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Learning Styles and Distance Education, 2006.
A discussion regarding the link between learning styles and satisfaction.
12,285 words (approx. 49.1 pages), 74 sources, MLA, £ 122.95
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Abstract
This paper outlines the various central issues that relate to the many learning styles and student perceptions of these styles in terms of learning facility and educative value. This paper focuses on the what are the characteristic elements of the various learning styles which can be seen to be advantageous to learning in the distance education environment; and conversely what characteristics tend to act negatively in terms of learning in this environment.
Outline:
Introduction
An Overview of the Importance of Learning Styles in Contemporary Education
Distance Education
The Importance of Learning Styles in Distance Education
Learning Styles
Brief Review on General Tendencies in Research
Variables and Variations Affecting Learning Styles
An Overview of Cognitive Learning Styles
Kolb and Experiential Learning Styles
Case Studies
Conclusion
From the Paper
"This finding suggests that the field independent learner may be more suited to the distance learning environment and that the learning style that would be appropriate in this case would stress more imaginative and challenging teaching methods that would stimulate this particular learning style preference. Another cognitive style of learning that is important for the understanding of learning sties is the Holist-Analytic dichotomy. "The holists tend to view a situation as a whole, while the analytics tend to view a situation as a collection of parts and often stress only one or two aspects at a time. Intermediates will have the advantage of both styles." Liu Y. and Ginther D. (1999) A further cognitive distinction that is valuable in terms of assessing learning styles is the verbal-imagery dimension. A number of associations and generalizations as to learning style can be derived from studies of this distinction and preference among students. For example, "Generally, the imagers tend to be internal and passive, while the verbalizers tend to be external and stimulating." Liu Y. and Ginther D. (1999)"
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Personal Learning Styles, 2004.
This paper evaluates the author's own learning style by reviewing research on personal learning styles.
1,350 words (approx. 5.4 pages), 2 sources, APA, £ 23.95
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Abstract
This paper relates that the author's own particular learning style, like that of other learners, can help and hinder his academic progress, particularly considering issues of time management, research, and analysis skills. The author points out that there are five distinct "learning strategy" groups based on learning styles, including navigator, monitor, critical thinker, engager, and networker. The paper reveals that the author considers himself a stereotypical "navigator", which is helpful to know because now he can now fairly well predict how much, and more importantly, what kind of problems a particular class or project will present to him personally due to his personal learning style characteristics.
From the Paper
"Of course, at first, I imagined that this deep desire for autonomy and self-paced learning was unique to me. However, after reading some of the literature on adult education and the characteristics of the average adult learner, I found that many (if not most) older students also place a high regard on autonomous learning. In fact, after reading the landmark "The Inquiring Mind" (Houle, 1961), I began to understand just how prevalent it is for adult learners to undertake their continuing education with an independent nature."
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The Influence of Culture on Learning Styles.
This paper discusses multiculturalism as a factor in culturally-based learning styles in Australia.
4,770 words (approx. 19.1 pages), 20 sources, APA, £ 63.95
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Abstract
This paper applies Geert Hofstede's quantification of the four components of culture, which are Power Distance, Individualism, Masculinity and Uncertainty Avoidance, to measure the cultural differences, which influence the learning styles of Australians, Arabs, and Asian within the Australian schools. The author points out that, as compared to Western and Australian students, Arab students appear to be resistant because they seem to be dependent, indecisive, or nonverbal emotionally; because of the role of fate in the teachings of Islam, they are thought to be survival-oriented rather than insight-oriented. The paper states that Asian and Arab students will require more structure than Australian students, may seek more definitive instruction and judgment of their work, may prefer to be considered one of a group, and will not as readily push themselves forward to seek information as will Australian students.
Table of Contents
Introduction
Multiculturalism as a Backdrop for Culturally Based Learning Styles in Australia
The Effects on Learning of Ethnic Communities
Influences on Learning Style Derived from Hofstede's Classifications
Australia's Cultural Expectations
The Arab World's Cultural Expectations
Thailand's Cultural Expectations
A Sign of Resistance to Accepting the New Culture
Factors Involved in Accepting the New Culture
The Importance of Culture on Learning Styles
Arab-Australian Learning Styles
Asian Learning Styles
Effective Strategies
Conclusion
From the Paper
"Again, this would seem to be easier for European cultures, having much in common with the foundation British culture of Australia, than for cultures such as those of the Middle East and Asia. Still, maintaining the cultural differences that result in learning differences over a long period is difficult. Maintaining cultural differences "needs an iron clad system of apartheid or self-imposed inward looking communal traditions." While this is more likely with the Middle Eastern immigrants for a variety of reasons, if the children are in Australian schools, it is likely that assimilation is acceptable to the family, and the teachers then must grapple with the cultural expectations those children bring to the classroom. This may be slightly less prevalent for Asian immigrant children simply because, in the current global climate, they would not suffer from what Australians think they know about the culture, as is arguably the case with those from the Arab world."
