Translating Learning Style Theory into University Teaching Practices: An Article Based on Kolb's Experiential Learning Model

Terry, Marion

doi:10.1080/10790195.2001.10850128

Cited by 23 publications

(10 citation statements)

References 25 publications

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“…Some researchers have found reliability problems with Dunn and Dunn and Price's Learning Style Inventory (LSI) [18]. Other researchers have found little or no evidence that matching teaching methods to learning methods improves the learning outcome [18].…”

Section: What Is the Evidence That Matching Work?mentioning

confidence: 99%

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A Match or Mismatch Between Learning Styles of the Learners and Teaching Styles of the Teachers

Gilakjani¹

2012

IJMECS

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Abstract-It is important to study learning styles because recent studies have shown that a match between teaching and learning styles helps to motivate students´ process of learning. That is why teachers should identify their own teaching styles as well as their learning styles to obtain better results in the classroom. The aim is to have a balanced teaching style and to adapt activities to meet students´ style and to involve teachers in this type of research to assure the results found in this research study. Over 100 students complete a questionnaire to determine if their learning styles are auditory, visual, or kinesthetic. Discovering these learning styles will allow the students to determine their own personal strengths and weaknesses and learn from them. Teachers can incorporate learning styles into their classroom by identifying the learning styles of each of their students, matching teaching styles to learning styles for difficult tasks, strengthening weaker learning styles. The purpose of this study is to explain learning styles, teaching styles match or mismatch between learning and teaching styles, visual, auditory, and kinesthetic learning styles among Iranian learners, and pedagogical implications for the EFL/ESL classroom. A review of the literature along with analysis of the data will determine how learning styles match the teaching styles.

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Section: What Is the Evidence That Matching Work?mentioning

confidence: 99%

“…Results of past research [18] into matching teaching styles to learning styles have been as varied as the measurement instruments themselves. Some researchers have found reliability problems with Dunn and Dunn and Price's Learning Style Inventory (LSI) [18].…”

Section: What Is the Evidence That Matching Work?mentioning

confidence: 99%

A Match or Mismatch Between Learning Styles of the Learners and Teaching Styles of the Teachers

Gilakjani¹

2012

IJMECS

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“…Although much research has been done on learning styles (Terry, 2001;Kolb, 1984;and Keefe, 1987), Grinder (1991) noted that few students are exclusively one kind of learner. Instead, a blend of techniques should be implemented to maximize learning for the wider range of learner-types found in a larger class.…”

Section: Th E Learning Processmentioning

confidence: 99%

Border Crossing: Active and Deep Learning in a Large Global Consumption Class

Hawley

2005

Clothing and Textiles Research Journal

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This article describes how a class on global consumers was transformed into an interactive class using both active and deep learning techniques. Good teachers understand that to achieve a level of lasting learning, students must be engaged on many levels. While much has been written about active learning, the concept of deep learning is limited, particularly when applied to a large class setting. This paper describes active and deep teaching strategies and provides learning exercises for their integration into the classroom. Analysis of open-ended student responses and end-of-semester quantitative responses indicated that active learning enriched the learning experiences and resulted in a deeper understanding of key concepts, thus supporting the idea that these techniques can be incorporated into a large lecture setting with relative ease and can make a significant impact on learning.

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“…So, research translating learning styles into the best suited university teaching practices (e.g., Terry, 2001; Kolb et al, 2014) has to be extended to include these two new combinations. For instance, the finding that CE learners perform better with analogical models while AC learners perform better when trained with conceptual models (Bostrom et al, 1990) would lead to the conclusion that combining both types of models can be the best practice for graspers as a whole.…”

Section: Discussionmentioning

confidence: 99%

“…For instance, the finding that CE learners perform better with analogical models while AC learners perform better when trained with conceptual models (Bostrom et al, 1990) would lead to the conclusion that combining both types of models can be the best practice for graspers as a whole. Lecturers combining real life examples (for AC learners) and questions and answers (for RO learners) can be combined for transformers as a whole (Terry, 2001). …”

Section: Discussionmentioning

confidence: 99%

An Alternative Approach to Analyze Ipsative Data. Revisiting Experiential Learning Theory

et al. 2015

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The ritualistic use of statistical models regardless of the type of data actually available is a common practice across disciplines which we dare to call type zero error. Statistical models involve a series of assumptions whose existence is often neglected altogether, this is specially the case with ipsative data. This paper illustrates the consequences of this ritualistic practice within Kolb's Experiential Learning Theory (ELT) operationalized through its Learning Style Inventory (KLSI). We show how using a well-known methodology in other disciplines—compositional data analysis (CODA) and log ratio transformations—KLSI data can be properly analyzed. In addition, the method has theoretical implications: a third dimension of the KLSI is unveiled providing room for future research. This third dimension describes an individual's relative preference for learning by prehension rather than by transformation. Using a sample of international MBA students, we relate this dimension with another self-assessment instrument, the Philosophical Orientation Questionnaire (POQ), and with an observer-assessed instrument, the Emotional and Social Competency Inventory (ESCI-U). Both show plausible statistical relationships. An intellectual operating philosophy (IOP) is linked to a preference for prehension, whereas a pragmatic operating philosophy (POP) is linked to transformation. Self-management and social awareness competencies are linked to a learning preference for transforming knowledge, whereas relationship management and cognitive competencies are more related to approaching learning by prehension.

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Translating Learning Style Theory into University Teaching Practices: An Article Based on Kolb's Experiential Learning Model

Cited by 23 publications

References 25 publications

A Match or Mismatch Between Learning Styles of the Learners and Teaching Styles of the Teachers

A Match or Mismatch Between Learning Styles of the Learners and Teaching Styles of the Teachers

Border Crossing: Active and Deep Learning in a Large Global Consumption Class

An Alternative Approach to Analyze Ipsative Data. Revisiting Experiential Learning Theory

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