Learning Styles in Higher Education. A Case Study in History Training

Căpiță, Carol

doi:10.1016/j.sbspro.2015.02.113

Cited by 10 publications

(5 citation statements)

References 6 publications

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“…Carel Capita in [9] explored the relationship between educational coaching and learning styles in higher education. In their article, the idea is put forward that coaches should be aware of the different learning styles of their clients and tailor their approach accordingly.…”

Section: Literature Reviewmentioning

confidence: 99%

Activation of the student's learning potential by educational coaching

Myskiv,

Sydorchuk,

Dmytruk

2023

SR:PE

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The article delves into the concept of educational coaching in the context of technical higher education institutions. Educational coaching is examined in terms of its methodology and techniques, which distinguish it from other forms of education. The focus is on the multi-faceted approach of coaching that aims at personal development and can significantly enhance the learning potential of students. The chosen coaching methodology determines the specific areas of development that are prioritized. The main principles of educational coaching include prioritizing personal development in education, facilitating individuals to reach their full potential, developing competencies, and overcoming obstacles that hinder achieving personal and professional goals. Educational coaching also involves creating a plan of action in collaboration with the student and nurturing a productive and active partnership between the teacher and the student. The article emphasizes that educational coaching is based on interaction between the participants of the educational process. This interaction is rooted in dialogue, and the information-psychological approach takes into account cognitive style, including mental processes, such as comparison, analysis, synthesis, generalization, classification, conceptual connections, and deduction. The cognitive development strategy begins with an orientation towards action. Communication is viewed as a form of connection, which involves information exchange and interaction, with the main objective of stimulating action and regulating the flow of information. The article stresses that educational coaching plays a pivotal role in facilitating significant and long-lasting personal and professional changes. Overall, the article highlights the significance of educational coaching as a powerful tool that can activate the students' learning potential. It also underscores the importance of the interactive and dialogical approach in the coaching methodology, which is crucial in achieving successful and sustainable outcomes. Educational coaching prioritizes personal development in education and helps students reach their full potential, thereby enhancing their competencies and overcoming obstacles to achieve their personal and professional goals

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Section: Literature Reviewmentioning

confidence: 99%

Activation of the student's learning potential by educational coaching

Myskiv,

Sydorchuk,

Dmytruk

2023

SR:PE

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“…Capita Carol (2014) conducted research on Kolb's learning styles (theorist, pragmatist, activist, and reflective) among first-year university students at the University of Bucharest in Romania. The reflector and theorist components were found to be the most popular among students, while the activist component was the least popular.…”

Section: Literature Reviewmentioning

confidence: 99%

Preference for learning styles among UPSI students during learning Titas Course

Vijararatnam¹,

Aziz²,

Salleh³

2022

ijhs

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Learning styles are unconscious, stable characteristics that influence how learners perceive and respond to their learning environment. The purpose of this study is to investigate the learning styles of UPSI students while studying Titas and to examine the differences in learning styles between male and female students. The participants in this study were 311 students randomly selected from 513 students. Honey and Mumford's (1986) learning styles questionnaires were given to each student after obtaining informed consent. Data were collected using questionnaires and analyzed using SPSS. Descriptive statistics, such as frequencies and means, were used to explain the learning style scores and gender of the respondents. An independent T-test was used to compare the differences between genders. The result shows that theoretical style (mean = 3.83) was rated the highest by the students. This was followed by the pragmatic style (mean=3.81) and the reflective style (mean=3.79). Students rated the activist style as moderate (mean=3.46). The independent T-test showed that there was no significant difference between genders.

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“…Despite more than five decades of student learning styles practice in education (Carol 2015), the increasing number of studies on learning styles of business and management students as well as the increasing need for improved academic performance in institutions of higher learning in both developing and developed countries and the recognition of logistics as a driver for economic growth of nations, no published study investigating how logistics students learn using Kolb's LSI was found in South Africa and globally. In addition, there are no studies that investigate the relationships between learning styles and demographic and academic factors of logistics students using Kolb's LSI.…”

Section: Rationale Of Study and Problem Statementmentioning

confidence: 99%

Assessing learning styles of undergraduate logistics students using Kolb's learning style inventory: A cross-sectional survey

Mpwanya

Dockrat

2020

SAJHE

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Understanding students' learning styles and adapting instructional strategies to the variety of student learning styles are determinants for effective learning and enhance learning performance. Using Kolb's learning style inventory (LSI) and demographic questions, this study assesses the learning styles of undergraduate logistics university students by identifying their dominant learning style and by exploring whether students' demographic factors influence their learning styles. To this end, a cross-sectional survey involving 429 undergraduate logistics university students in South Africa was conducted. The results show that accommodating learning style as the most predominant learning style among undergraduate logistics university students, followed by students with assimilating learning style. The combined proportion of these two groups of students represents more than two-thirds of the sampled population. The study's findings show that gender and learning styles were significantly related. While the majority of male logistics students displayed the diverging learning style, their female counterparts exhibited the converging learning style. On the other hand, learning styles and age group; learning styles and type of high school attended; and learning styles and nationality were found not to be related. This study has implications for practice and extends the literature on learning styles and demographic factors in the unexplored logistics discipline.

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Learning Styles in Higher Education. A Case Study in History Training

Cited by 10 publications

References 6 publications

Activation of the student's learning potential by educational coaching

Activation of the student's learning potential by educational coaching

Preference for learning styles among UPSI students during learning Titas Course

Assessing learning styles of undergraduate logistics students using Kolb's learning style inventory: A cross-sectional survey

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