Midwifery Students’ Learning Styles in Iran: A Review Study Based on Kolb’s Learning Theory

Background: Identifying the factors that contribute to learning is one of the most important research goals. Learning style is one of these important and effective factors. The predominant learning styles of students in different universities of Iran are different. Objective: This study aimed to review the learning styles of midwifery students in Iran based on Kolb’s learning theory. Materials and Methods: In this review study, a search was conducted in Scopus, PubMed, Google Scholar, SID, and MagIran databases on articles published during 2000-2020 by using the keywords: Learning styles, midwifery students, and Kolb’s theory in Persian and English. Out of 28 eligible articles, 9 articles were finally reviewed. Results: Learning in midwifery students is usually done by using different styles, the most common of which was convergent style followed by assimilative style. Conclusion: The predominant learning styles of midwifery students in Iran are convergent and assimilative styles. While considering individual differences, educational planning and selection of teaching method should be done in a way that is appropriate for different learning styles of midwifery students and a variety of new and innovative teaching methods should be used.

Applying Kolb’s Learning Theory to Library Instruction: An Observational Study

Objective – This article answers the following questions: does applying Kolb’s Learning theory to library instruction enhance student engagement and will it improve librarian teaching practices? Methods – This observational study analyzed four forms of qualitative data to examine the learning experience of first year nursing students and the teaching experience of two Faculty Librarians. The four forms of data collected were: (1) post-class qualitative feedback to assess the students’ engagement; (2) library instructors’ shared teaching observations; (3) librarian peer feedback after observing each other teach; and (4) feedback from an instructional facilitator on the individual librarian’s teaching skills. Two distinct lesson plans were developed: Lesson Plan One was the first attempt at incorporating Kolb’s theory into practice and Lesson Plan Two was a refinement of Lesson Plan One. Teaching strategies were altered from one lesson plan to the next based on the instructional facilitator’s feedback. The role of the instructional facilitator was to guide the professional development of new instructors by providing them with information and feedback on their teaching skills. Results – There were perceived improvements in student engagement and teaching practice from Lesson Plan One to Two. Although the students’ reported experience remained similar from one to the next, both the librarians and instructional facilitator felt the students were more engaged and the environment seemed more collaborative when following Lesson Plan Two. With the second lesson plan, librarian instructors experienced a positive transformation as teachers, becoming facilitators of learning rather than lecturers. Conclusion – Incorporating Kolb’s theory into instructional practice resulted in librarian instructors perceiving a positive effect on both instruction and on student engagement in the teaching-learning process.