scholarly journals The Effects of Culture on Learning Styles: The Sample of Ondokuz Mayıs University

2021 ◽  
Vol 6 (2) ◽  
pp. 54-69
Author(s):  
Fatih Diken ◽  
Nevin Ozdemir
Keyword(s):  
Graduate Students ◽  
Learning Styles ◽  
Learning Style ◽  
Cultural Dimensions ◽  
Experiential Learning Theory ◽  
Data Collection Tool ◽  
Learning Style Inventory ◽  
Concrete Experience ◽  
Significant Difference ◽  
Learning Styles Inventory

This study examines the effect of culture on learning styles. The study sample consisted of undergraduate and graduate students, most of whom are foreign nationals, studying in different departments of Ondokuz Mayıs University in Samsun, Turkey. Based on the experiential learning theory (ELT), Kolb's Learning Styles Inventory (KLSI) was used as a data collection tool to define individual learning styles. By examining previous studies such as the Global Leadership and Organizational Effectiveness (GLOBE), the study focused on categorizing cultural differences. 193 participants from 35 different nationalities were included in one of three cultural clusters (The Middle East, Africa, and Central Asia). In the first part of the study, the dominant learning styles of each cultural cluster were evaluated based on Kolb's traditional 4 learning styles (diverging, converging, assimilating, and accommodating) and the new 9 learning styles (experiencing, imagining, reflecting, analysing, thinking, deciding, acting, balancing) defined in KLSI 3.2 and KLSI 4. It was analysed whether there was a statistically significant difference in the dominant learning styles among the cultural clusters. The results of the analysis showed that there was no significant difference among the cultural clusters according to 4 learning style classifications, whereas there were significant differences among the cultural clusters according to Kolb’s 9 learning style classifications. In the second part of the study, it was evaluated whether there was a significant difference among the cultural clusters according to the modes of grasping experience – concrete experience (CE) and abstract conceptualization (AC) – and two dialectically related modes of transforming experience—reflective observation defined in the ELT model. Keywords: learning style, Kolb learning style inventory (KLSI), culture, cultural dimensions, cultural clusters, higher education

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.

scholarly journals The Role of Learning Style in the Changing Landscape of Medical Education: The Canadian Plastic Surgery Experience

2019 ◽  
Vol 9 (2) ◽  
pp. 46-51
Author(s):  
Kaitlin S. Boehm ◽  
Connor McGuire ◽  
Osama A. Samargandi ◽  
Sarah Al Youha ◽  
David T. Tang
Keyword(s):  
Learning Styles ◽  
Plastic Surgery ◽  
Learning Style ◽  
Training Programs ◽  
Age Groups ◽  
Cross Sectional ◽  
Learning Style Inventory ◽  
Significant Difference ◽  
Competency Based

Objectives: The transition to competency-based education and restraints on trainee work hours necessitates re-evaluation of resident education. The role of learning style in plastic surgery residency training has not been investigated. The objective of this study was to identify the learning styles of plastic surgeons and trainees in Canadian Plastic Surgery programs. Methods: A cross-sectional electronic survey was distributed to all members of the Canadian Society of Plastic Surgeons and through program directors at Canadian training programs. Basic demographics were captured. The Kolb Learning Style Inventory was used to identify each individual’s learning style (converging, accommodative, assimilative, or divergent).  Results: There were a total of 98 respondents (15% response rate), including 62 staff plastic surgeons (63%) and 36 trainees (37%). All regions of Canada and age categories were well represented. The most dominant learning styles were convergent (47%) and accommodative (29%). No significant difference in dominant learning styles existed between age groups; while males were more commonly convergent learners, females were accommodative learners.   Conclusions: The majority of plastic surgery trainees and staff have learning styles that rely heavily on practical application and experiential learning. Accounting for this propensity towards convergent and accommodative learning styles should be incorporated into training programs to maximize efficacy of learning.

