scholarly journals The relationship between entrepreneurial experience and preferred learning styles

2020 ◽  
Vol 62 (7/8) ◽  
pp. 863-876
Author(s):  
Elma Van der Lingen ◽  
Bjørn Willy Åmo ◽  
Inger Beate Pettersen
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Entrepreneurial Learning ◽  
Content Type ◽  
Entrepreneurial Experience ◽  
Learning Style Inventory ◽  
Research Fields ◽  
Instrument Measuring ◽  
The Relationship ◽  
Learning Style Preference

PurposeEntrepreneurship is a process of learning. The entrepreneurial learning process incorporates a cumulative series of multifaceted entrepreneurial experiences, which generally involve the development of new insights and behaviours. This study aimed to determine whether entrepreneurial experience has an influence on the preferred learning styles of students. The study also investigated the appropriateness of the Reduced Kolb Learning Style Inventory as a measuring instrument.Design/methodology/approachThe study was conducted on 586 male and 690 female students from South Africa (n = 1042) and Norway (n = 244). The Reduced Kolb Learning Style Inventory, making use of principal correspondence analysis, was used to determine the preferred learning styles, while the students' level of entrepreneurial experience was captured by items addressing prior entrepreneurial experience.FindingsThe analysis revealed a simpler measure of students' preferred learning styles, comprising a total of 12 items with three items per learning style. The study revealed that the preferred learning style was more important for students who had entrepreneurial experience than for those with less entrepreneurial experience. If students with entrepreneurial experience have stronger concerns for how they learn, it contributes to the understanding of the content of entrepreneurial learning.Originality/valueA modified Reduced Kolb Learning Style Inventory resulted in a concise instrument measuring students' preferred learning style in adherence to Kolb's work and evidenced its usefulness. This study contributes to a field that has been under-researched, related to the association between students' past and current entrepreneurial experience and their learning style preference, and aims to bridge the two research fields. This research explores these links and points to how these insights could inform entrepreneurship education.

scholarly journals The Relationship between Learning Style and Quantitative/Qualitative Information Recall Performance

2006 ◽  
Author(s):  
A.B.M. Abdullah ◽  
Jerry Ligon
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Significant Relationship ◽  
Recall Performance ◽  
Quantitative Information ◽  
Qualitative Information ◽  
Information Recall ◽  
Learning Style Inventory ◽  
The Relationship ◽  
Learning Style Preference

This study examined the ability of individuals to recall qualitative or quantitative information contained in reading passages. The subjects’ scores on the Kolb Learning Style Inventory (KLSI) were analyzed to determine if an individual’s learning style preference affected his/her information recall performance. Demographic variables, including age, sex, grade level, employment status and length, and ethnicity were also included in the analysis. One-way ANOVA analysis was conducted to test two proposed hypotheses. Results indicated that there was significant relationship between individuals learning styles and their ability to recall qualitative information. However, for the quantitative information the results were inconclusive. Regression analysis also indicated that there was a significant relationship between the type of information recalled and recall performance. In addition to information type (qualitative/quantitative), the abstract-to-concrete AC-CE dimension score of the KLSI was also found to have significant impact on information recall performance.    

Empirical Note on Creativity as a Covariate of Learning Style Preference

1991 ◽  
Vol 73 (1) ◽  
pp. 265-266 ◽  
Author(s):  
Edmund J. Boyle ◽  
Marshall A. Geiger ◽  
Jeffrey K. Pinto
Keyword(s):  
Problem Solving ◽  
Learning Styles ◽  
Learning Style ◽  
Learning Style Inventory ◽  
Covariate Effects ◽  
Empirical Note ◽  
The Relationship ◽  
Learning Style Preference

A great deal of research has examined students' preferred learning styles as measured by Kolb's 1985 Learning Style Inventory, but little effort has been made to test the covariate effects of other individual psychological facets, such as creativity, on preferred learning style. For a sample of 84 college undergraduates, the relationship between learning style and Raudsepp's problem-solving creativity scale was observed not to covary.

