The Learning Style Preferences of Students in Graduate School.

Autor/in	Hinton, Samuel
Titel	The Learning Style Preferences of Students in Graduate School.
Quelle	(1992), (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Cognitive Style; Graduate Students; Graduate Study; Higher Education; Instructional Effectiveness; Learning Processes; Questionnaires; Research; Student Attitudes; Teaching Methods + Suchen Sie Ihr Suchwort? Cognitive styles; Kognitiver Stil; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Hochschulbildung; Hochschulsystem; Hochschulwesen; Unterrichtserfolg; Learning process; Lernprozess; Fragebogen; Forschung; Schülerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	This paper discusses research designed to determine the learning style preferences of students in a graduate class. The theoretical backdrop for the study was that learning styles impact on both the academic achievement of students and the teaching effectiveness of the instructor. Fifteen students, ranging in age from 23 to over 37, in a research methods in education course, participated in the study by completing a 10-item personal theory of learning inventory. Survey questions inquired as to the student's preference for informal teacher presentations, the provision of structure in learning, and attitudes toward note-taking, textbook reading, studying, norm-referenced grading, listening to other students' ideas, small group discussions, essay examinations, and independent investigation of topics. Results showed the class preferred an orderly presentation of materials interspersed with structure, drill, and practice. They did not like to read textbook type material or to study for tests, but they did like essay type questions and listening to the ideas of other students. Overall, the results showed that the learning style theory was useful in classroom practice at the graduate level because a knowledge of students' learning style empowered the instructor to modify teaching and adapt individual teaching style for the benefit of the individual students. Contains 21 references. (GLR)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01