Volume Two - Academic Conferences

Fatemeh Orooji et al.
Sensing/intuitive: oriented toward facts and procedures or toward theories and meanings (taken
from the Myers-Briggs Type Indicator and has also similarities to the sensing/intuitive dimension
in Kolb’s model)
Visual/verbal: prefers visual representations or written and spoken ones
Inductive/deductive: inductive learner (prefers presentations that proceed from the specific to the
general) and deductive learners (prefers presentations that go from the general to the specific)
Active/reflective: learns by trying things out, working with others or learn by thinking things
through, working alone (analogous to the respective dimension in Kolb’s model)
Sequential/global: gain understanding in linear steps or in large jumps, absorbing material almost
randomly without seeing connections
3.5 Conclusion
Table 1 shows comparison between 'Myers-Briggs', 'Kolb' and 'Felder-Silverman' learning styles
model from view point of 'Orientation to life processing', 'perception decision making', 'perception
attitude to outside world', 'input', 'organization' and 'understanding' (Montgomery and Groat, 1998).
Table 1: Comparison of 'Myers-Briggs', 'Kolb', 'Felder-Silverman' models
Described LSs may have some dimensions in common while they have considered different labels for
those similar dimensions. Since there is no comprehensive LS modeler, it may be a good idea to
design an integrated LS modeling system, which can provide some facilities toward that purpose.
Integrated environment introduced in this paper, consists of different tools for managers to define their
desired modelers, as well as some useful interfaces for users to interact with system easily.
4. Unified LS modeling system
We have provided an innovative integrated modeling environment in order to accept different kinds of
inventory and provide some feasibility to show their reports in the same way. This paper attempts to
synthesize various Learning Styles inventories into a single representation of learners learning styles.
The implication of this effort is to provide advices about how web-based instructions can be modified
to accommodate learners’ differences.
The proposed system can accept modelers as long as they can be illustrated in adoption to a
predefined methodology. Administrators have been enabled to add desired modelers easily through
some predefined phases as well as to access some valuable reports about their users. On the other
hand, learners who answer some questionnaires in this integrated system can see their reports in a
unified and understandable layout. Comparing these reports, makes it possible for a learner to build a
more completed picture of him/herself, which can be considered as a useful meta-cognition skill. In
addition, all users have been informed of some overall measurements about the whole results like the
average value of each modeler dimensions. They also receive some modeler or person oriented
reports explained in the next sections.
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