Learning style

Draft

Definition

According to Wikipedia: “Learning styles are different ways that a person can learn. It's commonly believed that most people favor some particular method of interacting with, taking in, and processing stimuli or information. Psychologists have proposed several complementary taxonomies of learning styles. But other psychologists and neuroscientists have questioned the scientific basis for some learning style theories. A major report published in 2004 cast doubt on most of the main tests used to identify an individual's learning style.”

Here are a few definitions found in Internet glossaries:

• The manner in which a learner perceives, interacts with, and responds to the learning environment. Components of learning style are the cognitive, affective and physiological elements, all of which may be strongly influenced by a person's cultural background. [1]

• A preferential mode, through which a subject likes to master learning, solve problems, thinks or simply react in a pedagogical situation. [2]

• A consistent pattern of behavior and performance by which an individual approaches educational experiences; learning style is derived from cultural socialization and individual personality as well as from the broader influence of human development. [3]

Kolb's learning styles

David Kolb's taxonomy is grounded in his experiental learning theory and it is based on the idea that a given learning style is shaped by the transaction between people and their environment (e.g. education, career, job role):

Four Learning Styles [4]

• Diverging: combines preferences for experiencing and reflecting
• Assimilating: combines preferences for reflecting and thinking
• Converging: combines preferences for thinking and doing
• Accommodating: combines preferences for doing and experiencing

Honey and Mumford's Typology of Learners

Based on Kolb's (1982) experiential learning model Honey and Mumford proposed a similar categorization of individual learning styles:

• Activist
• Reflector
• Theorist
• Pragmatist

Merril's

learning-style-by-strategy interactions. Content sequence. Cognitive-restricted and serialist learners learn better from content arranged in a logical sequence and prefer to learn each topic in order. Cognitive-flexible or holist learners learn better when they are able to select which topic to study next and to review each topic to get a whole picture before studying each topic in detail. Note however, that when the detail study comes each type of learner must engage in the instructional strategy that is appropriate for and consistent with the instructional goal. Transaction Sequence. Holist learners prefer an inductive-sequence where they are presented examples and demonstrations first prior to figuring out a definition or seeing the steps listed. Serialist learners prefer a deductive-sequence where they see the definition or list of steps first prior to seeing examples or a demonstration. Nevertheless, both the inductive and deductive sequence of transaction components must still contain all the components of the appropriate and consistent strategy or there will be a decrement in learning. Transaction Configuration. Instruction is characterized by the representation of the content information included and by the addition of information, directions, and learner guidance that enhances the students ability to acquire the information presented. It is in the area of learner guidance where learning-style-by-strategy interactions may also play a significant role. Visual learners learn best when information is presented in graphic form. Verbal learners prefer textual presentations or lectures. Haptic learners prefer information they can manipulate. Nevertheless visual, verbal or haptic learners must still have all the components of an appropriate and consistent instructional strategy even though these components may have different forms of representation. Concept Instruction. In learning a concept all learners need to see examples and non-examples. However, holist learners tend to have a problem with undergeneralization, they need to see more divergent examples to promote generalization. Serialist learners tend to have a problem with overgeneralization, they need to see more matched example non-example pairs to facilitate their ability to discriminate among examples and non-examples. Both of these types of learners need examples and nonexamples as these are essential components of a concept instruction strategy. However, each type of learner requires a different emphasis in the relationships among these instances.

Learning style is secondary in selecting the fundamental components of instructional strategy appropriate for and consistent with a given learning goal. However, learning style should be considered in selecting instructional style and adjusting the parameters of a given instructional strategy.

Appropriate, consistent instructional strategies are determined first on the basis of the type of content to be taught or the goals of the instruction (the content-by-strategy interactions) and secondarily, learner style determines the value of the parameters that adjust or fine-tune these fundamental learning strategies (learning-style-by-strategy interactions). Finally, content-by-strategy interactions take precedence over learning-style-by-strategy interactions regardless of the instructional style or philosophy of the instructional situation.

Links

Randomly found links - no gurantee

• http://www.geocities.com/jeniskanen/4mat.htm
• http://www.algonquincollege.com/edtech/gened/styles.html

Tests & practical stuff

• http://www.aboutlearning.com/what_is_4mat.htm
• http://www.learning-styles-online.com/
• http://www.chaminade.org/inspire/learnstl.htm
• http://www.homeschoolviews.com/quiz/quiz-adult.html
• http://www.oklahomahomeschool.com/learnS.html

References

• Atherton, J.S. (2005) Learning and Teaching: Experiential Learning On-line UK: Accessed: 12 July 200

• Kolb, Alice Y. & David A. Kolb (2005), The Kolb Learning Style Inventory- Version 3.1 2005 Technical Specifications, Experience Based Learning Systems, Inc., Case Western Reserve University, PDF

• Jonassen, David H. & Grabowski, Barbara L. (1993). Handbook of Individual Difference, Learning, and Instruction. Hillsdale, NJ: Lawrence Erlbaum Associates, Publishers.

• Merrill, M. D. (2002). Instructional strategies and learning styles: which takes precedence? In R. A. Reiser & J. V. Dempsey (Eds.), Trends and Issues in Instructional Technology. (pp. 99-106). Columbus, OH: Prentice Hall. PDF Preprint