Learning styles of entrepreneurs in knowledge-intensive industries

2017 ◽  
Vol 23 (3) ◽  
pp. 446-464 ◽  
Author(s):  
Robert M. Gemmell
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Entrepreneurial Success ◽  
Negative Effects ◽  
Firm Level ◽  
Entrepreneurial Learning ◽  
Content Type ◽  
Entrepreneurial Performance ◽  
Learning Style Inventory ◽  
Knowledge Industry

Purpose The purpose of this paper is to explore whether there is a prevalent entrepreneurial learning style trait associated with successful knowledge industry entrepreneurial practice. Design/methodology/approach The paper reviews prior entrepreneurship studies utilizing experiential learning theory and examines the learning style preferences of 168 knowledge industry entrepreneurs to deduce a hypothesized entrepreneurial learning style. The entrepreneur participants’ Kolb Learning Style Inventory scores are modeled to explore causal links to individual and firm level entrepreneurial success. Findings Preference for the Kolb Active Experimentation (AE) learning mode over Reflective Observation (RO) predicts adoption of a key entrepreneurial innovation behavior and significant entrepreneurial performance benefits. In contrast to published theories, the RO learning mode exhibits surprising negative effects on entrepreneurial performance. Data analysis also reveals that 90 percent of sampled co-founder/partners had at least one partner with the hypothesized entrepreneurial style. Research limitations/implications The study fills a major research gap in entrepreneurial learning literature by identifying learning style traits associated with entrepreneurial success. The study findings can also be used by educators, practitioners and investors to help identify, appraise and develop entrepreneurial talent. Originality/value The study provides novel insights into the learning styles of practicing technology entrepreneurs by establishing a significant preference within this community for the AE and Concrete Experience learning modes. The study illustrates the negative effects of the RO learning mode which has previously linked to successful entrepreneurial practice.

RunayaySoft

2019 ◽  
Vol 15 (1) ◽  
pp. 103-131
Author(s):  
Juan Camilo González Vargas ◽  
Angela Carrillo-Ramos ◽  
Ramon Fabregat ◽  
Lizzeth Camargo ◽  
Maria Caridad García Cepero ◽  
...  
Keyword(s):  
Learning Styles ◽  
Multiple Intelligences ◽  
Learning Style ◽  
Design Methodology ◽  
Educational Institutions ◽  
Content Type ◽  
Functional Prototype ◽  
The Relationship ◽  
Disciplinary Area ◽  
Selection Of

Purpose The purpose of this paper is to describe a support system to the selection of enrichment activities in educational environment called RunayaySoft, where Runayay comes from the word Quechua that means develop and Soft as it is an informatics tool that supports the educational institutions and their students, in the selection of activities that allow foster some of their skills based on their interests, learning styles, aptitudes, multiple intelligences, preferences and so on. Moreover, it suggests institutions about the activities that they should make in their building considering student´s characteristics and the agreements that they have. Design/methodology/approach It does a diagnostic for identifying which characteristics are going to be considered to students and institutions. Then, it generates adaptive profiles with the aim of generating suggestions of enrichment activities that allow to boost some of their skills. For the students were considered their preferences, learning style, aptitude, multiple intelligences and interests. In the case of institutions were the agreements, resources and activities that they develop. Based on this information, it defines the relations for the generation of suggestions of activities toward students, where it does the prioritization of which activities should be considered. Findings For validating the system, it was done as a functional prototype that generates suggestions to students, as well as educative institutions, through a satisfaction test student assess if they agree or disagree with the suggestions given. With that assessment, it is validated the relationship between student’s characteristics, activity and institution are related for generating activities suggestions. Research limitations/implications RunayaySoft generates adaptive profiles for the students, activity and institution. Each profile has information that allows adapt an advice toward students and institutions. Social implications RunayaySoft considers student’s characteristics, activities and educational institutions for generating suggestions for enrichment activities that allow to boost some of their skills. Many times, when activities are generated in educative institutions, they are not considered a learner’s needs and characteristics. For that reason, the system helps institutions to identify activities that should be done in their facilities or with those institutions which they have agreements when the institutions that students come from do not have the required resources. Originality/value RunayaySoft suggests enrichment activities to students as well as educative institutions. For students, it suggests disciplinary areas where they can boost their skills; for each disciplinary area are recommended activities based on their preferences. Once students select the disciplinary area and activities, the system suggests educative institutions activities that they can do. If the institutions do not have the necessary facilities, the system shows with which other institutions they can set agreements. Moreover, it supports educative institutions to identify enrichment clusters, where it clusters students based on similar interest, allowing institutions to identify the activities that they should focus on.

scholarly journals The relationship between learning styles and students` chemistry achievement

2018 ◽  
Vol 37 (1) ◽  
pp. 79
Author(s):  
Stanislava Olić ◽  
Jasna Adamov
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Chemistry Education ◽  
Second Grade ◽  
Chemistry Achievement ◽  
Learning Style Inventory ◽  
Second Grade Students ◽  
Oxidation Reduction ◽  
Chemical Content ◽  
The Relationship

This research aimed to determine the chemical content which is the most challenging for students, and also to study the differences in chemistry achievement among students who prefer different learning styles. The study was carried out on the sample of 265 second grade students (aged 15–16 years) from seven grammar schools in Vojvodina (Serbia). Two instruments were applied in the study to determine the learning styles: chemistry knowledge test and Learning Style Inventory (LSI version 3.1). According to the findings, students have difficulty learning the contents of the topics Chemical Equilibrium, Salt Hydrolysis and Oxidation-Reduction Reactions. The findings show that there is a significant relationship between achievements in chemistry and students’ learning styles. The findings obtained in this research represent a step towards improving chemistry education since they identified the topics that students find it the most difficult to learn.