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Learning Styles of African-American Students, 2001.
Explores the need for teachers to consider the learning styles of African-American students when teaching to a diverse population.
2,874 words (approx. 11.5 pages), 15 sources, £ 44.95
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Abstract
This paper discusses the learning styles of African-American students and addresses the need for teachers' to consider these styles when teaching to a diverse population. It provides a discussion of the various types of learning styles, in general, and African-American learning styles in particular. The paper also discusses the need to implement teacher education programs that address diversity in the classroom.
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Learning Styles, 2005.
A discussion on learning styles based on personal experiences.
900 words (approx. 3.6 pages), 4 sources, £ 18.95
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Abstract
This paper is a high level retrospective presentation of a situation in the student's life that involved learning and the impact based on learning styles that occurred in the situation. It reviews learning styles and preferred methods of learning for the student coupled with learning style theories form the basis for a small recommendation section in the conclusion.
From the Paper
"On the job training is always a challenge in a group of diverse individuals; each individual has their own learning style and much like professors, each trainer has their own teaching style. I had to attend such training that combined many different types of learning (hands-on and direct presentation on a one on one basis as well as small group/ seminar training) for a part-time job I had. Curry (1990 as cited by Lemire, 2002) found three predominant areas of concern related to learning styles: (1) confusion in the definition of a learning style - which to me implies conceptual boundaries, 2) lack of strength for proving the style reliable or valid, and (3) "the identification of relevant characteristics in instructional settings, or aptitude-treatment interactions." It is this last area of concern cited by Curry that this presentation will focus on. The trainer did not have a strong comprehension of learning styles but ..."
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Gender Difference in Learning Styles, 2003.
Addresses differences in learning styles between the two genders.
1,150 words (approx. 4.6 pages), 7 sources, APA, £ 20.95
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Abstract
This paper addresses differences in learning styles between boys and girls. It looks at culture and social issues of gender differences. The paper cites studies that show differences between boys and girls in terms of cognitive processing, not cognitive abilities. The paper looks at the need of schools to tailor instruction to students' diverse learning styles.
From the Paper
"Learning style according to Gurian simply refers to the individual and diverse ways in which students process information. With respect to learning styles Miller informs that existing ..."
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Learning Styles, 2002.
A literature review of learning styles in the classroom.
2,431 words (approx. 9.7 pages), 12 sources, MLA, £ 38.95
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Abstract
This paper examines how most traditional classroom studies promote a verbal teaching methodology that is contradictory toward most student's natural inclination to be visual/auditory/kinesthetic learners. It looks at how an appropriate teaching methodology should take into consideration a student's strengths and weaknesses of differing learning styles and should strive to balance these characteristics. It discusses how much attention has been focused on the theory of multiple intelligences and learning styles and explores the research of different theorists on the topic.
From the Paper
"Linda Silverman and Richard Felder in one of many research studies related to multiple learning styles, focus on the learning behaviors of engineering students. In their paper entitled "Learning and Teaching Styles in Engineering Education" the theorists state that "mismatches exist between common learning styles of engineering students and traditional teaching styles of engineering professors" (Silverman & Felder, 1998). Silverman & Felder also define education as a two-step process that involves "the reception and processing of information" (Silverman & Felder, 670). For some learners, the reception and processing of information involves memorization, for others deductive reasoning, and still others reflection or action. Each of these responses is contingent on a particular individual's learning style."
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Learning Styles and Language Proficiency, 2003.
Discusses the different learning styles and language proficiency in terms of second language acquisition.
2,760 words (approx. 11.0 pages), 8 sources, APA, £ 49.95
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Abstract
This paper discusses the different learning styles and language proficiency in terms of second language acquisition. It provides an overview of learning styles and their effects on language skills and variables. The paper looks at learning theories and contains an outline.
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Learning Styles and Career Choice, 2004.
Examines the theories of David Kolb and John Holland to determine how learning styles affect career choices.
730 words (approx. 2.9 pages), 2 sources, APA, £ 13.95
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Abstract
As distance learning becomes more prevalent in society and, as a result, makes accessibility to education easier for the population, it is increasingly more important to understand learning styles. It is also important to understand how people make career decisions. The paper explains that research shows that the way people learn influences the rate of success they have in their chosen careers. The confidence found in learning also allows people to know him or herself better so that their goals fit their personalities. To better understand the types of students who graduate from distance education programs, this paper looks at the learning styles of David Kolb. It also looks at John Holland's research on self-directed search to comprehend how personality plays an enormous factor in career choices.
