Profiling sports therapy students' preferred learning styles within a clinical education context

Practice Experience ◽

Significant Difference ◽

The aim of this study was to report the learning style preferences of final year Sports Therapy students within the context of clinical education, with a further specific focus on differences between male and female learning styles. A total of n = 32 BSc. (Hons) Sports Therapy degree students ( xÃâ ÃÂ±ÃÂ s; age = 21.8 ÃÂ±ÃÂ 4.8 years, male:female = 14:18) were recruited from the University of Gloucestershire whilst completing a 24 week clinical practice module. Data collection involved the Kolb learning style inventory (version 3.1) being administered to all participants with reference to their clinical practice experience. Data analysis, involving mean scores for these learning style orientations, were then used to determine the group preference for abstractness over concreteness (AC-CE) and action over reflection (AE-RO). Group analysis revealed a preference for the converging learning style (AC-CE = 5.3, AE-RO = 5.2) and was in contrast to the favoured individual learning styles of Accommodator (34%) and Diverger (31%). These individual findings are consistent with Kolb & KolbÃ¢â¬â¢s (2005) belief that individuals involved in human-related professions are person orientated and likely to adopt concrete learning styles. Gender comparison revealed a statistically significant difference between the AC-CE scores (P = 0.03), possibly leading to the assumption that male Sports Therapy students have a predilection for more abstract modes of experiential learning (8.6), whereas females have a slight preference for more concrete means (2.7), suggesting a more balanced learning style. The findings of this study indicate that learning activities could be tailored in order to optimise potential learning within a clinical Sports Therapy context.

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

BMC Medical Education ◽

10.1186/s12909-020-02353-5 ◽

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 ◽

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

University of Ottawa Journal of Medicine ◽

10.18192/uojm.v9i2.4331 ◽

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 ◽

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.

Modeling the Player

International Journal of Game-Based Learning ◽

10.4018/ijgbl.2014040103 ◽

2014 ◽

Vol 4 (2) ◽

pp. 36-50 ◽

Cited By ~ 2

Author(s):

Johannes Konert ◽

Michael Gutjahr ◽

Stefan Göbel ◽

Ralf Steinmetz

Keyword(s):

Learning Styles ◽

Personality Traits ◽

Learning Style ◽

Social Connectedness ◽

Short Version ◽

Game Based Learning ◽

Statistical Correlations ◽

Profile Characteristics ◽

For adaptation and personalization of game play sophisticated player models and learner models are used in game-based learning environments. Thus, the game flow can be optimized to increase efficiency and effectiveness of gaming and learning in parallel. In the field of gaming still the Bartle model is commonly used due to its simplicity and good mapping to game scenarios, for learning the Learning Style Inventory from Kolb or Index of Learning Styles by Felder and Silverman are well known. For personality traits the NEO-FFI (Big5) model is widely accepted. When designing games, it is always a challenge to assess one player's profile characteristics properly in all three models (player/learner/personality). To reduce the effort and amount of dimensions and questionnaires a player might have to fill out, we proved the hypothesis that both, Learning Style Inventory and Bartle Player Types could be predicted by knowing the personality traits based on NEO-FFI. Thus we investigated the statistical correlations among the models by collecting answers to the questionnaires of Bartle Test, Kolb LSI 3.1 and BFI-K (short version of NEO-FFI). A study was conducted in spring 2012 with six school classes of grade 9 (12-14 year old students) in two different secondary schools in Germany. 74 students participated in the study which was offered optionally after the use of a game-based learning tool for peer learning. We present the results statistics and correlations among the models as well as the interdependencies with the student's level of proficiency and their social connectedness. In conclusion, the evaluation (correlation and regression analyses) proved the independency of the models and the validity of the dimensions. Still, especially for all of the playing style preferences of Bartle's model significant correlations with some of the analyzed other questionnaire items could be found. As no predictions of learning style preferences is possible on the basis of this studies data, the final recommendation for the development of game-based learning application concludes that separate modeling for the adaptation game flow (playing) and learn flow (learning) is still necessary.

A Study on Learning Styles of Individuals Receiving Vocational Music Education

Journal of Education and Training Studies ◽

10.11114/jets.v7i10.4414 ◽

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 ◽

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.