The association between learning styles and perception of teaching quality

2015 ◽  
Vol 57 (5) ◽  
pp. 575-587 ◽  
Author(s):  
Denise M. Jepsen ◽  
Melinda M. Varhegyi ◽  
Stephen T.T. Teo
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Undergraduate Students ◽  
Structural Equation ◽  
Mode Of Delivery ◽  
Teaching Quality ◽  
Content Type ◽  
What Is Said ◽  
Perceptions Of Teaching ◽  
The Relationship

Purpose – Although learning styles and teaching quality have been studied separately, the association between the association between the two has yet to be identified. The purpose of this paper is to establish the relationship between students’ learning styles with students’ perceptions of teaching quality. Design/methodology/approach – The study used survey responses from 272 undergraduate students. All 80 items in the Honey and Mumford’s (1986) Learning Styles Questionnaire and all 46 teaching quality items (Thompson, 2002) were used to assess learning styles and perceptions of teaching quality, respectively. Structural equation modelling was used to investigate the relationships between learning styles and perception of teaching quality. Findings – Results indicate learners with dominant reflector or activist styles are influenced in their perceptions of teaching quality of their teacher or lecturer. No perceptions of teaching quality relationships were found for students with dominant theorist or pragmatist learning style. Practical implications – Recognising that perceptions of teaching quality impacts on some students, teachers and lecturers may consider and articulate the type of learning they would prefer students to adopt for a particular class. As an example, a teacher might ask students who would normally see themselves as active learners to relax into the lecture mode of delivery and reflect on what is said in the lecture, to take time to consider what is said. Originality/value – This study combines the two important constructs of learning and perception of teaching quality to provide insight into the relationship between the two.

scholarly journals The construction and evaluation of a normative learning style preference questionnaire

2001 ◽  
Vol 27 (3) ◽  
Author(s):  
M. J. Viljoen ◽  
J. M. Schepers ◽  
K. Van Zyl
Keyword(s):  
Factor Analysis ◽  
Learning Styles ◽  
Learning Style ◽  
Focal Point ◽  
Learning Style Inventory ◽  
Learning Style Preferences ◽  
The Matrix ◽  
Style Preferences ◽  
Learning Style Preference ◽  
Direct Oblimin

Various authors have indicated the need for and value of identifying the learning style preferences of individual learners. Similar needs have been voiced in the South African context.The focal point of this study was the development of a normative instrument for predicting the preferred learning styles of individuals. Secondary aims were to determine whether there are differences between groups formed on the basis of gender, academic qualifications and functional disciplines as far as their learning style preferences are concerned. Based on a review of the literature and an existing questionnaire, namely the Learning Style Inventory (LSI 85), the Learning Style Preference Questionnaire (LSPQ) consisting of 136 items was developed and administered to respondents (N= 542) in a large organisation. The LSPQ was subjected to a principal factor analysis and six factors were obtained.The six factors were rotated to simple structure by means of the Direct Oblimin procedure. The matrix of intercorrelations of the six factorswas subjected to a second-order factor analysis and yielded a single factor. Opsomming Verskeie outeurs het na die behoefte aan asook die waarde van identi¢kasie van leerstylvoorkeure van individuele leerders verwys. Soortgelyke behoeftes is ook in Suid-Afrikaanse verband geopper.Die fokus van hierdie studie was die ontwikkeling van ’n normatiewe instrument om die leerstylvoorkeure van individue te meet. Sekondere doelwitte was omte bepaal of daar verskille tussen groepe is wat saamgestel is op grond van geslag, akademiese kwalifikasies en funksionele dissiplines wat hul leerstylvoorkeure betref. Gegrond op ’n oorsig van die literatuur en ’n bestaande vraelys, tewete die ‘‘Learning Style Inventory’’ (LSI 85), is die ‘‘Learning Style PreferenceQuestionnaire‘‘ (LSPQ), bestaande uit 136 items, gekonstrueer en op 542 respondente in’n groot organisasie toegepas. Die LSPQ is aan ’n hoo¡aktorontleding onderwerp en ses faktore is verkry. Die ses faktore is deur middel van die Direct Oblimin-prosedure na eenvoudige struktuur geroteer.

