Learning Styles and Education Management: Part One

Seymour, Roland; West‐Burnham, John

doi:10.1108/eum0000000001959

Cited by 10 publications

(9 citation statements)

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“…The learning styles of individuals usually change over time; therefore, such differences between different age groups are expected. The results of the present study corroborate the findings of Fleming et al (2011) who found significant relationships between some learning styles and students’ age, the findings of Seymour and West-Burnham (2007) who asserted that there is a relationship between learning styles and age, as well as those of Kayes (2005) who suggested that age influences learning style preferences. However, the results of this study are in contrast to those of a number of previous studies which found no link between age and student’s learning style preferences (Pallapu, 2008; Gappi, 2013; Yousef, 2014).…”

Section: Resultssupporting

confidence: 90%

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The use of the learning styles questionnaire (LSQ) in the United Arab Emirates

Yousef

2016

QAE

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Purpose The purpose of this study is to examine the use of Honey and Mumford’s (1986) learning styles questionnaire (LSQ) in the context of United Arab Emirates (UAE) higher education. In particular, it aims at exploring the learning style preferences of United Arab Emirates University (UAEU) students using LSQ. It also investigates whether there are statistically significant differences in students’ learning style preferences because of their demographic and academic characteristics. Design/methodology/approach Data were collected from a sample of 1,463 undergraduate students at the UAEU. Descriptive and inferential statistics were used to present the main characteristics of respondents, to explore the learning style preferences of UAEU students and to find out whether there are significant differences in students’ learning style preferences because of their demographic and academic characteristics. Findings Results indicated that UAEU students have strong preferences for the four learning styles. Results showed that about 68 per cent of UAEU students have strong or very strong preferences for the activist leaning style, whereas about 84 per cent have strong or very strong preferences for the reflector learning style, 78 per cent have strong or very strong preferences for the theorist learning style; about 60 per cent have strong or very strong preferences for the pragmatist learning style. Furthermore, there were statistically significant differences in certain learning styles because of students’ demographic and academic characteristics. Research limitations/implications There are a number of limitations associated with this study. First, data were collected from a single university in the UAE. Second, the results are based on a self-report survey and this in turn might affect the reliability of the results. Another limitation is that this study is of snapshot type. Hence, it might not capture the dynamic nature of learning style. On the other hand, it has a number of implications for students, educators and administrators. Originality/value The present study is the first attempt to explore learning styles preference of undergraduate students using LSQ, not only in the content of UAE higher education but also in the Arab world.

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Section: Resultssupporting

confidence: 90%

“…In their study, Seymour and West-Burnham (2007) analyzed the learning styles of teachers who hold managerial posts in schools. Results indicated that managers in schools and colleges displayed a similar spread of learning styles to those of their counterparts in industry and commerce.…”

Section: Literature Reviewmentioning

confidence: 99%

The use of the learning styles questionnaire (LSQ) in the United Arab Emirates

Yousef

2016

QAE

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“…Thus, our results in Table 3 also showed that there are statistically significant differences between the three age groups and theorist learning style. The results corroborate the conclusions of [39] who suggested that age influences preferences in terms of learning style, as well as those of [40] who stated that there is a relationship between learning styles and age and also the conclusions of [41] who found significant relationships between certain learning styles and students age. Nonetheless, these findings contrast with a number of previous studies that have found no relation between age and student learning style preferences [42-37-43].…”

Section: Age Effectsupporting

confidence: 89%

Identification and Learning Styles' Variation Factors for a Hybrid and Distance Learning Professional Training ODL-SPOC

Hamse¹,

Lotfi²,

Talbi³

2021

Int. J. Emerg. Technol. Learn.

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The objective of this study is to analyze the learning styles’ variation of Physical Education and Sports’(PES) trainee teachers in relation with demo-graphic factors, type of hybrid or distance training, and technopedagogical design envisaged for designing an Open Distance Learning based on Small Private Online Courses (ODL-SPOCs) device. We used the Learning Styles Question-naire (LSQ-Fa), an adapted and shortened version, as an instrument for measur-ing learning styles distributed to 65 trainee teachers in PES. We examined the ef-fect of these independent variables: sex, age, license’s type, work’s experience in PES or sport, training’s type, the content’s form of our ODL-SPOCs and in-structional tutoring needs and their interaction on variations in learning styles’ scores of PES trainee teachers at a threshold of p <0.05. The data is analyzed by ANOVA test by comparing the variables’ frequencies. The results revealed that trainee teachers aged 30 and over scored higher than those aged 20 to 24 and those aged 25 to 29 in these learning styles: reflectors, theorists and pragmatists. Thus, based on ANOVA test, we found that trainee teachers’ hybrid or distance training and their technical problem-solving needs have the most influence on learning style scores’ variation. Based on our results, we recommend to teachers who are SPOCs’ designer-tutors to identify and verify the learners’ learning styles variation in order to improve performance in open distance learning.

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“…The Theorist preferred learning style focuses on analysing and synthesising information, while people with a Pragmatist learning style preference need to see the direct application of their learning in helping plan practical solutions to their problems. The Honey and Mumford model has been applied to the educational sector with school managers in eliciting their learning style preference, with a follow-up study using a diagnostic questionnaire to clarify subjects' learning orientation (Seymour & West-Burnham, 1989Kelly, 1995).…”

Section: Honey and Mumford Learning Style Modelmentioning

confidence: 99%

Secondary School Teachers and Learning Style Preferences: action or watching in the classroom?

Makuvaro

Lawrence

1997

Educational Psychology

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The problematic issue in education is in applying learning styles research to classroom settings in schools where a range of teacher and student learning style preferences operate simultaneously. The preferred learning styles of secondary school teachers and managers were investigated using the Honey and Mumford model of learning styles. The Learning Styles Questionnaire (LSQ) developed by Honey and Mumford (1986) was used in this research. The LSQ identifies four learning style preferences: Activist, Reflector, Theorist, Pragmatist. Data was collected (1989Data was collected ( -1992) from a random sample of 353 Main Professional Grade (MPG) (now known as the Common Pay Spine fCPSJ) teachers and 47 senior managers working in Local Education Authority (LEA) maintained secondary schools. Findings indicated that in the sample: (i) Teachers tended to have similar learning style preferences, namely, Reflector with a back-up preference for Theorist. Their least preferred style was Pragmatist. (ii) Where learning style preferences differ between teachers, these could be accounted for by differences in subject specialism. Using a two-way analysis of variance, a highly significant interaction was found between subject taught (12 subject specialism) and teachers' learning style preference; (iii) Significant differences in learning style preferences were found between MPG teachers and senior managers in schools. The paper finishes with a brief description of the focus of the research into the role of learning style preferences in secondary school teachers' classroom management. Variables being investigated are teaching style, including teachers' beliefs and values surrounding learning and teaching (evidenced by their language patterns); observable teacher behaviour; and students' attitude to learning.

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Learning Styles and Education Management: Part One

Cited by 10 publications

References 0 publications

The use of the learning styles questionnaire (LSQ) in the United Arab Emirates

The use of the learning styles questionnaire (LSQ) in the United Arab Emirates

Identification and Learning Styles' Variation Factors for a Hybrid and Distance Learning Professional Training ODL-SPOC

Secondary School Teachers and Learning Style Preferences: action or watching in the classroom?

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