Understanding Online Cultural Learning Styles and Academic Performance of Management Students in an Ethnic Context

2018 ◽  
pp. 317-339
Author(s):  
Syed Raza Ali Bokhari ◽  
Iqbal Ahmed Panhwar
Keyword(s):  
Academic Performance ◽  
Learning Styles ◽  
Learning Style ◽  
Structural Equation ◽  
Epistemological Beliefs ◽  
Negative Relationship ◽  
Cultural Dimensions ◽  
Mba Students ◽  
Student Academic Performance ◽  
Learning Styles Inventory

This study utilizes Structural Equation Modeling with maximum likelihood discrepancy function to examine the relationship among various cultural dimensions and multicultural learning styles, and subsequently the impact thereof on student academic performance. 210 MBA students who enrolled in an online class were examined. The hypothetical model integrated proven learning styles and cultural theories. While Kolb's Learning Styles Inventory (LSI) version 3.1 captured attributes of learning style preferences, the Cultural Dimensions of Learning Framework questionnaire developed by Parrish and Linder-VanBerschot (2010) captured cultural preferences. Three structural models (epistemological beliefs, social beliefs, and temporal perceptions dimension of culture) were analyzed. It was found that epistemological beliefs and temporal perceptions dimensions of culture exhibited a positive relationship with multicultural learning styles; the social relationship dimension showed negative relationship, while total effect on student academic performance across was relatively similar across all models.

Learning styles and perceptual patterns for English /i/ and /ɪ/ among Chinese college students

2015 ◽  
Vol 37 (3) ◽  
pp. 673-701 ◽  
Author(s):  
XIAOHU YANG ◽  
FENG SHI ◽  
XIANGJUN LIU ◽  
YONG ZHAO
Keyword(s):  
College Students ◽  
Foreign Language ◽  
Learning Styles ◽  
Learning Style ◽  
English Learning ◽  
Chinese College Students ◽  
Learning Style Inventory ◽  
Concrete Experience ◽  
Learning Modes ◽  
English I

ABSTRACTThis study examined whether learning styles, along with age of starting English learning and length of English learning, are related to perceptual patterns for English /i/–/ɪ/ among Chinese college students who learn English as a foreign language. A total of 83 Chinese college students with different learning styles as measured by Kolb's Learning Style Inventory (1985) and 16 native speakers of American English identified the vowels in a syntheticbeat–bitcontinuum. The results revealed that the Chinese participants’ perceptual patterns for English /i/–/ɪ/ varied with their learning styles. The participants with Kolb's (1985) assimilative and divergent learning styles were more likely to exhibit perceptual patterns resembling those of the American participants than were the participants with convergent and accommodative learning styles. Furthermore, of Kolb's four learning modes, reflective observation had a facilitative effect on the participants’ perception, whereas active experimentation was more likely to cause difficulties; abstract conceptualization and concrete experience bore little relation to the perception of these two sounds. In addition, length of English learning played a critical part in the development of English /i/–/ɪ/ perception. However, age of starting English learning in foreign language conditions was not as crucial as suggested by earlier studies on speech perception in second language conditions.

scholarly journals Learning styles of psychiatrists and other specialists

2001 ◽  
Vol 25 (8) ◽  
pp. 306-309 ◽  
Author(s):  
Nicholas Airey ◽  
James Marriott ◽  
June Rodd
Keyword(s):  
Medical Students ◽  
Learning Styles ◽  
Lifelong Learning ◽  
Learning Strategies ◽  
Learning Style ◽  
Clinical Implications ◽  
Teaching Approaches ◽  
Concrete Experience ◽  
Learning Styles Inventory ◽  
The Individual

Aims and MethodTo describe how the Learning Styles Inventory was used to assess the preferred learning styles of a group of senior and specialist registrars from different specialities attending a management course.ResultsOf the 272 doctors studied, the learning styles of psychiatrists (n=42) emerged as significantly different to the group as a whole, favouring reflective observation and concrete experience rather than active experimentation or abstract conceptualisation.Clinical ImplicationsKnowledge of learning styles can help improve interactions with other specialities that adopt different learning strategies, and assist with the individual psychiatrist's lifelong learning. To engage the interest of medical students, psychiatrists may need to consider different teaching approaches in line with the prevalent learning style.