Changes in Learning Style Preference during a Three-Year Longitudinal Study

1991 ◽  
Vol 69 (3) ◽  
pp. 755-762 ◽  
Author(s):  
Marshall A. Geiger ◽  
Jeffrey K. Pinto
Keyword(s):  
College Students ◽  
Longitudinal Study ◽  
Learning Styles ◽  
Learning Style ◽  
College Experience ◽  
Learning Preferences ◽  
Theory Construction ◽  
Learning Style Inventory ◽  
Mixed Support ◽  
Learning Style Preference

Kolb's (1985) Learning Style Inventory and theories of learning preferences have stimulated much research and theory construction. A number of researchers have argued that, as students move through their college careers, their learning styles are likely to change significantly. This paper reports on the completion of a three-year study to assess the actual extent of change that occurred in a sample of college students. Our results offer mixed support for the proposition that students' learning styles change during the college experience.

Learning behind glass walls: learning style and partition-room, is there a correlation?

2018 ◽  
Vol 10 (4) ◽  
pp. 414-429
Author(s):  
Dilek Düştegör ◽  
Mariam A. Elhussein ◽  
Amani Alghamdi ◽  
Naya Nagy
Keyword(s):  
Saudi Arabia ◽  
Learning Styles ◽  
Learning Style ◽  
Teaching Experience ◽  
Female Students ◽  
Content Type ◽  
Perceptual Learning Style ◽  
Research Findings ◽  
Direct Student ◽  
Learning Style Preference

Purpose This study aims to investigate how a very particular learning environment, namely, partition rooms, affect students’ teaching experience and further explore if students’ learning styles is a pertinent determinant. Partition rooms are very common in Saudi Arabia when lectures are held by male instructors for female students. The male instructor delivers his lesson behind a glass wall, creating an environment of limited visual and auditory interaction. Various digital tools are present, meant to overcome the gap caused by the lack of direct student–teacher contact. Design/methodology/approach The researchers collected data from a sample of 109 female students who are studying at Level 4 Computer Science Department, College of Computer Sciences and Information Technology, at a public university in Saudi Arabia. All of them experienced a minimum of two courses undertaken in a partition room. The survey consists of two parts with a total of 53 questions. The first 20 questions were adopted from the perceptual learning style preference questionnaire (PLSP). Findings Research findings reveal that students are affected differently by the various dimensions of the partition room depending on their learning style. Originality/value There are fewer results in the literature that study learners of our particular group, namely, Saudi females. The study focuses on students studying IT and related fields. This study is almost unique, as most studies of the kind are related to the experience of females learning English as a foreign language. Therefore, the authors’ research gives much-needed insight into the conditions and perceptions of female students studying toward their degree in a technical field.

HUBUNGAN GAYA BELAJAR SISWA TERHADAP ASPEK PENGETAHUAN SISWA PADA MATA PELAJARAN SISTEM KOMPUTER DI SMK IT RAHMATAN KARIMAH BENGKULU TENGAH

2020 ◽  
Vol 1 (01) ◽  
pp. 13-20
Author(s):  
Dian Saputra
Keyword(s):  
Learning Styles ◽  
Computer System ◽  
Learning Style ◽  
Descriptive Analysis ◽  
Visual Learning ◽  
Auditory Learning ◽  
Analysis Techniques ◽  
Post Test ◽  
The Subject ◽  
The Relationship

This study aims to find out the relationship between learning style and students’ knowledge aspect on Computer System Subject at SMK IT Rahmatan Karimah of  Central Bengkulu, the type of research is quantitative and the subject of research is grade X in SMK IT Rahmatan Karimah of  Central Bengkulu. Data collection techniques using observation, Questionnaire and documentation. Data analysis techniques used were Descriptive Analysis, and inferential Statistical Analysis. The results of visual learning style post-test were 11 people with a mean of 76.36, an auditory learning style of 8 people at a mean of 62.14, a kinesthetic learning style of 3 people at a mean of 50.33, apart from that (r x y = 2.35) and the magnitude of r is reflected in the table (r table = 0.4132). Then rxy > r table ie = 2.35> 0.4132. In other words, Ho is rejected and Ha is accepted. It has a significant relationship between the learning styles of students and students’ knowledge aspect on Computer System Subject of grade X TKJ in SMK IT Rahmatan Karimah of  Central Bengkulu

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