Experiential Learning Style Grouping Impact on Student Outcomes in Team Leadership Coursework

2021 ◽  
pp. 104649642110235
Author(s):  
Jonathan Orsini ◽  
Laura L. Greenhaw ◽  
Bradley M. Coleman ◽  
Whitney A. Stone ◽  
J.C. Bunch
Keyword(s):  
Experiential Learning ◽  
Learning Styles ◽  
Learning Style ◽  
Team Learning ◽  
Group Development ◽  
Psychological Safety ◽  
Team Leadership ◽  
Learning Behavior ◽  
Student Groups ◽  
Stages Of Group Development

This study explores how different team configurations based on members’ experiential learning styles impacted group level variables including team learning behavior, stages of team development, potency, psychological safety, and satisfaction in an undergraduate class. Groups with homogeneous learning styles experienced higher levels of friendship and lower levels of conflict, which were associated with greater satisfaction and more rapid progress through the stages of group development. Most significantly, satisfaction was more strongly correlated to team learning behavior than psychological safety, suggesting that student groups in higher education settings may rely on other factors to progress through the stages of group development.

David Kolb's Experiential Learning Machine

1993 ◽  
Vol 24 (1) ◽  
pp. 46-62 ◽  
Author(s):  
Richard Hopkins
Keyword(s):  
Experiential Learning ◽  
Learning Styles ◽  
Learning Style ◽  
Critical Analysis ◽  
Learning Machine

AbstractThis article is a review of David Kolb's program of work on learning styles and experiential learning, which I find to be a problematic instance of psychologism. I argue that Kolb's approach ignores the process nature of experience and that attractive as it may be instrumentally, it ultimately breaks down under the weight of its structuralist reductions. Kolb attempts to account for experiential learning without a coherent theory of experience, such as might have been found in phenomenology, which he virtually ignores. Thus, Kolb neglects the constitutive effects of the noetic-noemic corelationship and the intentional reality of the person. I contrast Kolb's formulations with John Dewey's much more resilient conception of "habit" and close with a critical analysis of various ways in which Kolb's learning-style instruments are used for aggressive intervention in people's lives.

Minding the Competency Gap From College to Career

2021 ◽  
pp. 268-288
Author(s):  
Kimberlee Beth Josephson
Keyword(s):  
Virtual Teams ◽  
Industrial Revolution ◽  
Group Development ◽  
Team Leadership ◽  
Competency Development ◽  
Socialization Process ◽  
Course Content ◽  
Virtual Teaming ◽  
Business Acumen ◽  
Stages Of Group Development

The Fourth Industrial Revolution is proving the development of certain soft skills to be of utmost importance and yet a skills gap is present regarding human-centric competencies and critical thinking capabilities. Fundamental proficiencies such as professionalism and business acumen are even proving to be deficient according to workforce trends, and this may worsen given the new norm of remote campus communities, whereas students will still engage with course content but less so with each other. As such, organizations utilizing online platforms for e-learning and virtual teaming should be mindful of not only the performance of the group but the abilities of participants and the socialization process necessary for aiding in competency development. The stages of group development identified by Bruce Tuckman are useful for reinforcing the application of the proposed principles for successful virtual team leadership by Deloitte. Through the alignment of stages and principles, virtual teams can increase their chances for not only success but competency development.

scholarly journals When Leadership Powers Team Learning: A Meta-Analysis

2018 ◽  
Vol 49 (4) ◽  
pp. 475-513 ◽  
Author(s):  
Mieke Koeslag-Kreunen ◽  
Piet Van den Bossche ◽  
Michael Hoven ◽  
Marcel Van der Klink ◽  
Wim Gijselaers
Keyword(s):  
Team Learning ◽  
Leadership Behaviors ◽  
Leadership Behavior ◽  
Meta Analysis ◽  
Empirical Studies ◽  
Team Leadership ◽  
Task Type ◽  
Learning Behavior ◽  
Team Processes ◽  
Support Team

Team learning behavior is found to be one of the most effective team processes, as learning behavior at the team level (e.g., sharing, discussing, and reflecting on knowledge and actions) enables teams to adapt existing or develop new knowledge. Team leadership behavior is considered a critical accelerant for creating conditions that are essential to engage in team learning behavior, such as a safe environment. Yet despite the growing amount of research in team learning, this relationship remains unclear. Meta-analytic techniques were used to examine when team leadership behaviors support team learning behavior and how the task type moderates that relationship. Forty-three empirical studies reporting 92 effect sizes were synthesized. Analyses show that team leadership behavior explains 18% of the variance in team learning behavior. Furthermore, results indicate that person-focused leaders foster team learning for both adaptive and developmental tasks, whereas task-focused leaders influence team learning for adaptive tasks only.

scholarly journals Differences in medical student performance on examinations: exploring score variance between Kolb's Learning Style Inventory classifications

