learning-styles

Recommendations

Info

Table 31 Allinson and Hayes’ Cognitive Styles Index (CSI) General Design of the model Strengths Designed for use with adults. A single bipolar dimension of intuition-analysis, which authors contend underpins other aspects of learning style. Weaknesses The proposed single dimension is very broad and made up of diverse, loosely associated characteristics. Reliability Internal consistency and test–retest reliability are high, according to both internal and external evaluations. Validity The CSI correlates with scales from other instruments, including four from the Myers-Briggs Type Indicator. Analysis is associated with more job satisfaction in junior roles than intuition, while intuition is associated with seniority in business and with success in entrepreneurship. There is unequivocal evidence that intuition and analysis, although negatively related, are not opposites. The authors acknowledge that more research is needed to understand the relationships between cognitive style, intellectual ability and educational achievement. Implications for pedagogy Intuitive managers are generally better liked, irrespective of the style of their subordinates. Matched styles are often effective in mentoring relationships. One study showed that analytic qualities in university dissertation supervisors are desirable. If it were to be shown that placing a higher value on intuitive performance by university students led to more successful career and business outcomes, changes in HE pedagogy and assessment would be indicated. It is not clear how far findings are context-dependent. Implications are, at best, interesting suggestions which need to be tested empirically. Evidence of pedagogical impact None as yet Overall assessment Key source Overall, the CSI has the best evidence for reliability and validity of the 13 models studied. The constructs of analysis and intuition are relevant to decision making and work performance in many contexts, although the pedagogical implications of the model have not been fully explored. The CSI is a suitable tool for researching and reflecting on teaching and learning, especially if treated as a measure of two factors rather than one. Allinson and Hayes 1996; Hodgkinson and Sadler-Smith 2003
Section 7 Learning approaches and strategies LSRC reference page 90/91 Introduction During the 1970s, a body of research on learning explored a holistic, active view of approaches and strategies – as opposed to styles – that takes into account the effects of previous experiences and contextual influences. This body of work has been led for over 25 years in the UK by Noel Entwistle at the University of Edinburgh. It draws on the work of Marton and Säljö (1976) in Sweden and Pask (1976) in the UK. In northern Europe, Vermunt’s model of learning styles, from which his Inventory of Learning Styles (ILS) is derived, is influential, again in higher education. We review Entwistle’s and Vermunt’s models in detail below (Sections 7.1 and 7.2). In this broader view, contextual factors influence learners’ approaches and strategies and lead to a multifaceted view of teaching. This emphasis encourages a broad approach to pedagogy that encompasses subject discipline, institutional culture, students’ previous experience and the way the curriculum is organised and assessed. Theorists within this family of learning research tend to eschew ‘styles’ in favour of ‘strategies’ and ‘approaches’ because previous ideas about styles promoted the idea of specific interventions either to ‘match’ existing styles or to encourage a repertoire of styles. In Entwistle’s model, for example, a strategy describes the way in which students choose to deal with a specific learning task. In doing this, they take account of its perceived demands. It is therefore less fixed than a style, which is a broader characterisation of how students prefer to tackle learning tasks generally. For Entwistle (1998), this definition of strategy makes it difficult to develop a general scale that can measure it. Researchers within this family refer to underlying personality differences and relatively fixed cognitive characteristics. This leads them to differentiate between styles, strategies and approaches, with the latter being derived from perceptions of a task and cognitive strategies that learners might then adopt to tackle it. An influential researcher within this field has been Pask (1976) who argues that there are identifiable differences between students’ strategies, so that some learners adopt a holist strategy and aim from the outset to build up a broad view of the task, and to relate it to other topics and to real-life and personal experience. The opposite strategy is a serialist one, where students attempt to build their understanding from the details of activities, facts and experimental results instead of making theoretical