Kolb's Learning Style Inventory-1985: Validity issues and relations with metacognitive knowledge about problem-solving strategies

Metallidou, Panayiota; Πλατσίδου, Μαρία

doi:10.1016/j.lindif.2007.11.001

Cited by 40 publications

(29 citation statements)

References 25 publications

(35 reference statements)

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“…Rather, there is commonly a range of styles over which learning is approached. Debate is ongoing as to whether learning style assessments are useful in designing instructional methods (Merrit and Marshall, 1984;Felder, 1996Felder, , 2010Felder and Spurlin, 2005) or are not yet validated sufficiently to be used for instructional design (Reynolds, 1997;Metallidou and Platsidou, 2008;Pashler et al, 2009;Young, 2010). Data that would demonstrate whether clearly improved outcomes result when student learning style preferences match content delivery might help resolve the relative value of learning style assessments.…”

Section: Learning Stylementioning

confidence: 99%

Demystifying the Millennial student: A reassessment in measures of character and engagement in professional education

DiLullo

McGee

Kriebel

2011

Anatomical Sciences Ed

176

142

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The characteristic profile of Millennial Generation students, driving many educational reforms, can be challenged by research in a number of fields including cognition, learning style, neurology, and psychology. This evidence suggests that the current aggregate view of the Millennial student may be less than accurate. Statistics show that Millennial students are considerably diverse in backgrounds, personalities, and learning styles. Data are presented regarding technological predilection, multitasking, reading, critical thinking, professional behaviors, and learning styles, which indicate that students in the Millennial Generation may not be as homogenous in fundamental learning strategies and attitudes as is regularly proposed. Although their common character traits have implications for instruction, no available evidence demonstrates that these traits impact their fundamental process of learning. Many curricular strategies have been implemented to address alleged changes in the manner by which Millennial students learn. None has clearly shown superior outcomes in academic accomplishments or developing expertise for graduating students and concerns persist related to the successful engagement of Millennial students in the process of learning. Four factors for consideration in general curricular design are proposed to address student engagement and optimal knowledge acquisition for 21st century learners.

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Section: Learning Stylementioning

confidence: 99%

Demystifying the Millennial student: A reassessment in measures of character and engagement in professional education

DiLullo

McGee

Kriebel

2011

Anatomical Sciences Ed

176

142

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“…Garner (2000) argued that in Kolb's learning style model Tyler's possibility processing approach was inaccurate, and the learning styles were not flexible and had a fixed structure. Metallidou and Platsidou (2008) believed that, the evidence regarding the stability or change of Kolb's learning styles over time are inconclusive till now partly because the researchers enable different theoretical constructs. Kolb rejected the criticisms that learning styles have fixed traits and proposed the concept of a learning space which includes 9 different learning styles.…”

Section: Discussionmentioning

confidence: 99%

In the context of multiple intelligences theory, intelligent data analysis of learning styles was based on rough set theory

Narli

Özgen

Alkan

2011

Learning and Individual Differences

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“…p. 724) is nervous about "the unreliable nature of most instruments in this area". Metallidou and Platsidou (2008) and Manolis et al (2013) express serious concerns about the validity of Kolb's (1976) LSI, while Kappe et al (2009) question the predictive validity of Honey and Mumford's (1982) LSQ. According to Bailey et al (2000) also, although they used Dunn et al (1991) existing instrument (the Productivity Environmental Preference Survey), they concluded that, rather than using preconstructed standardized instruments, a situation-specific instrument written to suit particular local characteristics may well be more appropriate.…”

Section: Data Collection and Analysismentioning

confidence: 99%

Styles and Style-Stretching: How are They Related to Successful Learning?

Griffiths

İnceçay

2015

J Psycholinguist Res

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Although the learning style construct has aroused much interest over the years, questions remain regarding basic issues such as definition, the validity and/or reliability of various measurement instruments, and the relationship between learning style and successful learning. Furthermore, although maintaining stylistic flexibility is recommended by many authors, few studies have attempted to relate the style-stretching concept to successful learning. This study therefore attempted to address these questions. According to results, conducted among 106 Turkish university students, using an original instrument constructed using elements from established questionnaires, a small group of styles was significantly correlated with exam results, accounting for about a quarter of the variance (considered a large effect size in social science). In addition, higher-scoring students reported a more eclectic range of styles, suggesting more willingness to style-stretch, while lower-scoring students reported a more limited range. Pedagogical implications as well as areas for ongoing research are suggested.

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Kolb's Learning Style Inventory-1985: Validity issues and relations with metacognitive knowledge about problem-solving strategies

Cited by 40 publications

References 25 publications

Demystifying the Millennial student: A reassessment in measures of character and engagement in professional education

Demystifying the Millennial student: A reassessment in measures of character and engagement in professional education

In the context of multiple intelligences theory, intelligent data analysis of learning styles was based on rough set theory

Styles and Style-Stretching: How are They Related to Successful Learning?

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