Learning Styles—Liberal Arts and Technical Training: What's the Difference?

1989 ◽  
Vol 64 (2) ◽  
pp. 507-518 ◽  
Author(s):  
Margery S. Reading-Brown ◽  
Robert R. Hayden
Keyword(s):  
Higher Education ◽  
Learning Styles ◽  
Learning Style ◽  
Undergraduate Students ◽  
Liberal Arts ◽  
Business Students ◽  
Stepwise Discriminant Analysis ◽  
Learning Style Inventory ◽  
The Difference ◽  
Learning Types

In a study comparing the learning types of undergraduate students at two higher education institutions having different educational missions, 222 participants representing three academic divisions took the original Kolb Learning Style Inventory and the Learning Style Questionnaire. Data were subjected to a stepwise discriminant analysis, and canonical discriminant functions were derived. Eight questionnaire items and three Kolb Learning Styles significantly discriminated among the groups of arts, science, and business students. Results indicated that the learning styles of career-oriented students are relatively predictable and that differences exist in learning styles of groups of students choosing different experiences in higher education.

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

2016 ◽  
Vol 24 (4) ◽  
pp. 490-506 ◽  
Author(s):  
Darwish Abdulrahman Yousef
Keyword(s):  
Higher Education ◽  
Learning Styles ◽  
Learning Style ◽  
United Arab Emirates ◽  
Undergraduate Students ◽  
Self Report ◽  
Content Type ◽  
Academic Characteristics ◽  
Learning Style Preferences ◽  
Style Preferences

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.

Factorial Validity and Internal Reliability of Honey and Mumford's Learning Styles Questionnaire

2002 ◽  
Vol 91 (2) ◽  
pp. 503-519 ◽  
Author(s):  
Tracey Cockerton ◽  
Rukhsana Naz ◽  
Sylvia Sheppard
Keyword(s):  
Higher Education ◽  
Learning Styles ◽  
Learning Style ◽  
Factorial Validity ◽  
Conceptual Basis ◽  
Valid Measure ◽  
Internal Reliability ◽  
Learning Style Inventory ◽  
Satisfactory Model ◽  
Confirmatory Factor

Honey and Mumford's Learning Styles Questionnaire was derived from the same conceptual basis as Kolb's Learning Style Inventory and may provide a more reliable and valid measure of Kolb's learning style constructs. The Learning Styles Questionnaire has not been psychometrically evaluated as extensively as the Learning Style Inventory. Since there is no published information on how the Learning Styles Questionnaire scales were derived, an attempt was made to factor analyze the responses to the questionnaire. Confirmatory factor analysis of 284 psychology undergraduates' responses identified a four-factor oblimin solution as the most satisfactory model investigated. Implications for interpretation and use within higher education are discussed.

Student satisfaction toward e-textbooks in higher education

2014 ◽  
Vol 5 (3) ◽  
pp. 231-246 ◽  
Author(s):  
Yungwei Hao ◽  
Kathy Jackson
Keyword(s):  
Higher Education ◽  
Learning Styles ◽  
Student Satisfaction ◽  
Learning Style ◽  
Undergraduate Students ◽  
Learning Preferences ◽  
The Body ◽  
Grade Point ◽  
Content Type ◽  
Students Satisfaction

Purpose – This study aims to add to the body of literature by examining students’ satisfaction with e-textbooks. As higher education evolves, one instructional tool, the classic textbook, is undergoing various transformations. In today’s classrooms, many e-textbooks are in use and there are implications. Design/methodology/approach – A researcher-developed instrument measured 115 undergraduate students’ satisfaction levels for e-textbooks used in two courses, and a learning styles instrument was given to identify student learning preferences. Findings – Through factor analysis, a few dimensions emerged regarding factors related to satisfaction. The factors included features, usability and learning facilitation provided by the e-textbooks. In general, students had a moderately above-neutral, positive attitude toward the e-textbooks. Gender, grade point average, time spent weekly reading e-textbooks and a few learning style tendencies can significantly predict, to some extent, different dimensions of satisfaction. Practical implications – Usability design of e-textbooks plays a key role in student satisfaction toward digital materials. Moreover, instructors need to use meaningful instructional activities as they adopt the usage of e-textbooks. Originality/value – The findings can help shed light on ways to enable students to become more satisfied with digital textbooks and can help policymakers and instructors evaluate and effectively adopt the appropriate digital materials to meet individual needs.