From the Paper
"For years, organizations have applied the Self-Directed Search model to career seekers as a way to determine personality. This model can also help determine the type of personality represented in the distance learner. The Self-Directed Search is founded out of Dr. John Holland's theory that both people and environments can be classified according to six basic types: Realistic, Investigative, Artistic, Social, Enterprising and Conventional or (RIASEC). Markers presented from the results can also help a person understand how they fit in the workforce and this results in better career matches."
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Learning Styles, 2007.
A study proposal to look at individual learning styles in order to use them to create a curriculum that is more conducive to learning than the curriculum found at most schools today.
1,488 words (approx. 6.0 pages), 6 sources, MLA, £ 25.95
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Abstract
The purpose of this paper is to provide high school administrators with the tools necessary to transform curriculum in a way that will take into account the individual learning styles of students. It provides administrators with the facts that are necessary to fashion a more effective education program. The research also explains why some learning styles are more effective than others, particularly when pertaining to high school students.
Outline:
Introduction and Overview
Statement of Problem
Statement of Purpose
Research Question
Summary
From the Paper
"According to Kolb those that have a converging learning style are normally abstract conceptualizers and enjoy active experimentation (Sternberg & Zhang, 2001). These learners like to utilize deductive reasoning and to concentrate on specific problems (Sternberg & Zhang, 2001). Learners that are divergers are in some ways the opposite of convergers(Sternberg & Zhang, 2001). As such they prefer tangible experience and philosophical examination, they are interested in people, and they are ingenious and emotional in their connections with things and with people (Sternberg & Zhang, 2001)."
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Learning Styles, 2002.
A look at the different learning styles among various ethnic groups.
2,150 words (approx. 8.6 pages), 12 sources, £ 41.95
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Abstract
This paper uses three journal articles, three magazines and three books as information sources to research, examine and analyze how learning styles differ among various ethnic groups in American schools.
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Cognitive Learning Styles, 2002.
A personal analysis of cognitive learning styles.
1,400 words (approx. 5.6 pages), 3 sources, £ 27.95
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Abstract
This communications paper is an analysis of a personal learning style. It focuses upon the benefits and problems associated with being a cognitive thinker and discusses a strategic method of working with both. It concludes that cognitive thinking provides a solid foundation upon which risks can be safely launched.
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Neuroanatomy of the Brain and Learning Styles, 2002.
A paper which studies learning styles, the right/left hemispheres of the brain and how these affect the higher order visual processing.
2,530 words (approx. 10.1 pages), 7 sources, MLA, £ 39.95
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Abstract
The human brain is mind boggling when one thinks of all the intimate parts and how they affect learning. The study of Neuroanatomy of the brain and learning styles helps individuals to try to understand their individual dominance in right/left hemisphere. The paper studies several sources of literature where experiments were carried out to test right/left dominance, and discusses their results. Methods used by psychologists such Nagae are also discussed.
From the Paper
"In this study students were instructed to make a fist with their thumb pointing upward at an arms length away. Once they lined up with the target, they were asked to close their left eye and decide if it was still on target. Once they did this, they were asked to line up their thumbs on target and asked to close their right eye. Which eye was closest to target? They divided the students into right/left and mixed dominant sections. The students were then told how to do create a hypercard. The assignment was to create a sales presentation to an imaginary client. They were asked to indicate their right/left or mixed brain dominancy.
"The findings demonstrated the right-brain dominant individuals outperformed the left-brain and mixed-brain dominant students."
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Adult Learning Styles, 2002.
An examination of an article regarding adult learning entitled "The Influence of Learning Style and Cognitive Ability on Recall of Names and Faces in an Older Population," conducted by Jean Neils-Strungas, Robert Krikorian, et al.
1,000 words (approx. 4.0 pages), 1 source, MLA, £ 18.95
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Abstract
This paper briefly looks at the article which describes a study that examines whether a verbal or imagery cognitive style for older adults is associated with recall of names and faces learned in an experimental condition. The paper summarizes the main findings of the article which is trying to understand why remembering first names is problematic for the elder generation. The paper looks at type of research conducted, results found and evaluation of information.
From the Paper
"Fifty older adults attempted to learn the first and last names, forty names total, of twenty student actors and actresses pictured on videotapes. Participants, on average, learned the most first names, followed by last names, and full names resulted in the fewest recalls. "The greater the number of responses on a questionnaire associated with an imagery cognitive style, the more the names of faces were correctly identified by participants" (Neils-Strunjas 2001). The study found no significant relationship between a verbal cognitive style and the number of names and faces recalled. Regarding cognitive abilities, all of the abilities measured, with the exception of vocabulary comprehension, were significantly associated with the number of names and faces learned. "A regression analysis indicated that the best predictor of successful name-face learning was the participants' ability to learn and recall 5 unrelated word pairs" (Neils-Strunjas 2001). Deleting that cognitive measure from the regression analysis, delayed visual memory and verbal fluency were the next best predictors of the older adults' ability to learn names and faces (Neils-Strunjas 2001).
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