scholarly journals An Investigation Of The Relationship Between Students’ Views On Homework And Their Learning Styles

2016 ◽  
Vol 12 (7) ◽  
pp. 47
Author(s):  
Ayten Iflazoglu Saban
Keyword(s):  
Academic Success ◽  
Learning Styles ◽  
Learning Style ◽  
Personal Information ◽  
Target Population ◽  
Grade Point ◽  
Significant Difference ◽  
The Difference ◽  
Learning Styles Inventory ◽  
The Relationship

The purpose of this study is to identify the relationship between students’ views on homework and their learning styles. The study follows a descriptive survey model. It is also an example of descriptive study in relational screening model. Target population is all first, second, third, and fourth year students who are enrolled in Çukurova University Primary School Classroom Teaching Department. The participants are 443 students who volunteered to fill in the data collection forms used in the study. Of the participants, 90 were first year, 103 were second year, 140 were third year, and 110 were fourth year students. 275 of the students participating in the study were female (62.1%) and 168 were male (37.9%). The data were collected through “Homework Attitudes Scale” developed by Gündüz (2005), Kolb’s Learning Styles Inventory (LSI) which was first examined for its applicability in Turkey by Aşkar and Akkoyunlu (1993), “Homework Purpose Scale”, “Homework Management Scale” and “Personal Information Form” developed by the researcher. No instruments were used to measure students’ academic success levels; their academic success was identified according to the overall mean score obtained from the scores they received from all lessons. Findings show that 141 students (31.8%) preferred assimilating learning style while 133 students (30%) preferred converging learning style. Dominant learning style was found to differ according to grade level and grade point average. The difference in terms of homework attitudes, homework purpose, and homework management scale mean scores was in favour of mostly students who have converging learning style. Besides, there was a significant difference in terms of doing homework on time in favour of students who have converging learning style, and there was a significant difference in terms of coming to class without homework in favour of students who have diverging learning style.

scholarly journals A Study on Learning Styles of Individuals Receiving Vocational Music Education

2019 ◽  
Vol 7 (10) ◽  
pp. 108
Author(s):  
Koray Çelenk ◽  
Emrah Lehimler
Keyword(s):  
High School ◽  
Learning Styles ◽  
Music Education ◽  
Learning Style ◽  
Team Work ◽  
University Faculty ◽  
Learning Style Inventory ◽  
Class Level ◽  
Significant Difference ◽  
Visual Materials

The aim of this study is to examine the learning styles of the students who take vocational music education and to determine whether the learning styles differ according to gender, age, high school, university, faculty, and class level and instrument variables. This research is a descriptive study conducted in a survey model. In this context, the conceptual infrastructure has been formed by searching the literature, studies on learning styles have been examined and Kolb’s Learning Style Inventory III has been used as a data collection tool. The study group consists of 423 students who study in faculties and conservatories which give vocational music education of 9 universities in Turkey. The results show that the students receiving vocational music education are mostly in the “Diverger” category, while the distribution of students in the “Assimilator”, “Accommodator”, and “Converger” categories is less. In this study, it has been found that the learning styles of the students receiving vocational music education have not differred according to gender, age, university, faculty, and class level and instrument variables. A significant difference has been found in the high school variable. Basing on Kolb’s learning approach, it can be said that providing education in accordance with the students’ preferred instructional approaches (using question-answer, using metaphor, discussion, expression, team work, project preparation, using visual materials, conducting individual research, collecting information from mass media, organizing seminars, utilization from experts etc.) in Diverger and Assimilator categories will have a positive effect on the complete and meaningful learning of the students.

scholarly journals P.108 Integrating learner feedback in developing an evidence-based palliative care curriculum for neurology residents

2017 ◽  
Vol 44 (S2) ◽  
pp. S41-S41
Author(s):  
JA Yeung Laiwah ◽  
A Sarpal ◽  
V Schulz ◽  
T Gofton
Keyword(s):  
Palliative Care ◽  
Learning Styles ◽  
End Of Life ◽  
Learning Strategies ◽  
Learning Style ◽  
Evidence Based ◽  
Medical Interventions ◽  
Learning Style Inventory ◽  
Concrete Experience ◽  
Academic Time

