How valid and useful is the notion of learning style? A multicultural investigation

Young, Tony

doi:10.1016/j.sbspro.2010.03.037

Cited by 15 publications

(10 citation statements)

References 20 publications

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“…Rather, there is commonly a range of styles over which learning is approached. Debate is ongoing as to whether learning style assessments are useful in designing instructional methods (Merrit and Marshall, 1984;Felder, 1996Felder, , 2010Felder and Spurlin, 2005) or are not yet validated sufficiently to be used for instructional design (Reynolds, 1997;Metallidou and Platsidou, 2008;Pashler et al, 2009;Young, 2010). Data that would demonstrate whether clearly improved outcomes result when student learning style preferences match content delivery might help resolve the relative value of learning style assessments.…”

Section: Learning Stylementioning

confidence: 99%

Demystifying the Millennial student: A reassessment in measures of character and engagement in professional education

DiLullo

McGee

Kriebel

2011

Anatomical Sciences Ed

177

142

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The characteristic profile of Millennial Generation students, driving many educational reforms, can be challenged by research in a number of fields including cognition, learning style, neurology, and psychology. This evidence suggests that the current aggregate view of the Millennial student may be less than accurate. Statistics show that Millennial students are considerably diverse in backgrounds, personalities, and learning styles. Data are presented regarding technological predilection, multitasking, reading, critical thinking, professional behaviors, and learning styles, which indicate that students in the Millennial Generation may not be as homogenous in fundamental learning strategies and attitudes as is regularly proposed. Although their common character traits have implications for instruction, no available evidence demonstrates that these traits impact their fundamental process of learning. Many curricular strategies have been implemented to address alleged changes in the manner by which Millennial students learn. None has clearly shown superior outcomes in academic accomplishments or developing expertise for graduating students and concerns persist related to the successful engagement of Millennial students in the process of learning. Four factors for consideration in general curricular design are proposed to address student engagement and optimal knowledge acquisition for 21st century learners.

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Section: Learning Stylementioning

confidence: 99%

Demystifying the Millennial student: A reassessment in measures of character and engagement in professional education

DiLullo

McGee

Kriebel

2011

Anatomical Sciences Ed

177

142

View full text Add to dashboard Cite

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“…Young [26] investigated the perception of language teachers and learners with respect to the usefulness and validity of learning styles in a multicultural classroom. Teachers were almost evenly divided, with most individuals on the negative side questioning the validity of the learning style assessment, and unsure about how to use the results.…”

Section: Discussionmentioning

confidence: 99%

Comparing learning styles questionnaires

Dziedzic

Oliveira

Janissek

et al. 2013

2013 IEEE Frontiers in Education Conference (FIE)

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The study reported herein considered three questionnaires available for assessing learning styles, viz., Kolb, Honey-Alonso, and Felder-Soloman. The questionnaires were implemented in a spreadsheet with automated results, and distributed to subjects of both genders, and varying age, and academic background. The aim of the work was to determine which questionnaire, if any, would be preferred by respondents. The respondents were asked to answer all three questionnaires, examine the results and indicate their satisfaction by grading each result, using a scale between 0 and 10. While the results given by each questionnaire do not allow a complete comparison, partial agreement was possible to identify. Answers provided by 52 respondents have been processed, which show that, while there is no statistically significant difference among the preference of respondents regarding the three options, a slight preference for the Felder-Soloman questionnaire is discernible.

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“…There has been a profusion of definitions and taxonomies of learning style over the last several decades [1]. In the language educational literature, Keefe's 1979 description of "learning style" as "information processing" is widely referenced in the language pedagogical literature, that is, "the story and retrieval of information" [2].…”

Section: Learning Styles and Vak Modalitiesmentioning

confidence: 99%

Assessment of Learning Styles Among Clinical and Normal, Nonclinical Participants: An Experimental Study

Lin¹

2021

Advances in Social Science, Education and Humanities Research

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This study aimed to identify Visual, Auditory, and Kinesthetic (VAK) learning styles of clinical and nonclinical samples, to check the relationship between VAK learning styles and clinical factors, demographic variables. Two central questions were addressed: 1) Could there be a variation in learning styles between the nonclinical and clinical samples? 2) Is there a gender and age difference in the VAK learning styles of the nonclinical and clinical samples? These were achieved by evaluating 33 senior high school students (nonclinical samples), 13 males and 20 females, and 14 individuals (clinical samples), 5 males and 9 females. The self-designed Learning Style Assessment Test and Learning Modalities Dominance Index were used during the process. It demonstrates that, with the exception of visual learning style, nonclinical and clinical characteristics have an effect on auditory and kinesthetic learning styles; in both nonclinical and clinical populations, there's no significant association between VAK learning styles and demographic characteristics. Based on the findings thus far, learning styles under clinical factors may be qualitatively different, and that psychiatry and otorhinolaryngology-audiology could be joined for treatment. More ramifications of the present results are being investigated for future research, along with teaching and treatment method design. The development of new treatment diagnoses and therapy regimens, while also their clinical relevance, are still poorly understood, necessitating more research.

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How valid and useful is the notion of learning style? A multicultural investigation

Cited by 15 publications

References 20 publications

Demystifying the Millennial student: A reassessment in measures of character and engagement in professional education

Demystifying the Millennial student: A reassessment in measures of character and engagement in professional education

Comparing learning styles questionnaires

Assessment of Learning Styles Among Clinical and Normal, Nonclinical Participants: An Experimental Study

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