connections. Deep and surface strategies are linked closely to holist and serialist approaches. Pask makes his holist/serialist distinction from a theory of learning derived from what he calls a conversation between two representations of knowledge. Student understanding has to be demonstrated by applying that knowledge to an unfamiliar problem in a concrete, non-verbal way, often using specially designed approaches. Pask’s development (1976) of scientific experiments, apparatus and procedures for eliciting evidence of different types of understanding and the processes students use to gain understanding are too technical and complex to be presented easily here. Drawing on research on concept learning by Bruner and colleagues in the 1950s, Pask and his colleagues analysed transcripts of students presenting oral accounts of their reasons for approaching tasks in particular ways. From this, Pask identified two distinct learning strategies: serialists (partists) followed a step-by-step learning procedure, concentrating on narrow, simple hypotheses relating to one characteristic at a time holists (wholists) tended to form more complex hypotheses relating to more than one characteristic at a time. This distinction led Pask to identify ‘inevitable learning pathologies’. For example, holists search for rich analogies and make inappropriate links between ideas, a pathology that Pask calls ‘globetrotting’. Serialists often ignore valid analogies and so suffer from ‘improvidence’. Both pathologies hinder students in their attempt to understand the learning materials. In his later work, Pask reinforced the distinction between strategies and styles and identified two extreme and therefore incomplete styles: comprehension and operation learning. In summary, comprehension learners tend to: pick up readily an overall picture of the subject matter (eg relationships between discrete classes) recognise easily where to gain information build descriptions of topics and describe the relations between topics. If left to their own devices, operation learners tend to: pick up rules, methods and details, but are not aware of how or why they fit together have a sparse mental picture of the material be guided by arbitrary number schemes or accidental features of the presentation use specific, externally-offered descriptions to assimilate procedures and to build concepts for isolated topics.
Page 1 and 2:
LSRC reference Learning styles and
Page 3 and 4:
LSRC reference Learning styles and
Page 5 and 6:
LSRC reference Contents 1 9 13 37 4
Page 7 and 8:
LSRC reference Figures and tables L
Page 9 and 10:
LSRC reference Acknowledgements The
Page 11 and 12:
Section 1 A systematic review of le
Page 13 and 14:
LSRC reference Section 1 page 2/3 E
Page 15 and 16:
LSRC reference Section 1 page 4/5 T
Page 17 and 18:
LSRC reference Section 1 page 6/7 T
Page 19 and 20:
Figure 3 Vermunt’s model of learn
Page 21 and 22:
We devised this classificatory syst
Page 23 and 24:
The popular appeal of the notion th
Page 25 and 26:
Figure 5 Gregorc’s four-channel l
Page 27 and 28:
From the evidence available, we con
Page 29 and 30:
Table 1 Gregorc’s Mind Styles Mod
Page 31 and 32:
Table 2 Variables and factors in th
Page 33 and 34:
The measures Over 25 years, Dunn an
Page 35 and 36:
Table 4 Percentages of respondents
Page 37 and 38:
The BES instrument has elements for
Page 39 and 40:
Shwery (1994) also questioned aspec
Page 41 and 42:
However, the notion of ‘gifted’
Page 43 and 44:
Second, the model encourages teache
Page 45 and 46:
Table 6 Dunn and Dunn’s model and
Page 47 and 48: The most influential member of the
Page 49 and 50: Table 9 Studies of the interaction
Page 51 and 52: Riding and Rayner (1998) do not def
Page 53 and 54: Implications for pedagogy Riding (2
Page 55 and 56: Section 5 Stable personality type L
Page 57 and 58: LSRC reference Section 5 page 48/49
Page 69 and 70: Section 6 Flexibly stable learning
Page 97: LSRC reference Section 6 page 88/89
Page 127 and 128: Section 8 Implications for pedagogy
Page 141 and 142: Our recommendation in favour of inc
Page 143 and 144: As for the research evidence in fav
Page 145 and 146: Learning styles in practice: labell
Page 147 and 148: Table 44 13 learning-styles models
Page 149 and 150:
It may be argued that it is importa
Page 151 and 152:
The comparative neglect of knowledg
Page 153 and 154:
LSRC reference page 146/147 Referen
Page 155 and 156:
LSRC reference References page 148/
Page 157 and 158:
Page 159 and 160:
Page 161 and 162:
Page 163 and 164:
Page 165 and 166:
Page 167 and 168:
Page 169 and 170:
Page 171 and 172:
Page 173 and 174:
LSRC reference page 166/167 Author(
Page 175 and 176:
LSRC reference Appendix 1 page 168/
Page 177 and 178:
Appendix 3 Glossary of terms LSRC r
Page 179 and 180:
LSRC reference Appendix 3 page 172/
show all

learning-styles

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?