Review and critique of available learning‐style instruments for adults

James, Waynne B.; Blank, William E.

doi:10.1002/ace.36719935907

Cited by 29 publications

(17 citation statements)

References 2 publications

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“…Recent findings by Augustin [15] reveal additional aspects that could have contributed to the success of the e-learning group: the group used the concept of ‘active recall’ – meaning participants were instructed to take notes during the study. Furthermore, during implemented quizzes, participants were given direct feedback as to whether their answers were correct or not.…”

Section: Discussionmentioning

confidence: 99%

Self-directed learning can outperform direct instruction in the course of a modern German medical curriculum - results of a mixed methods trial

2016

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BackgroundModernised medical curricula in Germany (so called “reformed study programs”) rely increasingly on alternative self-instructed learning forms such as e-learning and curriculum-guided self-study. However, there is a lack of evidence that these methods can outperform conventional teaching methods such as lectures and seminars.This study was conducted in order to compare extant traditional teaching methods with new instruction forms in terms of learning effect and student satisfaction.MethodsIn a randomised trial, 244 students of medicine in their third academic year were assigned to one of four study branches representing self-instructed learning forms (e-learning and curriculum-based self-study) and instructed learning forms (lectures and seminars). All groups participated in their respective learning module with standardised materials and instructions. Learning effect was measured with pre-test and post-test multiple-choice questionnaires. Student satisfaction and learning style were examined via self-assessment.ResultsOf 244 initial participants, 223 completed the respective module and were included in the study. In the pre-test, the groups showed relatively homogenous scores. All students showed notable improvements compared with the pre-test results. Participants in the non-self-instructed learning groups reached scores of 14.71 (seminar) and 14.37 (lecture), while the groups of self-instructed learners reached higher scores with 17.23 (e-learning) and 15.81 (self-study). All groups improved significantly (p < .001) in the post-test regarding their self-assessment, led by the e-learning group, whose self-assessment improved by 2.36.ConclusionsThe study shows that students in modern study curricula learn better through modern self-instructed methods than through conventional methods. These methods should be used more, as they also show good levels of student acceptance and higher scores in personal self-assessment of knowledge.Electronic supplementary materialThe online version of this article (doi:10.1186/s12909-016-0679-0) contains supplementary material, which is available to authorized users.

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Section: Discussionmentioning

confidence: 99%

Self-directed learning can outperform direct instruction in the course of a modern German medical curriculum - results of a mixed methods trial

2016

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“…Health literacy, while important, represents only one element of comprehension and understanding; learning style preferences also play a key role. The education, psychology, and cognitive learning literature widely reflects the use of many different learning style assessments to evaluate individual preferences (Desmedt & Valcke, 2004;James & Blank, 1993) and how they can be used for personalized instruction. Although used extensively in general educational and biomedical research to measure student learning preferences, tools designed to assess learning styles have received little attention in clinical settings to inform health communication (Carbone, Lennon, Torres, & Rosal, 2005;Dinakar, Adams, Brimer, & Silva, 2005).…”

Section: Discussionmentioning

confidence: 99%

Using Health Literacy and Learning Style Preferences to Optimize the Delivery of Health Information

Giuse

Koonce

Storrow

et al. 2012

Journal of Health Communication

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“…Conversely, subjective styles are distinguished by undertaking applicable measures, which test the genuine capacity or expertise. James and Blank (1993), characterized learning style, as a condition under which, students most beneficially and suitably observe, process, store and recollect what they aspire to learn. After identification of learners learning style, teachers could design the tutoring strategies and provide learning material according to their learning style (Felder and Silverman (1988).…”

Section: Introductionmentioning

confidence: 99%

Learning styles based adaptive intelligent tutoring systems: Document analysis of articles published between 2001. and 2016.

Kumar¹,

Singh²,

Jyothi-Ahuja³

2017

IJCRSEE

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A B S T R A C TActualizing instructional intercessions to suit learner contrasts has gotten extensive consideration. Among these individual contrast factors, the observational confirmation in regards to the academic benefit of learning styles has been addressed, yet the examination on the issue proceeds. Late improvements in web-based executions have driven researchers to re-examine the learning styles in adaptive tutoring frameworks. Adaptivity in intelligent tutoring systems is strongly influenced by the learning style of a learner. This study involved extensive document analysis of adaptive tutoring systems based on learning styles. Seventy-eight studies in literature from 2001 to 2016 were collected and classified under select parameters such as main focus, purpose, research types, methods, types and levels of participants, field/area of application, learner modelling, data gathering tools used and research findings. The current studies reveal that majority of the studies defined a framework or architecture of adaptive intelligent tutoring system (AITS) while others focused on impact of AITS on learner satisfaction and academic outcomes. Currents trends, gaps in literature and ications were discussed.

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Review and critique of available learning‐style instruments for adults

Abstract: Learning‐style instruments have specific purposes and certain limitations.

Cited by 29 publications

References 2 publications

Self-directed learning can outperform direct instruction in the course of a modern German medical curriculum - results of a mixed methods trial

Self-directed learning can outperform direct instruction in the course of a modern German medical curriculum - results of a mixed methods trial

Using Health Literacy and Learning Style Preferences to Optimize the Delivery of Health Information

Learning styles based adaptive intelligent tutoring systems: Document analysis of articles published between 2001. and 2016.

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