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Vermetten, Yvonne; Lodewijks, J.G.L.C.; Vermunt, Jan D.

doi:10.1023/a:1003573727713

Cited by 127 publications

(26 citation statements)

References 15 publications

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“…The learning styles also depend on the nature of the learning material. Similar conclusion has also been derived by Vermilten et al [10] …”

Section: Discussionsupporting

confidence: 92%

“…Methew [3] reported that students preferred learning styles into instructional design can benefit the quality of the learning environment and consequently, result in student's positive learning outcomes. Vermilten et al [10] revealed that significant differences existed between students of Private Law, Criminal Law and Administrative Law with regard to their learning styles. Verma [9] found that there is variability in learning styles of University students in different courses i.e., Law, Social Sciences, Mathematics, Teacher Education and Natural Science.…”

Section: Introductionmentioning

confidence: 99%

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Differences between learning Styles in Professional Courses at University Level

Khan¹

2009

J. of Social Sciences

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Problem statement:As shown by research studies, knowledge of learning styles of students on the part of teachers is helpful in enhancing effectiveness of teaching-learning process. The present study was conducted to study and compare learning styles of students pursuing different professional courses at the university stage. The ultimate purpose was to facilitate learning in professional education in Indian conditions by way of improving learning styles of learners. Approach: The sample consisted of 200 students studying in B. Tech., MBBS, LLB and MBA courses selected from Aligarh Muslim University Aligarh, India, by using cluster sampling method. For measuring learning styles, Honey and Mumford's Learning Style Questionnaire (LSQ) was used which was considered appropriate in terms of its validity and reliability. For analyzing data Student's tstatistic was applied which is useful for comparing mean scores based on two groups at a time. Results:The students pursuing various professional courses were compared on four dimensions of learning styles, namely, activist, reflector, theorist and pragmatist. The study led to some useful conclusions. It was found that B. Tech. and MBBS students differed significantly on reflector and theorist dimensions and those of M.B.A. and B. Tech. also differed on the same dimensions. The students of LLB and MBA differed on activist and theorist dimensions while students of MBBS proved better than those of MBA on activist reflector and theorist dimensions. The students of LLB and B. Tech. and those of LLB and MBBS, also differed significantly on the same dimensions. The students of LLB and MBA did not show significant differences on any aspect of learning style. Conclusion:The findings of the study provided, useful guidelines to teachers of all professional courses to improve their teaching styles. They should devise their teaching strategies in such a way that students of varying learning styles may take their full advantage.

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“…The learning styles also depend on the nature of the learning material. Similar conclusion has also been derived by Vermilten et al [10] …”

Section: Discussionsupporting

confidence: 92%

Section: Introductionmentioning

confidence: 99%

Differences between learning Styles in Professional Courses at University Level

Khan¹

2009

J. of Social Sciences

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“…Other researchers have underlined the relative changeability of learning approaches (e.g. Entwistle and Ramsden 1983;Meyer and Muller 1990;Wierstra and Beerends 1996;Vermetten et al 1999). Vermunt (1992) takes the view that learning patterns exhibit quite a high degree of stability.…”

Section: Development Of Learning Patternsmentioning

confidence: 99%

The development of learning patterns of student teachers: a cross-sectional and longitudinal study

Donche

Petegem

2008

High Educ

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Research on learning pattern development during pre-service teacher education is scarce. In a cross-sectional (study 1) and longitudinal study (study 2) the development of learning patterns of student teachers is analysed. Participants in study 1 were 646 first-year and 350 third-year student teachers enrolled in an initial pre-service teacher education programme. 236 student teachers participated in study 2. Vermunt's' Inventory of Learning Styles was used to assess differences in learning patterns. By examining intra-individual changes in learning patterns we expected to find developmental trends within learning patterns. Results show that meaning oriented learning increases over time and undirected learning decreases. Some learning patterns are however more subject to change than others. The development of learning patterns was found to be relative and dependent on the learning pattern which students have already mastered in the first-year of a teacher education programme.

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“…In contrast in the learning environments, where students have their own responsibility for learning, they are encouraged for critical thinking and problem solving as deep or meaningful learning occurs (Pimparyon et al, 2000). In this kind of environment knowing a students' preference for studying guides the teacher for an effective organisation of the learning process (Vermetten, Lodewijks, & Vermunt, 1999). A student's perception of the academic environment is an important factor for preferring a certain way of studying (Richardson, 2011).…”

Section: Introductionmentioning

confidence: 99%

“…It is suggested that students develop different approaches for studying for different subjects and topics (Entwistle &McCune, 2004). Learning environment, assessment, teaching quality or the teachers' role affect a student's approach for studying (Vermetten, Lodewijks, & Vermunt, 1999). Studies reveal that promoting deep learning and trying to prevent surface learning lead to a fruitful learning environment (Ozan, Kose, & Gundogdu, 2012).…”

Section: Introductionmentioning

confidence: 99%

The Relation between Science Student Teachers’ Approaches to Studying and Their Attitude to Reflective Practice

Efe¹

2018

IES

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In this study, the relation between science student teachers' approaches to studying and their attitude to reflective practice were investigated. The participants were 345 science student teachers on teacher education course during 2015-2016 academic year. The data was collected through Approaches and Study Skills Inventory for Students (ASSIST) and Student Teachers Attitude to Reflective Practice questionnaires. Pearson correlations and multiple regressions were used to analyse the data. The study found that the participant science student teachers' approaches to studying were significant predictors for their attitude to reflective practice. The findings have important implications for student teachers' professional development while they are training to become teachers.

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Cited by 127 publications

References 15 publications

Differences between learning Styles in Professional Courses at University Level

Differences between learning Styles in Professional Courses at University Level

The development of learning patterns of student teachers: a cross-sectional and longitudinal study

The Relation between Science Student Teachers’ Approaches to Studying and Their Attitude to Reflective Practice

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