2020 ◽  
Vol 20 (1) ◽  
Author(s):  
Quentin J. Reynolds ◽  
Kurt O. Gilliland ◽  
Katie Smith ◽  
Joshua A. Walker ◽  
Gary L. Beck Dallaghan
Keyword(s):  
Medical Student ◽  
Experiential Learning ◽  
Learning Styles ◽  
Student Performance ◽  
Learning Style ◽  
Public University ◽  
National Board ◽  
Learning Style Inventory ◽  
Significant Difference ◽  
Medical Examiners

Abstract Background Kolb’s Cycle of Learning Theory acts as a foundational framework for the evolution of knowledge gained by learners throughout their education. Through Kolb’s cycle of experiential learning, one’s preferred way of learning could impact academic achievement in the pre-clinical years of medical education. Methods The medical student classes of 2020 and 2021 at a public university in the southeastern U.S. were invited to complete Kolb’s Learning Style Inventory (LSI). For those participants completing the LSI, examination results for their pre-clinical blocks were obtained and matched to the LSI results. Examination scores (locally-developed examinations and customized National Board of Medical Examiners (NBME) final examinations) were compared by LSI classification for each examination using Kruskal-Wallis Test. Results Out of 360 possible participants, 314 (87.2%) completed the Learning Style Inventory. Convergers and Assimilators made up 84.1% [Convergers (n = 177, 56.4%), Assimilators (n = 87, 27.7%)]. Accommodators (n = 25, 7.9%) and Divergers (n = 25, 7.9%) made up the remaining sample. Accomodators’ scores were significantly lower on locally-developed examinations in Principles of Medicine, Hematology, and Gastrointestinal System. The only NBME examination that demonstrated a significant difference across learning styles was from the Cardiovascular block. Conclusions Upon reviewing Kolb’s LSI, our study indicated that performance on the customized NBME examinations minimized the variance in performance compared to locally-developed examinations. The lack of variance across learning styles for all but one NBME final examination appears to provide a more equitable assessment strategy.

The impact of multiple textbook format availability in business education

2014 ◽  
Vol 6 (1) ◽  
pp. 176-186 ◽  
Author(s):  
Dmitriy Chulkov ◽  
Jason VanAlstine
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Ease Of Use ◽  
Dominant Factor ◽  
Student Groups ◽  
Content Type ◽  
Printed Books ◽  
Uniform Policy ◽  
Introductory Economics ◽  
The Impact

Purpose – Technology is changing the use of textbooks in higher education. The purpose of this paper is to examine the impact of offering multiple textbook formats in the same economics course using textbooks that provided multiple options including new and used printed books, as well as electronic books. Design/methodology/approach – The study is based on a survey conducted in nine sections of introductory economics classes at a public US university. The study took place within the confines of undergraduate courses that offered textbooks with multiple available formats. A survey collected information about the format each student selected, the factors that students considered when choosing the format, and their overall attitudes about their selection at the end of the semester. Demographic information was also recorded. Findings – The paper finds that students selected a variety of textbook options and identified the factors of cost, ease of use, and learning style as most important to their textbook format decision. Students overwhelmingly support the value of offering choice in textbook formats. In examining student selections further, the paper finds that among students that select an electronic textbook, cost is the dominant factor, while students selecting a new printed textbook mention their learning style and ease of use more often. Students that selected a used printed textbook identified cost, ease of use, and the ability to keep the textbook as factors important to them. Originality/value – This study provides evidence on the impact of having multiple textbook format options within the same course. Overall, the results suggest that the student population has diverse preferences and any uniform policy on textbook format selection may not satisfy the needs of all student groups. Furthermore, students themselves recognize the diversity in learning styles and see value in having options in textbook format selection.

Experiential Learning and Learning Styles

2010 ◽  
Author(s):  
Eric Cox
Keyword(s):  
Service Learning ◽  
Experiential Learning ◽  
Learning Styles ◽  
Student Learning ◽  
Learning Style ◽  
Learning Experience ◽  
Internal Validity ◽  
Validity And Reliability ◽  
Starting Point ◽  
Democracy And Education

The intellectual foundation of modern experiential learning theory owes much of its roots to John Dewey’s educational philosophy. In his seminal 1916 work, Democracy and Education: An Introduction to the Philosophy of Education, Dewey argued that human knowledge and education are rooted in inquiry, which in turn is rooted in human experience. His ideas, along with those of Jean Piaget, formed the basis of D. A. Kolb’s 1984 book Experiential Learning: Experience as the Source of Learning and Development. Kolb’s theory of learning, which he formulated to better understand student learning styles, became the starting point for the debate on the use of experiential learning. Kolb introduced a four-stage cycle to explain learning: concrete experience, reflective observation, abstract conceptualization, and active experimentation. His framework has been adopted to investigate how learning occurs inside the classroom. However, numerous criticisms have been leveled against Kolb’s learning styles approach. One type of criticism focuses on the importance of learning style on student learning, and another focuses on the construct validity, internal validity, and reliability of Kolb’s Learning Style Inventory (LSI). There are several avenues for improving the use of experiential learning techniques, such as the integration of service-learning into the classroom and an institutional commitment to designing a complete curriculum.

