University of Hertfordshire

By the same authors

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Original languageEnglish
Media of outputpdf
Number of pages22
Publication statusPublished - 31 Dec 2021


Many theoretical approaches are applied to learning processes, ranging from behaviourism, humanism, cognitive and constructionist models, to social and situational factors. Theorists and practitioners also consider students’ preferred styles of learning, developing models (hierarchical and cyclical) of how these map on to theories, and creating instruments to identify such styles. There is little research on whether educators’ preferred learning styles affect teaching methods.

Key literature about theories of learning and learning styles is reviewed, before exploring the relationship(s) between teachers’ and students’ learning styles through a case-study.

The case-study and its original conceptualisation and conduct, without prior knowledge of relevant literature, are described. The author identified his own preferences using a learning styles instrument. A small-scale qualitative survey sought student feedback on the case-study and how they learned.
The results/ issues arising are discussed and related to learning style theory.

It was found that students had similar learning style preferences to the author. Most learning objectives originally envisaged for the case-study were met, if not exceeded in some respects. Some refinements were suggested.

Results from the learning styles instrument concretised the author’s understanding of his preferred styles, identifying developmental areas for approaching future experiential activities.


Revised and updated version of an assignment undertaken in 2011-12 for the CPAD programme at the University of Hertfordshire.

ID: 26557648