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]

• Learning styles can be defined as a set of cognitive, emotional, characteristic and physiological factors that serve as relatively stable indicators of how a learner perceives, interacts with, and responds to the learning environment (Keefe, 1979) accoring to [4]

Note that learning styles are related to cognitive styles.

Typologies

Acharaya (2002)suggests that many theories of learning styles can be condensed and examined in four dimensions as follows:

1. Personality of the Learners
2. Information Processing
3. Social and Situational Interaction Among Learners
4. Instructional Methods

Santally and Senteni (2005) list the following Criteria

• Cognitive Styles
  • Information Organising (Serial/holist)
  • Information Gathering (Visual-Auditory-Kinaesthetic)
• Cognitive Controls
  • Field dependence/independence
  • Cognitive Flexibility v/s Cognitive Constriction
• Learning Style preferrences
  • E.g. the Honey & Mumford model

Felder-Silverman Learning Style Model

According to Felder (1996), This model classifies students along the follogin dimensions:

• sensing learners (concrete, practical, oriented toward facts and procedures) or intuitive learners (conceptual, innovative, oriented toward theories and meanings);
• visual learners (prefer visual representations of presented material--pictures, diagrams, flow charts) or verbal learners (prefer written and spoken explanations);
• inductive learners (prefer presentations that proceed from the specific to the general) or deductive learners (prefer presentations that go from the general to the specific);
• active learners (learn by trying things out, working with others) or reflective learners (learn by thinking things through, working alone);
• sequential learners (linear, orderly, learn in small incremental steps) or global learners (holistic, systems thinkers, learn in large leaps).

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). According to Susan Santo [5], Kolb states that learners have two preferred ways to deal with information:

1. Concreteness or Abstractness
2. Activity or Reflection

However, Kolb also states that the learning process itself always engages these 4 components:

1. Events we are involved with (concreteness)
2. .. lead to reflection and information collection (reflexion)
3. .. that let us develop ideas (abstractness)
4. .. that lead to decisions that in turn create events (activity)

To each of these four steps of the learning process we can associated four learning modes:

• Concrete Experience (CE) - learning by feeling
• Reflective Observation (RO) - learning by reflection, watching, and listening
• Abstract Conceptualization (AC) - learning by thinking
• Active Experimentation (AE) - learning by doing

His learning styles typology [6] is based on a combination of these learning modes according to 2 dimensions

1. Abstract conceptualization (thinking, AC) vs. concrete experience (experiencing, CE)
2. Reflective Observation (reflecting, RO) vs. active experimentation (doing, AE)

This leads to four types of learning style preferrence:

• Diverging: combines preferences for experiencing (CE) and reflecting (RO)
• Assimilating: combines preferences for reflecting (AC) and thinking (RO)
• Converging: combines preferences for thinking (AC) and doing (AE)
• Accommodating: combines preferences for doing (CE) and experiencing (AE)

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:

• Activists, prefer to act and are well equipped to experiment
• Reflectors, prefer to study data and are well equipped to review
• Theorists, need to tidy up and have answers, are well equipped for concluding
• Pragmatists, like things practical, are well equipped for planning

Myers-Briggs (MBTI)

Accorting to Felder (1996), this model classifies students according to their preferences on scales derived from psychologist Carl Jung's theory of psychological types. Students may be:

• extraverts (try things out, focus on the outer world of people) or introverts (think things through, focus on the inner world of ideas);
• sensors (practical, detail-oriented, focus on facts and procedures) or intuitors (imaginative, concept-oriented, focus on meanings and possibilities);
• thinkers (skeptical, tend to make decisions based on logic and rules) or feelers (appreciative, tend to make decisions based on personal and humanistic considerations);
• judgers (set and follow agendas, seek closure even with incomplete data) or perceivers (adapt to changing circumstances, resist closure to obtain more data).

The MBTI type preferences can be combined to form 16 different learning style types. For example, one student may be an ESTJ (extravert, sensor, thinker, perceiver) and another may be an INFJ (introvert, intuitor, feeler, judger).

Jonassen and Grabowski

Jonassen and Grabowski provide the following criteria within two families:

Cognitive Styles

Information Gathering

• Visual / Haptic
• Visualiser / Verbaliser: preferrence for either graphics, diagrams, illustrations or words
• Levelling / Sharpening:

Cognitive Styles

Information Organising

• Serialist / Holist
• Conceptual Style (Analytical / Relational)

Are learningy styles important ?

Merril (2002) argues that “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.”. His bottom line is that “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.”

As an example on how to take into account learning styles, Merril (2002) presents some possible learning-style-by-strategy interactions. However, he insists that each type of learner always should engage with various strategies and content types.

• 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. (Merril, 2002:3)

• 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. (Merril, 2002:3)

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. (Merril, 2002:3)

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. (Merril, 2002:3)

Links

• http://www.psy.gla.ac.uk/~steve/lstyles.html
• http://www.geocities.com/jeniskanen/4mat.htm
• http://www.algonquincollege.com/edtech/gened/styles.html
• http://www.usd.edu/~ssanto/learnstyles.htm
• http://www.westernu.edu/bin/elearning/pdf/Stylecramk.pdf
• http://cwis.livjm.ac.uk/lid/ltweb/ldu_17/annex4_02.htm

Tests & practical stuff

• Index of Learning Styles, instrument was developed by Richard M. Felder and Barbara A. Soloman of North Carolina State University.
• 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

• Acharya, Chandrama (2002), Students' Learning Styles and Their Implications for Teachers, CDTL Brief, September 2002, Vol. 5 No. 6 HTML

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

• Becker, D. and M. Dwyer, (1998). "The impact of student verbal/visual learning style preference on implementing groupware in the classroom," Journal of Asynchronous Learning Networks, volume 2, number 2 (September),HTML

• Felder, R.M. (1996). \u2018Matters of Styles\u2019. ASEE Prism, 6(4), 18\u201323. [ http://www.ncsu.edu/felder-public/Papers/LS-Prism.htm HTML]

• R.M. Felder and L.K. Silverman. "Learning Styles and Teaching Styles in Engineering Education." Engr. Education, 78 (7), 674-681 (1988).

• R.M. Felder, "Reaching the Second Tier: Learning and Teaching Styles in College Science Education," J. Coll. Sci. Teaching, 23(5), 286--290 (1993). HTML

• Keefe, J.W. (1979). \u2018Learning Style: An Overview\u2019. In NASSP\u2019s Student Learning Styles: Diagnosing and Prescribing Programs. Reston, VA: National Association of Secondary School Principals, 1\u201317.

• Keefe, J.W. (1989). Learning Style Profile Handbook: Accommodating Perceptual, Study and Instructional Preferences, Vol. II. Reston, VA: National Association of Secondary School Principals

• Kim, Kyung-Sun and Joi L. Moore (2005). Web-based learning: Factors affecting students' satisfaction and learning experience, First Monday, volume 10, number 11 (November 2005) HTML

• 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.

• Mayes, Terry, JISC e-Learning Models Desk Study, Stage 2: Learner-centred pedagogy: Individual differences between learners, PDF

• 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

• Santally, Mohammad, I. and Alain Senteni (2005), A Learning Object Approach to Personalized Web-based Instruction, European Journal of Open, Distance and E-Learning, HTML

• Santally, M. (2003). Students Learning Styles & Computer Conferencing as a pedagogical tool to enhance and support the teaching and learning process. World Conference on E-Learning in Corp., Govt., Health., & Higher Ed. 2003(1), 1165-1168. Abstract - PDF