scholarly journals Evaluation of Online Graduate Epidemiology Instruction and Student Outcomes

2016 ◽  
Vol 20 (4) ◽  
Author(s):  
Jacqueline Knapke ◽  
Erin Haynes ◽  
Julie Breen ◽  
Pierce Kuhnell ◽  
Laura Smith ◽  
...  
Keyword(s):  
Higher Education ◽  
Adult Learners ◽  
Online Education ◽  
Learning Styles ◽  
Learning Style ◽  
Online Course ◽  
Theoretical Frameworks ◽  
Graduate Course ◽  
Learning Style Inventory ◽  
Education Model

In the last two decades, online learning has transformed the field of higher education. Also during this time, institutions of higher education have seen increases in their adult learner populations. The flexibility and accessibility of an online education model is often particularly appealing to adult learners, who bring unique needs, expectations, and learning styles to their educational experiences. Using Kolb’s Learning Style Inventory and Knowles’ andragogy model as theoretical frameworks, this study evaluates an online graduate course in epidemiology in terms of the demographics, learning styles, satisfaction, and achievement of students. Comparing the online course to the same, land-based course that was offered concurrently, we found no differences between students’ learning styles, satisfaction, and overall achievement. However, students in the land-based class were more likely to be matriculated into a degree program (p

A comparison on the learning styles of chemistry students and chemistry education students in universities in Turkey

2020 ◽  
Vol 8 (4) ◽  
pp. 841-848
Author(s):  
Dilek Çelikler ◽  
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Undergraduate Students ◽  
Chemistry Education ◽  
Study Group ◽  
Education Students ◽  
Entire Study ◽  
Chemistry Students ◽  
Learning Style Inventory ◽  
Geographical Regions

The aim of the study is to compare learning styles of students in the department of chemistry education in education faculties and learning styles of students in the department of chemistry in faculties of science or faculties of arts and sciences in Turkey. The study group of the study is comprised of 1291 undergraduate students in total from the chemistry departments in eight universities and from Chemistry Education departments in 5 universities located in different geographical regions in Turkey. Data was obtained using Kolb Learning Style Inventory. When the entire study group is considered, it is observed that chemistry undergraduate students have diverging learning style as the dominant and that the assimilating learning style as the second among their learning style preferences. It is concluded that chemistry students have assimilating learning style while chemistry education students have diverging learning style as the dominant one according to the departments.

Comparison of Learning Styles between Physical Education and Dance Majors

1984 ◽  
Vol 58 (2) ◽  
pp. 583-588 ◽  
Author(s):  
Dorothy B. Zakrajsek ◽  
Rebecca L. Johnson ◽  
Diane B. Walker
Keyword(s):  
Physical Education ◽  
Learning Styles ◽  
Learning Style ◽  
T Test ◽  
Education Majors ◽  
Learning Style Inventory ◽  
Physical Education Majors

Learning styles of dance and physical education majors were described and compared. Subjects were 167 declared majors in 1982 from 9 universities (87 PE, 80 dance; 44 males, 115 females). Kolb's Learning Style Inventory which measures abstractness or concreteness and activity or reflectivity was given. By t test (.05) no significant differences in preferred learning style were found between majors or genders.

scholarly journals Students’ Voice in Learning Style Assessment: The Innovative Learning Experiences Tool (ILE)

2016 ◽  
Vol 6 (2) ◽  
pp. 180
Author(s):  
Nosisana Patricia Mkonto
Keyword(s):  
Higher Education ◽  
Learning Styles ◽  
Learning Style ◽  
Learning Process ◽  
Assessment Tool ◽  
Learning Experiences ◽  
Active Role ◽  
Learning Needs ◽  
Diverse Learning ◽  
Innovative Learning

<strong></strong><p>Students who enter higher education have diverse learning needs, andhigher education institutions need to provide for these needs. One way of dealing with this variety of learning needs is to empower students to play an active role in their own learning, by making them aware of their learning styles.  Identifying learning styles is an important facet within the learning process. Assessing learning styles could provide students with an opportunity to be reflective, and interrogate how they learn. Students’ learning styles can be assessed by using a learning styles assessment tool. The Innovative Learning Experiences (ILE) which was developed in this study, caters for the students` voice where students reflect on their past and present learning experiences. </p><br /><strong> </strong>

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