Learning Styles in Vocational Education and Training

Vorhaus, John

doi:10.1016/b978-0-08-044894-7.00785-5

Cited by 12 publications

(9 citation statements)

References 47 publications

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“…Several studies have failed to show any association between VARK preference and undergraduate anatomy and medical education assessment performance (Baykan and Nac¸ar, 2007;Alkhasawneh et al, 2008;Dobson, 2009Dobson, , 2010Urval et al, 2014;Farkas et al, 2016). There is also evidence to show that VARK preferences of third level students may shift if it proves advantageous in relation to academic achievement (Vorhaus, 2010;Alkhasawneh, 2013). multimodal), as opposed to single learning preferences (i.e., unimodal), show improved academic performance in dental education (Al-Saud, 2013) and medical education results (Nuzhat et al, 2013;Peyman et al, 2014).…”

Section: Introductionmentioning

confidence: 99%

“…multimodal), as opposed to single learning preferences (i.e., unimodal), show improved academic performance in dental education (Al‐Saud, ) and medical education results (Nuzhat et al, ; Peyman et al, ). There is also evidence to show that VARK preferences of third level students may shift if it proves advantageous in relation to academic achievement (Vorhaus, ; Alkhasawneh, ).…”

Section: Introductionmentioning

confidence: 99%

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Association between learning style preferences and anatomy assessment outcomes in graduate‐entry and undergraduate medical students

O’Mahony

Sbayeh

Horgan

et al. 2016

Anatomical Sciences Ed

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An improved understanding of the relationship between anatomy learning performance and approaches to learning can lead to the development of a more tailored approach to delivering anatomy teaching to medical students. This study investigated the relationship between learning style preferences, as measured by Visual, Aural, Read/write, and Kinesthetic (VARK) inventory style questionnaire and Honey and Mumford's learning style questionnaire (LSQ), and anatomy and clinical skills assessment performance at an Irish medical school. Additionally, mode of entry to medical school [undergraduate/direct-entry (DEM) vs. graduate-entry (GEM)], was examined in relation to individual learning style, and assessment results. The VARK and LSQ were distributed to first and second year DEM, and first year GEM students. DEM students achieved higher clinical skills marks than GEM students, but anatomy marks did not differ between each group. Several LSQ style preferences were shown to be weakly correlated with anatomy assessment performance in a program- and year-specific manner. Specifically, the "Activist" style was negatively correlated with anatomy scores in DEM Year 2 students (rs = -0.45, P = 0.002). The "Theorist" style demonstrated a weak correlation with anatomy performance in DEM Year 2 (rs = 0.18, P = 0.003). Regression analysis revealed that, among the LSQ styles, the "Activist" was associated with poorer anatomy assessment performance (P < 0.05), while improved scores were associated with students who scored highly on the VARK "Aural" modality (P < 0.05). These data support the contention that individual student learning styles contribute little to variation in academic performance in medical students. Anat Sci Educ 9: 391-399. © 2016 American Association of Anatomists.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Association between learning style preferences and anatomy assessment outcomes in graduate‐entry and undergraduate medical students

O’Mahony

Sbayeh

Horgan

et al. 2016

Anatomical Sciences Ed

View full text Add to dashboard Cite

show abstract

“…E. Bird, F. Romanelli & M. Ryan (2009) defined the learning styles as, "the distinctive psychosocial, affective and cognitive behaviors that give rise to relatively stable measures about the perception, interaction and response to the surrounding learning environment" (Bird, Romanelli & Ryan, 2009). The learning style with unique, individualized nature remain relatively stable, even when encountered different tasks/situations (Vorhaus, 2010).…”

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confidence: 99%

Learning Style Construct in Student’s Learning

Bakar

Ali

2016

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“…The presented algorithm for developing a PRP allows this process to be formalized. Formal digitalization of the main stages of the PRP development makes the automation of the process PRP1, PRP2, PRP3, and PRP4 are four versions of the same PRP, formed according to the modular principle [24,25]. Modules M1 and M2, as we can see in the figure, are basic (common) for all programs.…”

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confidence: 99%

Algorithm for Designing Professional Retraining Programs Based on a Competency Approach

2020

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A new methodology is proposed for designing professional retraining programs for aviation, rocket, and space industry employees, focused on the formation of the necessary competencies. The novelty of the proposed method is in the formalization of the design process and the use of digital technologies. The advantage is the use of a modular principle of program design, which provides the opportunity to implement individual training paths for workers in industrial enterprises. The methodology was successfully tested at the Moscow Aviation Institute (National Research University) in the provision of educational services to enterprises in the aviation and aerospace industries.

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Learning Styles in Vocational Education and Training

Cited by 12 publications

References 47 publications

Association between learning style preferences and anatomy assessment outcomes in graduate‐entry and undergraduate medical students

Association between learning style preferences and anatomy assessment outcomes in graduate‐entry and undergraduate medical students

Learning Style Construct in Student’s Learning

Algorithm for Designing Professional Retraining Programs Based on a Competency Approach

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