Background: Palliative care is a cornerstone of the management of progressive neurological illness, but there lacks a standardized evidence-based curriculum to teach the unique aspects of neurology-based palliative care to current learners. Methods: A needs assessment involving focus groups with patients, physicians, interdisciplinary members, and trainees was conducted to identify gaps in the current curriculum. The Kolb Learning Style Inventory identified learning strategies among neurology residents. A Palliative Medicine Comfort and Confidence Survey and knowledge pre-test was distributed to determine current learner needs. The curriculum was delivered during academic time, and feedback was obtained for further content revision. Results: Qualitative analysis was used to develop the curriculum with the key principles of symptom management, end-of life communication, psychosocial components of care, and community coordination. Learning styles varied, but preference for active experimentation and concrete experience was noted. Learners identified as comfortable with withdrawal of medical interventions, but requiring support on home palliative care referral, and management of terminal delirium and dyspnea. Further teaching was requested for end of life ethics and communication skills. Conclusions: By integrating current best evidence-based practice in palliative neurology with learner feedback, this project aims to create a comprehensive palliative care curriculum for neurology learners.

Investigating Learning Styles on Different Hypertext Environments: Hierarchical-like and Network-like Structures

1996 ◽  
Vol 14 (4) ◽  
pp. 313-328 ◽  
Author(s):  
Gloria E. Melara
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Hierarchical Structures ◽  
Shortest Path Algorithm ◽  
Related Concept ◽  
Learner Performance ◽  
Learning Style Inventory ◽  
Significant Difference ◽  
Computer Based ◽  
Based Instruction

This article examines the effect of learning style on learner performance within two different hypertext structures. Each instructional environment is modeled by a Computer-Based Instruction (CBI) on the Shortest Path Algorithm. Both CBI applications have the same information but different structures for accessing the information. One CBI application with a hierarchical structure provides access to a concept only when all the subordinated concepts have been accessed. The other CBI application with a network structure provides access to any related concept with no limitations. Learning style was categorized using Kolb's Learning Style Inventory (LSI). An experimental study conducted with forty students revealed that both applications were equally effective, and were able to accommodate learners with different learning styles. The study also found that learners using network structures completed the instruction sooner than learners using hierarchical structures, and there was no significant difference in their achievements.

scholarly journals AN INVESTIGATION ON THE LEARNING STYLES OF B.ED. TRAINEES

2021 ◽  
Vol 9 (06) ◽  
pp. 82-87
Author(s):  
Tasneem Kausar ◽  
◽  
Ignatius Topno ◽  
Keyword(s):  
Data Collection ◽  
Learning Styles ◽  
Learning Style ◽  
Course Delivery ◽  
Survey Method ◽  
Constructive Learning ◽  
Independent Variables ◽  
Significant Difference ◽  
Learning Styles Inventory ◽  
Gender Type

The present study is an attempt to find the preferred Learning Styles of B.Ed. Trainees and its effect on a set of independent variables based on Gender, Educational Qualifications, Type of Institutions and their Medium of Study. To achieve this aim, the researcher has adopted survey method. The tool used for the data collection was Learning Styles Inventory developed by Dr. Karuna Shankar Misra (2012). Tool was administered to 230 B.Ed. Trainees drawn randomly from three B.Ed. colleges of Patna.The findings indicated that Verbal Constructive Learning Style was found to be more prevalent Learning Style among B.Ed. Trainees. Furthermore, the results show that there is no significant difference between Learning Styles and its dimensions i.e.Enactive Reproducing, Enactive Constructive, Figural Reproducing, Figural Constructive, Verbal Reproducing and Verbal Constructive Learning Styles on the basis of their Gender, Type of Institutions and Medium of Study. Another major finding is that, there is a significant difference between Graduate and Post-Graduate B.Ed. Trainees in their Learning Styles and its dimensions i.e. Figural Reproducing and Figural Constructive Learning Styles. This information is quite useful to the teachers as by understanding the preference of the students for different Learning Styles would aid them in aligning the course delivery in conjunction with students preferred Learning Styles.

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