Transitioning from Teaching to Life-Long Learning Toward Yet Another Paradigm Shift for Family Social Work Practitioners and Educators

Ouellette, Philip M.; Rank, Michael G.

doi:10.1300/j039v05n01_05

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“…Educators readily accept the premise that knowledge which exists in each learner's mind has been shaped by individual experiences (Kolb & Kolb, 2005;Massey, 2009;Ouellette & Rank, 2000). Today's students have varying and different experiences from previous generations.…”

Section: Introductionmentioning

confidence: 99%

A Study of the Learning Styles of Undergraduate Social Work Students

Massey

Kim

Mitchell

2011

Journal of Evidence-Based Social Work

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This study examines the learning styles of students in social work classes at Norfolk State University. Knowledge of learning styles can enhance the ability of faculty to build on student experiences and construct new learning opportunities. Kolb's Learning Style Inventory was administered to identify each student's dominate learning style. The theoretical underpinning is experiential learning, which supports the concept that learning styles are developed through experiences. The results indicated that diverging and accommodating learning styles occurred most often. Students with these styles learn best in classes where activities include lectures, role playing exercises, discussions, opportunities to practice skills, and reflection.

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Section: Introductionmentioning

confidence: 99%