Strategies and Styles of Learning

Schmeck, Ronald R.

doi:10.1007/978-1-4899-2118-5_12

Cited by 77 publications

(54 citation statements)

References 13 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…This increase might reflect Vermetten, Vermunt and Lodewijks's (1999) suggestion that surface learning strategies develop in early years of school learning and such strategies remain crystallized (Schmeck, 1988) despite the learning method adopted. Ramsden (2003) concurs with this view and argues that by the final year of university study, students' approaches to learning may be less dynamic and amenable to change, as learning strategies adopted in early university study have proved to be successful.…”

Section: Resultsmentioning

confidence: 92%

Accounting and business students’ approaches to learning: A longitudinal study

Ballantine¹,

Duff

Larres

2008

Journal of Accounting Education

View full text Add to dashboard Cite

Section: Resultsmentioning

confidence: 92%

Accounting and business students’ approaches to learning: A longitudinal study

Ballantine¹,

Duff

Larres

2008

Journal of Accounting Education

View full text Add to dashboard Cite

“…These students also possess different learning styles, or, as stated by Claxton and Ralston (1) , different preferences in the way they respond to and use stimuli in the context of learning. The concept of different learning styles is not new (2)(3)(4)(5)(6)(7)(8)(9)(10) . Applications of learning style theory to engineering education have included use of the 16 Myers-Briggs types to examine the effect of personality type on problem solving, curriculum development, and the retention of engineering students (11)(12)(13)(14)(15)(16)(17) .…”

Section: Introductionmentioning

confidence: 99%

Use of the Kolb Learning Cycle and the 4MAT System in Engineering Education

Harb

Durrant

Terry

1993

J of Engineering Edu

127

View full text Add to dashboard Cite

The purpose of this paper is to examine a method for the application of learning style theory to engineering education. Research has shown that students learn in a variety of different ways, and that each student has a preferred style of learning. Teaching effectiveness may be enhanced by teaching to each of the preferred styles at least a portion of the time. The application of learning style theory in this paper is based on the work of Kolb who identified four principal learning styles or types. The process of teaching to each of the four learning styles is referred to as teaching through the cycle. The learning cycle consists of four quadrants, each of which is associated with a particular learning style or preference. This paper defines specific objectives for each of the four learning quadrants. In addition, activities which can be used to accomplish these objectives are presented and discussed. Sample lesson plans have also been included in order to illustrate application of the learning cycle to the teaching of specific engineering topics.

show abstract

“…People have different understanding about the meaning of 'learning' [9]. Based on the results, learning could be classified into several categories: 1) acquiring formal information such as accessing online courses, which could help to enhance an individual's professional life; 2) acquiring information that could enhance an individual's skills; 3) acquiring informal information that could be helpful to enhance an individual's personal knowledge; 4) acquiring general information that could assist in individual's daily life.…”

Section: Discussionmentioning

confidence: 99%