The relationships between perceived team psychological safety, transactive memory system, team learning behavior and team performance among individual team members

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Su Min Kim ◽  
Moon Jung Kim ◽  
Sung Jun Jo
Keyword(s):  
Team Performance ◽  
Team Learning ◽  
Psychological Safety ◽  
Transactive Memory ◽  
Memory System ◽  
Learning Behavior ◽  
Cross Sectional ◽  
Content Type ◽  
Team Members ◽  
Transactive Memory System

PurposeThis study aimed to investigate the relationships between individual team member's perception of team psychological safety (TPS), individual team member's perception of transactive memory system (TMS), individual team member's perception of team learning behavior (TLB) and individual team member's perception of team performance (TP).Design/methodology/approachThis cross-sectional study used a paper-based questionnaire that was distributed to 500 employees in travel-related industries and responses were received from 467 employees. Finally, 394 surveys were used after excluding insincere responses. Using SPSS & AMOS version 25.0, factor analysis, correlation, path analysis and mediation analysis were performed.FindingsThe findings reveal that there is a significant association between TPS, TMS, TLB and TP, except for the specialization subdimension of TMS and reflective communication and knowledge codification subdimensions of TLB. There was no mediation role of TLB; however, credibility and task coordination subdimensions of TMS showed partial mediating effects between TPS and TP.Originality/valueThis study offers suggestions for management, emphasizing the importance of TPS. Recent and rapid organizational changes have dramatically increased employees' job insecurity, which can affect their psychological safety. Therefore, organizations should actively support employees to feel psychologically stable to improve performance by utilizing TMS and TLB among individual team members.

Comparing managers’ and non-managers’ learning and competencies

2018 ◽  
Vol 30 (4) ◽  
pp. 274-290 ◽  
Author(s):  
Yoshitaka Yamazaki ◽  
Michiko Toyama ◽  
Andreas Joko Putranto
Keyword(s):  
Experiential Learning ◽  
Learning Styles ◽  
Learning Style ◽  
Learning Theory ◽  
Experiential Learning Theory ◽  
Competency Development ◽  
Learning Skills ◽  
Content Type ◽  
Relationship Skills ◽  
Analysis Theory

Purpose The purpose of this study is to empirically explore how managers differ from non-managers with regard to learning skills as competencies and learning style in a public-sector work setting. The paper also examined how learning style affects competency development. Design/methodology/approach This study applied Kolb’s experiential learning theory concomitant with its instruments to analyze 12 skills and 4 learning styles. A total of 457 government officers from the Indonesian Ministry of Finance and Ministry of Internal Affairs participated in this study, including 112 managers and 345 non-managers. Findings The study had four major findings. Although the two groups were similar in technology skills, managers had stronger skills than non-managers in leadership, relationship, helping, sense making, information gathering, information analysis, theory building, quantitative analysis, goal setting, action and initiative. Relationship skills were important for both managers and non-managers. Managers were more abstract and less concrete learners than non-managers. The learning style with more thinking over feeling affected learning skills development much more than the learning style with more acting over reflecting. Originality/value Using experiential learning theory, this study has clarified what competencies of managers are more developed than those of non-managers and how the two groups learn differently.

Learning styles of physiology students interested in the health professions

2009 ◽  
Vol 33 (1) ◽  
pp. 30-36 ◽  
Author(s):  
Jennifer Breckler ◽  
David Joun ◽  
Huy Ngo
Keyword(s):  
Gender Differences ◽  
Academic Success ◽  
Learning Styles ◽  
Career Choice ◽  
Student Learning ◽  
Learning Style ◽  
Health Professions ◽  
Learning Preferences ◽  
Multimodal Learning ◽  
Student Groups

Student learning may be classified according to the sensory modalities by which one prefers to take in information. One such classification scheme uses the VARK instrument, which categorizes learning preferences as visual (V), auditory (A), reading-writing (R), or kinesthetic (K). Many students have a single, strong preferences (“unimodal”), whereas others have multiple (“multimodal”) learning preferences. Although limited in scope and reliability, knowledge of student learning preferences is important for reasons of pedagogy. Teaching and student learning styles may also affect student academic success in science coursework and fulfillment of student career goals. In our study, we determined the learning preferences of upper-division students in a human physiology course during a 2-yr period at a public undergraduate institution in California. We also sought to determine the association between individual learning styles and stated career intentions. We found that the majority of students interested in the health professions have multimodal learning preferences. Furthermore, a greater percentage of premedical students had multimodal preferences compared with predental and prescientist students. When data were compared by gender, we found that more female than male students had multimodal learning preferences. We also observed some gender differences when separating student groups by career choice. For example, more premedical men had multimodal preferences compared with nonpremedical men. In contrast to men, women showed little differences in their learning style profiles whether premedical or not and also self-predicted their learning preferences more accurately. Thus, career choice may be an important consideration in determining whether or not there are gender differences among students.

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