Assessing experiential learning styles: A methodological reconstruction and validation of the Kolb Learning Style Inventory

Manolis, Chris; Burns, David J.; Assudani, Rashmi; Chinta, Ravi

doi:10.1016/j.lindif.2012.10.009

Cited by 171 publications

(149 citation statements)

References 51 publications

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“…Manolis et al [22] proposed the Reduced Learning Style Inventory (RLSI) with 17 items on a seven-point Likert scale. Note that the RLSI supports three factors, as RO and AE are expressed as one factor, denoted as AE.…”

Section: Characterising the Visitormentioning

confidence: 99%

An Evaluation-Driven Design Process for Exhibitions

Leister

Tjostheim

Joryd

et al. 2017

MTI

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Museums and science centres are informal education environments that intend to engage visitors with their exhibits. We present an efficient design process that allows an improved working relationship between museum practitioners, exhibition designers, and visitors. Its principles and a graphical representation are based on the Engagement Profile from previous work. Curators and designers evaluate the qualities of exhibits using the engagement profile while visitors inform the design process by answering a standardised questionnaire. Elements of the design process were evaluated using an educational game at the science centre Engineerium. This study was based on the responses from over five hundred visitors to the science centre. As an outcome, the science centre received valuable information of how to improve the exhibit. Further, one iteration of the design process was implemented in practice. First experiences show that our method will practically support the work of museum practitioners and exhibition designers.

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Section: Characterising the Visitormentioning

confidence: 99%

An Evaluation-Driven Design Process for Exhibitions

Leister

Tjostheim

Joryd

et al. 2017

MTI

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show abstract

“…These modes can be depicted along two continuums or dimensions -perceiving, the extent to which an individual emphasizes abstractness over concreteness (AC-CE continuum), and processing, the extent to which an individual emphasizes action over reflection (AE-RO continuum). An individual's learning style represents a combination of the two independent dimensions [58]. The four resulting learning styles are diverging (CE/RO), assimilating (AC/RO), converging (AC/AE), and accommodating (CE/AE) (see Fig.…”

Section: Methodsmentioning

confidence: 99%

The Effect of Teacher Training on the Learning Styles of Prospective Teachers of Social Studies

Özdemir¹,

Kesten²,

Işkın³

2017

ujer

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The purpose of this study is to examine the effects of four-year-long undergraduate education on the learning styles of prospective teachers of social studies. This study was conducted in accordance with longitudinal method, which is one of the research designs used in developmental psychology researches. The study was conducted with the participation of 70 prospective teachers of social studies who studied at Ondokuz Mayis University Faculty of Education between 2009 and 2013 and who volunteered to participate in the study. The learning styles of prospective teachers were found by using Kolb's learning styles inventory in the first and last years of their undergraduate education. When the data from this assessment tool were analyzed, it was found that undergraduate education did not cause a significant difference in the perception (concrete experience-abstract conceptualization) and processing (reflective observation-active experimentation) ways in the learning styles of prospective teachers and similar results were found when the variable of gender was taken as the basis.

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“…The learning style for an individual can be determined by answering a questionnaire of 48 questions. Manolis et al [22] proposed the Reduced Learning Style Inventory (RLSI) with 17 items on a seven-point Likert scale. Note that the RLSI supports three factors, as RO and AE are expressed as one factor, denoted as AE.…”

Section: Characterising the Visitormentioning

confidence: 99%

An Evaluation-Driven Design Process for Exhibitions

Leister¹,

Tjostheim²,

Joryd³

et al. 2017

Preprint

View full text Add to dashboard Cite

Museums and Science Centres are informal education environments that intend to engage the visitors with their exhibits. We present an efficient design process that allows an improved working relationship between museum practitioners, exhibition designers, and visitors. We present the principles and a graphical representation based on the Engagement Profile from previous work. Elements of the design process are evaluated using a learning game at the science centre Engineerium. The evaluation is based on a study with over five hundred visitors to the science centre.

show abstract

Assessing experiential learning styles: A methodological reconstruction and validation of the Kolb Learning Style Inventory

Cited by 171 publications

References 51 publications

An Evaluation-Driven Design Process for Exhibitions

An Evaluation-Driven Design Process for Exhibitions

The Effect of Teacher Training on the Learning Styles of Prospective Teachers of Social Studies

An Evaluation-Driven Design Process for Exhibitions

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