Teaching Effectiveness and Bibliographic Instruction: The Relevance of Learning Styles

Bodi, Sonia

doi:10.5860/crl_51_02_113

Cited by 24 publications

(16 citation statements)

References 3 publications

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“…The Open University have incorporated a chapter from Kolb in a core reader (Thorpe, Edwards and Hanson, 1993) and used the Honey and Mumford inventory in their imaginative Learning File (Thorpe and Thompson, 1993). Graham Gibbs's work for the CNAA-funded Improving Student Learning Project (Gibbs, 1992) builds on his excellent earlier work in FE (Gibbs, 1988), while Bodi's use of Kolb with librarians (Bodi, 1990), and the work of James Vondrell and John Michael Sweeney with independent study programmes (Vondrell and Sweeney, 1989) colleagues at the University of Dublin has produced some interesting casestudies and research (Carroll, 1991;Fitzgibbon, 1987;Heywood, 1989;Heywooder^/., 1991).…”

Section: Learning Styles -Post-16 Feu Higher Education and Adult Lementioning

confidence: 94%

Valuing difference in teachers and learners: building on Kolb's learning styles to develop a language of teaching and learning

Fielding

1994

The Curriculum Journal

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VALUING DIFFERENCE: WHAT MIGHT IT MEAN? WHAT MIGHT WE DO?What does it mean to value difference in learners ? If we can become clearer about that, what might we actually do in our daily work which would help translate good intentions into a reality which our students and our colleagues can work with as well as ourselves? One approach to tackling these issues is through developing our awareness and understanding of learning styles and with that growing sense of what they are about also develop an appropriate range of teaching strategies which many would argue is both a student entitlement and an institutional necessity. This paper draws on the author's ongoing attempts over the last few years to get to grips with these issues at a theoretical and a practical level and in so doing argue for the importance of further work in an area which is immensely rich in possibility. © Michael Fielding 1994 0958-5176 Downloaded by [University of Kentucky Libraries] at 04:07 17 June 2016 394 THE CURRICULUM JOURNAL Vol. 5 No. 3 LEARNING STYLES: WHAT THEY ARE, WHY THEY MATTER Learning styles and the British tradition of educational psychology Among teachers perhaps the best'known authors on learning styles are Witkin (Witkin etal, 1977), Hudson (1966), Pask (1976 and Entwistle (Entwistle, 1981Entwistle and Ramsden, 1983), all of whom demonstrate that people perceive and process information in qualitatively different ways. Because this is so, teachers and students need to understand and articulate their own learning styles as a basis for the development of effective teaching and learning. Learning styles are a key component in the search for teaching and learning that seeks to engage with difference in ways which are liberating for all partners in the process. While by no means sufficient, I would wish to argue that an understanding of learning styles is a necessary component in the groundwork of an emancipatory pedagogy.The highly influential work of Witkin (Witkin etal., 1977) suggested two contrasting styles of perception in human beings, those who are field-dependent and those who are field-independent. These contrasting styles were shown to have considerable impact on classroom practice, teachers who were fieldindependent being particularly keen to impose structure and more formal presentation on their way of working. In contrast, teachers who were fielddependent had a distinct preference for approaches which were less structured, less tightly organized and more likely to include discussion methods. There was also a curriculum area tie-up for both teachers and students. Field-independent learners preferred and expected to do better in analytic subjects such as the sciences, while field-dependent learners had a distinct inclination towards the arts and humanities with a preference for less formal teaching methods.Even more influential than Witkin's work on perception was Liam Hudson's book Contrary Imaginations (Hudson, 1966) which was largely responsible for bringing the terms convergent and divergent thinking into everyday...

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Section: Learning Styles -Post-16 Feu Higher Education and Adult Lementioning

confidence: 94%

Valuing difference in teachers and learners: building on Kolb's learning styles to develop a language of teaching and learning

Fielding

1994

The Curriculum Journal

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“…End users are now expected to develop their own information systems (e.g., see Rivard and Huff, 1988) without the constant aid of IS professionals. The emergence and increasing importance of end user computing has created a challenge for the IS department, and using effective training to ensure the success of end user computing has been emphasized by several researchers in information systems (Bostrom, Olfman, and Sein, 1990; Davis and Bostrom, 1993). The significance of end user training in practice makes it important for researchers to seek answers to the question, "How should we train end users?"…”

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confidence: 99%

“…The significance of end user training in practice makes it important for researchers to seek answers to the question, "How should we train end users?" Bostrom et al (1990) provide a framework for understanding the broad variables involved in developing an answer to this important question. Their framework and research has led to subsequent work (Davis and Bostrom, 1993; Ruble and Stout, 1993;Bostrom, Olfman, and Sein, 1993).…”

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End User Training

Bohlen

Ferratt

1997

Journal of Organizational and End User Computing

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Effective methods of instruction for learning computer software applications are continually sought by educators in both academic and business settings. Effective training has become more important as computer users interact more directly with software programs in developing and using their own computer-based systems for personal and business uses (Sein and Robey, 1991). End users are now expected to develop their own information systems (e.g., see Rivard and Huff, 1988) without the constant aid of IS professionals. The emergence and increasing importance of end user computing has created a challenge for the IS department, and using effective training to ensure the success of end user computing has been emphasized by several researchers in information systems (Bostrom, Olfman, and Sein, 1990; Davis and Bostrom, 1993). The significance of end user training in practice makes it important for researchers to seek answers to the question, "How should we train end users?" Bostrom et al. (1990) provide a framework for understanding the broad variables involved in developing an answer to this important question. Their framework and research has led to subsequent work (Davis and Bostrom, 1993; Ruble and Stout, 1993;Bostrom, Olfman, and Sein, 1993). Their Prior research into the question of how to train end users reveals an important lesson. To provide useful insights, researchers must study alternative training methods that are based on rich distinctions between realistic training methods. The experiment reported here illustrates this lesson. Lecture-based and computer-based training are experimentally compared for end users with different learning styles (as measured by the Kolb Learning Style Inventory). The end user training outcomes measured were achievement, efficiency, and satisfaction. The end users who participated in the study were college students learning to use a word processing package. The results suggest that computer-based training is more effective than lecture based training except for Assimilators, who appear to learn equally well under either method. Given the limitations of the study and taking into account suggested cautions, these results should be replicated before being widely accepted.research and the research of others have lessons that are critical for researchers to recognize. This research uses the Bostrom et al. (1990) framework to investigate the effect of instructional method and individual differences and their interaction on the effectiveness, efficiency and user satisfaction of end users learning computer software. In this research, learning style is used as the measure of individual differences. The results of the lessons learned from a review of the literature and the lessons learned from this research suggest directions for future research.

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Much has been written recently about information literacy and bibliographic instruction and the necessity for incorporating these skills into college curricula (Bodi, 1990;Breivik and Gee, 1989;Coleman, 1986; Moran, 1990; Nahl-jakobovits and Jakobovits, 1990). These discussions provide a good rationale and a theoretical basis for the development of projects and programs to facilitate student use of bibliographic resources and integration of the attendant concepts and skills into curricula.

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confidence: 99%