Assessing Learning Styles of Saudi Dental Students Using Kolb's Learning Style Inventory

Alqahtani, Dalal Abdullah; Al-Gahtani, Sara M.

doi:10.1002/j.0022-0337.2014.78.6.tb05747.x

Cited by 37 publications

(38 citation statements)

References 14 publications

(21 reference statements)

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“…In this study male and female students were not different in their learning styles, which was similar to the results of other studies ( AL-Qahtani & Al-Gahtani, 2014 ; Ghaffari et al, 2013 ; Meyari et al, 2010 ; Saif & Hosseini Lorgani, 2001 ). Moreover, this study showed that most of the participants’ learning style was Assimilating (53.1%); which is concordant with the findings of studies conducted on medical students ( Azizi et al, 2002 ; Ghaffari et al, 2013 ; Saif & Hosseini Lorgani, 2001 ).…”

Section: Discussionsupporting

confidence: 92%

“…Also, Hopkins believes that Kolb does not explain the nature of experiential process ( Hopkins, 1993 ); his theory is popular due to being easy to use ( Armstrong & Parsa-Parsi, 2005 ). However, based on this theory, several studies have been done on different learners all around the world ( Alcota, Muñoz, & González, 2011 ; ALQahtani & Al-Gahtani, 2014 ; Bitran, Zúñiga, Pedrals, Padilla, & Mena, 2012 ; Fang, 2002 ; Ghaffari et al, 2013 ; Meyari et al, 2010 ).…”

Section: Introductionmentioning

confidence: 99%

“…The results showed that the Diverging learning style was the dominant style. Moreover, no associations between students’ learning style and their gender, GPA, or specialty interest was seen ( ALQahtani & Al-Gahtani, 2014 ).…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Dental Students' Educational Achievement in Relation to Their Learning Styles: A Cross-Sectional Study in Iran

Hosseini¹,

Amery²,

Emadzadeh³

et al. 2015

GJHS

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Background and Objectives:In recent decades, many studies have been carried out on the importance of Kolb experiential learning theory (ELT) in teaching-learning processes and its effect on learning outcomes. However, some experts have criticized the Kolb theory and argue that there are some ambiguities on the validity of the theory as an important predictor of achievement. This study has been carried out on dental students’ educational achievement in relation to their dominant learning styles based on Kolb theory in Mashhad University of Medical Sciences (Iran).Methods:In a cross sectional study, Kolb Learning Style Inventory (LSI Ver. 3.1) as well as a questionnaire containing students’ demographic data, academic achievement marks including grade point average (GPA), theoretical and practical courses marks, and the comprehensive basic sciences exam (CBSE) scores were administered on a purposive sample of 162 dental students who had passed their comprehensive basic sciences exam. Educational achievement data were analyzed in relation to students’ dominant learning styles, using descriptive and analytical statistics including χ2, Kruskal-Wallis and two-way ANOVA tests.Results:The dominant learning styles of students were Assimilating (53.1%), Converging (24.1%), Diverging (14.2%) and Accommodating (8.6%). Although, the students with Assimilating and Converging learning styles had a better performance on their educational achievement, there was no significant relationship between educational achievement and dominant learning style (P≥0.05).Conclusion:Findings support that the dominant learning style is not exclusively an essential factor to predict educational achievement. Rather, it shows learning preferences of students that may be considered in designing learning opportunities by the teachers.

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Section: Discussionsupporting

confidence: 92%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Dental Students' Educational Achievement in Relation to Their Learning Styles: A Cross-Sectional Study in Iran

Hosseini¹,

Amery²,

Emadzadeh³

et al. 2015

GJHS

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“…Students learn through a variety of approaches; they can assimilate and process a several types of information in different ways 9 . A learning style can be described as a set of cognitive, emotional and physiological features that can be used as indicators of how a person can learn 10 .…”

Section: Introductionmentioning

confidence: 99%

Learning styles preferences and e-learning experience of undergraduate dental students

Dalmolin

Mackeivicz

Pochapski

et al. 2018

Rev. odontol. UNESP

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Introduction Education in the health sciences has been undergoing profound changes due to the incorporation of information and communication technologies. Students learn through a variety of approaches, according to their learning styles. Blended learning, which combines technology-aided learning (e-learning) with traditional face-to-face teaching methods, has been found to improve learning outcomes. Objective The aims of the present study were to evaluate the learning styles of undergraduate dental students and their experience towards the use of e-learning. Material and method Two electronic questionnaires were sent to 174 students. The learning styles were determined by the Felder & Soloman Index (ILS), which evaluates the following four dimensions of learning: processing information (active-reflexive); perceiving information (sensorial-intuitive); receiving information (visual-verbal); and understanding information (sequential-global). To determine the e-learning experience we used four questions (Likert scale – five-point) which addressed the experience and the use of information and communication technologies. Result Most students presented a well-balanced style for the active-reflective (60%) and sequential-global (68%) domains. The sensing style (64%) was predominant. A lower percentage presented a global characteristic (9%). We did not find significant differences regarding the age groups (19-21 and 22-33 years) and genders (P>0.05, χ 2). However, in terms of age the difference was significant concerning websites helping in learning (P=0.0363, Mann-Whitney). Conclusion We conclude that the students do not have the same learning styles and e-learning experience. Methods such as blended learning could provide advantages when teaching undergraduate dental students.

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“…Based on the clumps of science, the subject of research is a student of the Faculty of Education Unesa, which based on the clumps of science into the group of educational science. In contrast to the results of the above research, students from the arts, history, psychology and literature departments prefer divergent learning styles [23], dentistry students [31]. The differences in the results of the above studies, proving that learning styles are flexible [29], are not related to the selected courses or courses.…”

Section: Resultsmentioning

confidence: 68%

Convergence vs. Divergence Learning Style Study of Critical Thinking

Dewi¹,

Tandyonomanu²

2018

Proceedings of the 2nd International Conference on Education Innovation (ICEI 2018)

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This study aims to examine the relationship of learning style to critical thinking skills in the higher education students. In this study, the Kolb Learning Style Inventory is used to determine learning styles while Watson Glasser Critical Thinking Appraisal is used to measure critical thinking. The subjects of the study were 154 students, coming from the students of the class of 2017. The data were analyzed using a t-test. The result is that is there a difference in critical thinking skills between convergent and divergent learning styles, where the critical thinking skills score in the convergent group is higher than critical thinking score in the diverging group, although most students have divergent learning styles.

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Assessing Learning Styles of Saudi Dental Students Using Kolb's Learning Style Inventory

Abstract: Experiential learning theory (ELT), a theory developed by David

Cited by 37 publications

References 14 publications

Dental Students' Educational Achievement in Relation to Their Learning Styles: A Cross-Sectional Study in Iran

Dental Students' Educational Achievement in Relation to Their Learning Styles: A Cross-Sectional Study in Iran

Learning styles preferences and e-learning experience of undergraduate dental students

Convergence vs. Divergence Learning Style Study of Critical Thinking

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