CONCEPT OF LEARNING
CONCEPT OF LEARNING STYLES AND THEIR
APPLICATIONS TEACHING
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NAME HERE)
(FACULTY/UNIVERSITY)
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Introduction
Learning
style is basically one’s approaches or ways of learning. Every individual has
his own preferred way of learning compared to others, therefore it is important
to the trainers and educators to understand various styles of learning so that
they will be able to effectively engage in transferring knowledge and skills.
Learning Styles are researched since 19th century. The early learning research
concentrated on the relationship between memory and oral/visual learning methods
(Dunn, Dunn, & Price, 1975 & 1989). Later, the focus shifted to
different cognitive styles and strategies that determine a learner’s mode of receiving,
remembering, thinking and problem solving (Messick, 1976).
Four Types of Learning Styles
Learning
style was developed by researchers to classify learners based on their approach
to perceiving and processing information (Buch & Bartley, 2002). Learning
style is defined as “specific behavioral pattern an individual displays in
learning” (Campbell, Campbell, & Dickinson, 1996). There are various
researchers who studied the learning styles and developed models of learning
styles. The most used and researched models were developed by Kolb (1984). Kolb
(1984) developed his model of Learning Style Inventory based on the Experiential
Learning Theory where he outlined two related approaches toward grasping
experience. They are Concrete Experience and Abstract Conceptualization. The
four learning styles available in Kolb’s model are converger, diverger, assimilator and accommodator (Kolb, 1984). Table 1 below explain the
characteristics of the learning styles and their application to teaching based
on Kolb’s model.
Kolb’s
Learning Styles
|
Characteristics
|
Application
|
Converger
|
They are abstract conceptualization and
active experimentation. Thus, they will be able to make practical application
of ideas by deductive reasoning. They are also good problem solvers.
|
Small- group discussion and class room
participation dislike lectures. They are not risk takers. Thus, they prefer
data-based programs and prefer computer based learning.
|
Diverger
|
They are good at concrete experience and
reflective observation. Therefore, they tend to be imaginative and provide
innovative ideas.
|
Traditional classroom based delivery
that comprises of brainstorming sessions, reflective activities, lectures and
rhetorical questions
|
Assimilator
|
This group uses abstract
conceptualization and reflective observation. They are good at using inductive
reasoning. They are “private learners”.
|
Prefer print-based delivery
|
Accommodator
|
This group of learners tends to use
concrete experience and active experimentation. They are good at actually
doing the things.
|
Like experiment. So, could use handson
computer-based simulation games, online group works, role play games and
observations. They prefer computer based delivery mode.
|
Learning
style is basically behavioural approach to learning experience and they are influential
in the learning and achievement of learners (O’Conner, 1998). Understanding
learning styles mean; the students will be able to diagnose the need of
learning process, the teachers will be able to consider as the foundation for
better interaction, it is possible to build strategies for accommodating
learning styles, it will allow to prepare student involvement in learning
process, and it will allow the students to group as per their learning
preferences (Kolb, 1984).
Conclusions
The
learning styles have developed since 19th century and were well
received and adopted by many countries into their educational and business
sectors. This is due to the fact that understanding learning styles helps the educators
and the trainers to deliver relevant materials in a tailor-made fashion. This created
an enthusiasm and motivation among the learners to learn and practice what they
have learned.
References
Buch, K. & Bartley, S. (2002). "Learning
Style and Training Delivery Mode Preference,"
Journal of Workplace Learning, 14 (1), 5 – 10.
Campbell, L., Campbell, B. & Dickinson, D. (1996).
Teaching & Learning through Multiple
Intelligences. Allyn & Bacon. Needham Heights: MA.
Dunn, R. K., Dunn, K. & Price, G. E. (1975, 1989). 'Learning Styles Inventory,' Price
Systems, Lawrence, KS.
Kolb,
D. A. (1984). Experiential Learning,
Prentice Hall, Englewood Cliffs, NJ.
Messick, S. (1976). 'Personal Styles and Educational Options,' Individuality in
Learning. Jossey Bass, San Francisco.
O'Conner, T. (1998). 'Using Learning Style to Adapt Technology for Higher Education,'
Retrieved from: http://www.indstate.edu/ctl/styles/learning.html.
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