a Public School with a Focus on Renewable Energies

Colmenares-Quintero

Barbosa-Granados

Rojas³

et al. 2022

Sustainability

View full text Add to dashboard Cite

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“…Learning styles, on the other hand, represent an important issue in learning in the twenty-first century, with students expected to participate actively in developing self-understanding and their environment engagement (El-Sabagh, 2021). Learning styles were used to identify students' characteristics to create homogenous and heterogeneous groups (Orsini et al, 2022). The presence of various learning styles is related to students' different abilities and individual preferences to learn (Baherimoghadam et al, 2021).…”

Section: Introductionmentioning

confidence: 99%

Investigating the effectiveness of using various mathematics learning media among students with various learning styles

Laswadi¹,

Supriadi

Khaidir

et al. 2022

ajpm

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Appropriate mathematics learning media is one factor determining the success of learning mathematics. Teachers can use various types of media to help students learn mathematics. However, teachers must consider the learning media's suitability with students' characteristics. This study aims to 1) reveal the most effective learning media for visual, auditory, and kinesthetic learning styles; 2) determine the interaction between learning media and learning styles on students' mathematics achievement. Therefore, this study used a 3 × 3 factorial design. The sample in this study was 29 eighth-grade students in junior high school. Researchers used questionnaires and mathematics achievement tests to collect research data to be analyzed quantitatively. The results show that interactive applications are the most effective learning media for students with different learning styles. Besides, there is a significant interaction effect between learning media and learning styles on students' mathematics achievement.

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Experiential Learning Style Grouping Impact on Student Outcomes in Team Leadership Coursework

Cited by 2 publications

References 54 publications

Learning and Teaching Styles in a Public School with a Focus on Renewable Energies

Learning and Teaching Styles in a Public School with a Focus on Renewable Energies

Investigating the effectiveness of using various mathematics learning media among students with various learning styles

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