A Study of the Learning Styles of Undergraduate Social Work Students

Massey, Margaret; Kim, Suk-Hee; Mitchell, Courtney

doi:10.1080/15433714.2011.557977

Cited by 41 publications

(26 citation statements)

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“…To date, many quantitative studies have been done to examine the learning profiles of social work students mainly using Kolb's learning styles (Cartney, 2000;Chesborough, 2009;Massey, Kim & Mitchell, 2011;Williams, Brown & Etherington, 2013), which focused strongly on learning approaches. Students' overly emotional reactions within the teaching and learning environment imply that learning profile inventories that focus mainly on assessing cognition and learning approaches would not account for the impact of students' ACEs on their learning.…”

Section: Introductionmentioning

confidence: 99%

“…The learning profiles of these students that emerged as a result of the impact of ACEs manifested during social work teaching and learning (Dykes, 2014(Dykes, , 2012(Dykes, , 2011. Their responses were typified by their narratives of distress, tearfulness, negative and struggling emotions, rationalising, and especially a fear of their own bias and partiality regarding particular issues that closely mimic their own (Dykes, 2014).To date, many quantitative studies have been done to examine the learning profiles of social work students mainly using Kolb's learning styles (Cartney, 2000;Chesborough, 2009;Massey, Kim & Mitchell, 2011;Williams, Brown & Etherington, 2013), which focused strongly on learning approaches. Students' overly emotional reactions within the teaching and learning environment imply that learning profile inventories that focus mainly on assessing cognition and learning approaches would not account for the impact of students' ACEs on their learning.…”

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Learning Profiles of Social Work Students: Who Are You and How Should This Influence My Teaching?

Dykes¹,

Green²

2015

SWORK

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This qualitative study explores the impact of adverse childhood experiences (ACEs) of social work students on notions of students' learning profile. Data were obtained from both student and staff participants on third year level within the social work programme during the teaching of a particular module focusing on family wellbeing. The implications of strong reactions during teaching and learning are juxtaposed against the notions of students' learning profile and participants' teaching and learning suggestions. Several recommendations are made that have emerged from the study that attempt to relate to students' learning profile in social work professional learning. 577Social Work/Maatskaplike Werk 2015:51(4) LEARNING PROFILES OF SOCIAL WORK STUDENTS: WHO ARE YOU AND HOW SHOULD THIS INFLUENCE MY TEACHING?Glynnis Dykes, Sulina Green INTRODUCTIONInternationally, classrooms reflect an increasingly diverse world of differing ages, abilities, cultures, interests, motivations and difficulties (Rosslyn, 2004;Tomlinson, Brighton, Hertberg, Callahan, Moon, Brimijoin, Conover & Reynolds, 2003). The situation in South Africa is no different. The majority of South African students currently in higher education are first-generation (non-traditional) students commonly (and indiscriminately) described as underprepared, coming from impoverished backgrounds in terms of economic strength, poor schooling and socio-cultural resources, and using English as additional language (Bozalek, 2013;Carelse & Dykes, 2013;Collins & Van Breda, 2010;Hlalele, 2010;Smit, 2012).In order to facilitate learning for these diverse groups, it is vital to know who the adult learner is in terms of the role of personal circumstances in the learning endeavour, as well as to ascertain how adults learn (Merriam, Caffarella & Baumgartner, 2007;Ramsden, 1992). The current student profile at the university where the study was undertaken started to emerge during the 1980s, when the institution initiated an affirmative action admissions policy designed to broaden access particularly for students from all historically disadvantaged communities (Bozalek, 2013). For the non-traditional and adult learner, the concepts of self and self-directed learning are vital (HylandRussell & Groen, 2011) in that they feed into their individual learning approaches; this in turn advances the philosophy of learner-centredness (Wilcox, 1996).Learning styles have been variously defined in the literature. For this study the overall notion of learning profile will be used to refer to students' personal traits (such as biological, cultural and societal factors; emotional and social influences; academic record and learning preferences) that optimise the individual's learning (Powell & Kusuma-Powell, 2011;Rollnick, Lubben, Lotz & Dlamini, 2002). A learning profile consists of two dimensions (Fry, Ketteridge & Marshall, 2009;Vanthournout, Coertjens, Gijbels, Donche & Van Petegem, 2013), namely, learning styles (stable personal characteristics of the learner), and learning approaches (cha...

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Section: Introductionmentioning

confidence: 99%

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confidence: 99%

Learning Profiles of Social Work Students: Who Are You and How Should This Influence My Teaching?

Dykes¹,

Green²

2015

SWORK

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“…The rise of digital technology and its concomitant effects on learning is welldocumented in the literature on social work pedagogy and education theory (Gelman & Tosone, 2010;Massey, Kim, & Mitchell, 2011;Palfrey & Gasser, 2008). Hayles (2012) suggests that digital technologies have ''significant neurological consequences'' for today's students, and she argues that constant connectivity is physiologically changing neural pathways in the human brain (p. 11).…”

Section: Review Of the Literaturementioning

confidence: 96%

Multimodal Composition and Social Justice: Videos as a Tool of Advocacy in Social Work Pedagogy

Tetloff

Hitchcock

Battista

et al. 2014

Journal of Technology in Human Services

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“…Processing takes place in the second dimension of learning, the ActiveReflective Dimension, represented in Figure 1 on the horizontal axis (Kolb, 1984, Massey, Kim, & Mitchell, 2011. In the Active-Reflective dimension, learners may choose to actively participate in learning (Active Experimentation) while other learners may prefer to watch others who are involved in the new learning experience (Reflective Observation) (Kolb & Kolb, 2005).…”

Section: Kolb's Experiential Learning Theory (Elt) and Learning Stylesmentioning

confidence: 99%

A Comparative Study Regarding the Learning Styles of Turkish Undergraduate Geography Students and Their Western Counterparts

Özdemir

2016

SBE Dergi

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It has been argued that culture has a significant impact on learning styles. Turkey is one of the non-Western countries according to studies on the classification of countries based on cultural characteristics. Therefore, the primary objective of this study was to compare the learning styles of geography undergraduates in Turkey with the findings of a previous international study in which the learning styles of Western geography undergraduates were assessed. Kolb's Learning Styles Inventory was used as a measurement tool in order to facilitate this comparison, and 1275 Turkish geography undergraduates studying at eight universities in different geographical regions of Turkey responded to this inventory. The data obtained from the study were analyzed to compare the learning styles with those of Western geography undergraduates. According to the research findings, the assimilating and converging learning styles were favored between Turkish geography undergraduates, while the assimilating learning style was favored between Western geography undergraduates. Similar to Western counterparts, there are significant differences between demographic variables such as age and class of and predominant learning styles of Turkish geography undergraduates within 10 departments.

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A Study of the Learning Styles of Undergraduate Social Work Students

Cited by 41 publications

References 4 publications

Learning Profiles of Social Work Students: Who Are You and How Should This Influence My Teaching?

Learning Profiles of Social Work Students: Who Are You and How Should This Influence My Teaching?

Multimodal Composition and Social Justice: Videos as a Tool of Advocacy in Social Work Pedagogy

A Comparative Study Regarding the Learning Styles of Turkish Undergraduate Geography Students and Their Western Counterparts

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