Using learning styles data to inform e-learning design: A study comparing undergraduates, postgraduates and e-educators

Australasian Journal of Educational Technology ◽

10.14742/ajet.917 ◽

2011 ◽

Vol 27 (6) ◽

Cited By ~ 7

Author(s):

Julie Willems

Keyword(s):

Learning Styles ◽

Learning Environments ◽

Learning Style ◽

Mixed Methods Research ◽

Teaching And Learning ◽

Index Of Learning Styles ◽

Significant Difference ◽

E Learning ◽

What are the differences in learning styles between students and educators who teach and/or design their e-learning environments? Are there variations in the learning styles of students at different levels of study? How may we use this learning styles data to inform the design in e-learning environments? This paper details mixed-methods research with three cohorts teaching and learning in e-learning environments in higher education: novice undergraduate e-learners, graduate e-learners, and educators teaching in, or designing for, e-learning environments (Willems, 2010). Quantitative findings from the Index of Learning Styles (ILS) (Felder & Silverman, 1988; Felder & Soloman, 1991, 1994) reflect an alignment of the results between both the graduate e-learner and e-educator cohorts across all four domains of theILS, suggesting homogeneity of results between these two cohorts. By contrast, there was a statistically significant difference between the results of the graduate and educator cohorts with those of the undergraduate e-learners on two domains: sensing-intuitive (p=0.015) and the global-sequential (p=0.007), suggesting divergent learning style preferences. Qualitative data was also gathered to gain insights on participants' responses to their learning style results

Modeling the Player

Gamification ◽

10.4018/978-1-4666-8200-9.ch033 ◽

2015 ◽

pp. 668-682

Author(s):

Johannes Konert ◽

Michael Gutjahr ◽

Stefan Göbel ◽

Ralf Steinmetz

Keyword(s):

Learning Styles ◽

Personality Traits ◽

Learning Style ◽

Social Connectedness ◽

Short Version ◽

Game Based Learning ◽

Efficiency And Effectiveness ◽

Profile Characteristics ◽

Learning Styles of Undergraduate Medical Students

Universitas Médica ◽

10.11144/javeriana.umed59-2.apre ◽

2018 ◽

Vol 59 (2) ◽

Author(s):

Michelle Cortés Barré ◽

Javier Francisco Gullén Olaya

Keyword(s):

Medical Students ◽

Learning Styles ◽

Learning Style ◽

First Year ◽

Undergraduate Medical Students ◽

Effective Learning ◽

Style Preferences ◽

First Year Medical Students

Introduction: According to the experiential learning theory, each person develops a learning style that characterizes his/her preferred way to acquire and transform experiences to create knowledge. The objective of this study was to identify the learning styles of undergraduate medical students. Methods: The Kolb Learning Style Inventory was applied to first-year medical students at the Pontificia Universidad Javeriana (Bogotá, Colombia) during the second period of 2009. Results: 204 students completed the questionnaire (the average age was 18.5 years; 55% were women). Students preferred the abstract styles of learning, including assimilating (47%) and converging (27%) styles. Conclusions: Having information about medical students learning style preferences can help educators to design teaching strategies that promote a more effective learning. Teachers should provide a variety of learning contexts to stimulate the strengthening of their abilities.

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

Journal of Educational Computing Research ◽

10.2190/ttfp-vjw3-evq4-fhdn ◽

1996 ◽

Vol 14 (4) ◽

pp. 313-328 ◽

Cited By ~ 24

Author(s):

Gloria E. Melara

Keyword(s):

Learning Styles ◽

Learning Style ◽

Hierarchical Structures ◽

Shortest Path Algorithm ◽

Related Concept ◽

Learner Performance ◽

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.

Learning style preferences of nursing students at two universities in Iran and Malaysia

Journal of Educational Evaluation for Health Professions ◽

10.3352/jeehp.2014.11.30 ◽

2014 ◽

Vol 11 ◽

pp. 30 ◽

Cited By ~ 1

Author(s):

Abdolghani Abdollahimohammad ◽

Rogayah Ja’afar

Keyword(s):

Nursing Students ◽

Learning Styles ◽

Learning Style ◽

Middle Range ◽

Significant Difference ◽

Analytic Learning ◽

Optimum Response ◽

Regular Class Time ◽

Purpose: Learning style preferences vary within the nursing field and there is no consensus on a predominant learning style preference in nursing students. The current study compared the learning style preferences of nursing students at two universities in Iran and Malaysia. Methods: A purposive sampling method was used to collect data from the two study populations. Data were collected using the Learning Style Scale (LSS), which is a valid and reliable inventory. The LSS consists of 22 items with five subscales including perceptive, solitary, analytic, imaginative, and competitive. The questionnaires were distributed at the end of the academic year during regular class time for optimum response. The Mann-Whitney U-test was used to compare the learning style preferences between the two study populations. Results: A significant difference was found in perceptive, solitary, and analytic learning styles between two groups of nursing students. However, there was no significant difference in imaginative and competitive learning styles between the two groups. Most of the students were in the middle range of the learning styles. Conclusion: There were similarities and differences in learning style preferences between Zabol Medical Sciences University (ZBMU) and University Sains Malaysia (USM) nursing students. The USM nursing students were more sociable and analytic learners, whereas the ZBMU nursing students were more solitary and perceptive learners.

The construction and evaluation of a normative learning style preference questionnaire

SA Journal of Industrial Psychology ◽

10.4102/sajip.v27i3.27 ◽

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 ◽

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.