A Critical Analysis of Learning Styles and Pedagogy in post-16 learning. A systematic and critical review published in 2004 by Coffield F., Moseley D., Hall E., & Ecclestone K. (original) (raw)
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Learning Styles, Psychological Types and Adult Learning Theories: A Review of Literature
1 Introduction 2 Learning styles: a review of literature 3 Major components of learning styles 7 Learning styles in distance education 9 Theories of learning: a review of the literature 10 Gardner's Theory of Multiple Intelligences 14 Implications of Constructivism on educational practices 17 Adult learning: a review of the literature 18 Staff Development 21 Motivating adult learners 23 Conclusion 24 References 25 1.
Learning styles in education and training: problems, politicisation and potential
Education + Training, 2006
The application of learning styles theory and research has long held great promise for practitioners in both education and training as a potentially powerful mechanism for enabling pupils, students and trainees to better manage their own learning throughout their educational and working lives. The selection of papers from the 10 th Annual Learning Styles Conference (held in July 2005 at the School of Management, University of Surrey) presented here raise a number of pertinent issues significant in the ongoing debate regarding the value of models of cognitive and learning styles to education and training practice. Central to debate is the question: how do practitioners (teachers and trainers) "gain a working vocabulary around the concept of learning" (DEMOS, 2005:2) in order that they may incorporate the notion of stylistic differences into their day-today practice in order to enhance the learning process? For cognitive and learning styles models to be able to play a significant role within the personalised, student-centred, lifelong and organisational learning agenda, practitioners need to be able to: cut through the swathe of terminology; hone in on those constructs and measures that are theoretically sound, reliable and valid; be critically aware of the benefits and limitations of the available models for their practice; use evidence-based practice which is scientifically robust; and work with researchers to be in a position to disseminate 'what works' effectively to a wider audience.
Learning styles: a cross-sectional and longitudinal study in higher education
British Journal of Educational Psychology, 1998
Background. In his dissertation, Jan Vermunt (1992) proposed four different learning styles: a meaning directed, a reproduction directed, an application directed and an undirected style. Aims. In a cross-sectional and longitudinal design the development of these learning styles during students' stay at the university is studied, as well as the relation of these styles with academic success. A systematic relation between year of study and learning style is expected, namely that the application and meaning directed learning style scores would be higher in the later years and the undirected and reproduction learning style scores would be the highest in the early years. Results. In the cross-sectional study it was not found that the application and meaning directed learning style scores were higher in the later years, nor that the undirected and reproduction learning style scores were the highest in the early years. In the longitudinal study the means of the meaning directed and application directed learning style scores indeed increased over the years, while the means of the reproduction and undirected learning style scores decreased. For the score on the meaning directed learning style, this change was significant, though a marginal effect size was found.
Learning Styles: Academic Fact or Urban Myth? A Recent Review of the Literature
Journal of College Academic Support Programs, 2018
While advocates of learning styles have suggested postsecondary educators and learning support programs match instruction to students’ learning styles to enhance learning, past decades of research criticize educator’s co-option of and disprove researchers’ efforts to prove learning styles’ existence and worth as a valid construct. The author examines numerous research articles that have challenged the efficacy of learning styles based on empirically provable evidence. The author also cites how the learning styles paradigm continues to be used in the field of postsecondary learning assistance. The author concludes that instead of promoting learning styles, educators should instruct learners on the intentional use of learning strategies.
