Transitions in students' learning styles

Nulty, Duncan David; Barrett, Mary

doi:10.1080/03075079612331381251

Cited by 88 publications

(63 citation statements)

References 8 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Again, there is only very limited understanding of why differences in the level and content of tacit knowledge occur across individuals who appear to have similar abilities and experiences (Hedlund et al, 2001;Wagner & Sternberg, 1985). There is widespread evidence to suggest that this may be due to the different learning styles of individuals (Kolb & Kolb, 2005;Kolb, 1984) because when learners are matched with environments that complement their unique learning styles, they achieve significantly higher learning outcomes (Nulty & Barrett, 1996;Dunn & Griggs, 2003). Learning style is believed to represent the interface between cognitive style and the external learning environment, and hence contextualises individual differences in learning (Sadler-Smith, 2001).…”

Section: Figure 1 About Herementioning

confidence: 99%

Experiential Learning and the Acquisition of Managerial Tacit Knowledge

Armstrong¹,

Mahmud²

2008

AMLE

172

129

View full text Add to dashboard Cite

Section: Figure 1 About Herementioning

confidence: 99%

Experiential Learning and the Acquisition of Managerial Tacit Knowledge

Armstrong¹,

Mahmud²

2008

AMLE

172

129

View full text Add to dashboard Cite

“…As stated by Kolb, workers in the field of education are expected to have accommodating learning style, which is a combination of concrete experience and active experimentation because the profession of teaching is not just about transferring what one knows. Smilarly, Nulty and Barrett [66] and Kruzich et al [67] concluded that field of education were predominantly accommodating.…”

Section: Resultsmentioning

confidence: 99%

The Effect of Teacher Training on the Learning Styles of Prospective Teachers of Social Studies

Özdemir¹,

Kesten²,

Işkın³

2017

ujer

View full text Add to dashboard Cite

The purpose of this study is to examine the effects of four-year-long undergraduate education on the learning styles of prospective teachers of social studies. This study was conducted in accordance with longitudinal method, which is one of the research designs used in developmental psychology researches. The study was conducted with the participation of 70 prospective teachers of social studies who studied at Ondokuz Mayis University Faculty of Education between 2009 and 2013 and who volunteered to participate in the study. The learning styles of prospective teachers were found by using Kolb's learning styles inventory in the first and last years of their undergraduate education. When the data from this assessment tool were analyzed, it was found that undergraduate education did not cause a significant difference in the perception (concrete experience-abstract conceptualization) and processing (reflective observation-active experimentation) ways in the learning styles of prospective teachers and similar results were found when the variable of gender was taken as the basis.

show abstract

“…However, Nulty and Barrett (1996) cautioned that the learning style grouping should not be taken as an absolute representation of a particular student population, because different teaching strategies and discourse modes may be adopted that are not traditional to that discipline. However, it is important to account for learners' different learning styles and their learning preferences in the planning of learning and teaching processes.…”

Section: Discussionmentioning

confidence: 99%

“…However, there are different opinions emerged in previous studies about the learning styles of geographers. For Kolb (1981), geography is an assimilative discipline; by contrast, Nulty and Barrett (1996) drew on the earlier work of Cullen, Pearson, Saha and Spear (1994) concluded that geography students are predominantly accommodating learners, while Healey, Kneale and Bradbeer (2005) reported that the dominant learning style of geography undergraduates was assimilating. In addition, Dunphy and Spellman (2009) examined the relationship between the perception of the 'value' of fieldwork and the learning styles of geography undergraduates studying in British universities.…”

Section: Introductionmentioning

confidence: 99%

A Comparative Study Regarding the Learning Styles of Turkish Undergraduate Geography Students and Their Western Counterparts

Özdemir

2016

SBE Dergi

View full text Add to dashboard Cite

It has been argued that culture has a significant impact on learning styles. Turkey is one of the non-Western countries according to studies on the classification of countries based on cultural characteristics. Therefore, the primary objective of this study was to compare the learning styles of geography undergraduates in Turkey with the findings of a previous international study in which the learning styles of Western geography undergraduates were assessed. Kolb's Learning Styles Inventory was used as a measurement tool in order to facilitate this comparison, and 1275 Turkish geography undergraduates studying at eight universities in different geographical regions of Turkey responded to this inventory. The data obtained from the study were analyzed to compare the learning styles with those of Western geography undergraduates. According to the research findings, the assimilating and converging learning styles were favored between Turkish geography undergraduates, while the assimilating learning style was favored between Western geography undergraduates. Similar to Western counterparts, there are significant differences between demographic variables such as age and class of and predominant learning styles of Turkish geography undergraduates within 10 departments.

show abstract

Transitions in students' learning styles

Cited by 88 publications

References 8 publications

Experiential Learning and the Acquisition of Managerial Tacit Knowledge

Experiential Learning and the Acquisition of Managerial Tacit Knowledge

The Effect of Teacher Training on the Learning Styles of Prospective Teachers of Social Studies

A Comparative Study Regarding the Learning Styles of Turkish Undergraduate Geography Students and Their Western Counterparts

Contact Info

Product

Resources

About