University of Hertfordshire

By the same authors

View graph of relations
Original languageEnglish
TypePreprint
Media of outputpdf
Publisherfigshare
Number of pages22
DOIs
Publication statusPublished - 31 Dec 2021

Abstract

Background
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.

Aims
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.

Methods
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.

Results
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.

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

Notes

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

ID: 26557648