International Journal of Advanced Research, 2017
The research thesis of this study is that matching students" learning style preferences with the complementary course syllabus and instruction improved academic achievement and student attitudes toward learning based on the research wok of Kurt Lewin, David Kolb, John Dewey, Jean Piaget. The composition of this study method is both descriptive and exploratory. In the first part of the study, the qualitative research method was used to overview the literature background of the study. In the empirical part of the study, the factor analysis, using the Principle Axes Factoring method-PAF, was used to extract learning styles. This study has four aspects. First, it outlines the literature review, summarizing learning styles taxonomy. Then it covers research framework and methodology, including data collection, sample characteristics, variables description and data analysis and tests the learning styles theories using factor analysis. Finally, it discusses the results by recognizing some limitations and by providing pedagogical implications and further research. This article explains the cyclical learning styles like participating, reflecting, structuring and experimenting, based on the combined research work of many notable researchers. The concept of learning styles is embedded in different academic literature and researched from different approaches, including intelligent learning systems (Laureano-Cruces et al., 2006), a genetic algorithm approach to students' learning styles (Yannibelli et al., 2006), a web-based education perspective on learning styles (Garcia et al., 2007), learning about and through aesthetic experience (Welsh et al., 2007), use of business case studies in the learning process (Duff et al., 2008), problem-solving strategies within learning styles (Metallidou & Platsidou, 2008), preferred learning styles (Peters et al., 2008) and an adaptive learning system perspective of learning styles (Tseng et al., 2008
Learning styles of students attending a 1st cycle leading to a degree in Education
15Th Annual Conference of the European Learning Styles Information Network, 2010
Licenciatura in Education is a first degree-leading programme that aims at preparing students to carry out education-related tasks in several institutions under the supervision of a senior professional. To qualify for independent work, a graduate in Education should complete a follow-up two-year professionalising Masters programme. To become autonomous professionals, students need to develop learning how to learn competences so that they can actively and continuously update their knowledge-base and develop their professional competences. The ways people use to learn depends on their learning style. Research indicates that undergraduates in Education tend to be reflexive or active with regard to Learning Styles. If Licenciatura in Education students follow this tendency, then they would be expected to become risk-takers and action-oriented as well as good entrepreneurs in their future professional lives. Hence, the objective of this paper is to identify the Learning Styles of the 2010/2011 University of Minho students attending a 1 st cycle leading to a first degree in Education.
Learning styles: A detailed literature review
International Journal of Applied Research, 2021
Fundamental elements of learning can be inevitable witness. A lot of pedagogic studies have been carried out to explore and analyse various learning styles. Many authors have projected that the flexibility to typify student learning styles will augment the academic experiences. The current study offers attention to the different aspects of learning and discusses the constraints and possibilities of learning styles in academic studies.
© 2002. "Reflections on different learning styles in higher education"
This paper address one of the fundamental concerns of educators, how do people learn? The answer to this question has implications for higher education in the broad sense, because the objective of every university teacher ought to be the ability to deliver a class where s/he not only shows the mastery of the subject matter but also can make learning happen. The challenge is to do it within a context of a mass higher education system, and be able to offer a quality education to an ever-increasing number of students. We now live in what might be called 'the knowledge society' which is characterised by constant change, so people must be prepared to update their knowledge by a life-long learning attitude. A teacher must try to understand the nature of learning, which is knowledge applied to something specific, and reflect upon the learning process of his/her students. However people learn in different ways, some researchers have attempted to classify learning. Teachers should be aware of the differences to try to match the different learning styles that may exist in a classroom. Some knowledge disciplines have learning styles that are more 'natural' -so to speakthan others, so by knowing the different available options used in different disciplines, such as design and management, a teacher may increase the success rate of delivering a class where the majority of willing students may learn.
Learn between learning styles and teaching practices: Case of qualifying students
2021
In a classroom, individual differences manifest themselves in learners at two levels: a rather quantitative level, that of learning performance, and a rather qualitative level, that of the form that learners give to their learning. The notion of learning styles is therefore based on the idea that different learners have different ways of learning. That is, what can explain their success or failure is not only a question of level of efficiency, but also the different ways in which they perceive, store, process and render information, the way which they build their knowledge base. The discipline underlying thinking about learning styles is differential psychology. We will refer to it often. First, we will briefly review the work that was carried out with a view to dealing with learning difficulties by taking into account differences in efficiency. We will then present two scientific concepts that shed light on the notion of learning styles: cognitive styles and vicarious processes. Then we will present statistics specific to the work of trainee teachers at TAZA CRMEF on the dominance of learning styles in the qualifying cycle. We will end by justifying with a few examples the pedagogical adaptations recommended to take into account the styles of learners in pedagogical practice.