Learning in the Geoscience Classroom: Q-Methodology, Learning Styles, and Individual Preferences

Abstract

One of the challenges of traditional student learning, from an instructor's perspective, involves achieving an understanding of how students learn. Q-method is an effective approach to improve understanding of human subjectivity, and, as this research suggests, it is an appropriate tool to assist educators to better understand how students learn. In particular, Q-methodology provides the educator with a robust tool to assess student learning styles. This paper adapted an existing learning style instrument to a Q-method analysis in an introductory geographic information system class. The analysis resulted in three learning groups: lone pragmatist, explorer, and synergistic. These three learning groups are described. The paper concludes that the use of Q-method can deepen understanding of students' learning skills and improve instruction through more balanced and learner-focused curricular approaches. Ó

Using Q-methodology to Better Understand Student Learning Styles

“…This study identifies learning styles in a video production course (Production) and compares them with the results from a previous study conducted by Hall et al (2013) of three media studies courses (Studies). The analysis by Hall et al (2013) identified four distinct groups that shared similar perspectives of learning: global conceptualizer (Studies: GC); verbal learner (Studies: VL); realistic visualizer (Studies: RV); and ambiguous conceptualizer (Studies: AC). In addition, the four groups shared similar perceptions of several consensus statements (Studies: C).…”

“…In addition, the four groups shared similar perceptions of several consensus statements (Studies: C). A production course offered an interesting alternative to the media studies focus of the courses analyzed by Hall et al (2013). Depending on the programme and other factors, media studies and media production may reflect the practice-theory divide found on campuses today (du Plooy 2006;Middlehurst 2008).…”

“…The Production Q-sort utilized the same Q-sample used in Hall et al (2013), which based its concourse on Felder-Soloman's ILS. 1 A second Q-analysis (Production) was generated as a follow-up to the Studies Q-analysis discussed in Hall et al (2013). Eighteen students completed the Production Q-sort.…”

“…Learning styles comprise a broad spectrum of learning theories and approaches, which share a common recognition that individuals learn differently (Coffield et al 2004) and consequently, no single instructional approach is equally effective with all students (Gardner 1999;Lynn 2009). The research on learning styles is substantial and indicates that preferences play a significant impact on learning (for example, Cassidy 2004;Felder & Brent 2005;Hall et al 2008). While communication educators have also recognized the importance of learning styles (Cuillier & Schwalbe 2010;…”

Using Q methodology to investigate undergraduate students’ attitudes toward the geosciences

“…The Q sort method has been used in physics classrooms to examine student learning and their perspectives toward introductory physics classes (Ramlo, , , ). It has also been used to help better understand how learning styles influence learning in the geoscience classroom (Hall, Jensen, & Mclean, ). Q sort, however, has not been used to specifically investigate the attitudes held by undergraduate students toward the geosciences.…”