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Title:
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A SURVEY OF LEARNING STYLES IN AN INTRA AND INTERNATIONAL CONTEXT |
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Author(s):
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Paul Lucas |
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ISBN:
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972-98947-5-2 |
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Editors:
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Pedro Isaías, Piet Kommers and Maggie McPherson |
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Year:
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2004 |
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Edition:
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2 |
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Type:
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Poster/Demonstration |
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First Page:
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1161 |
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Last Page:
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1161 |
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Language:
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English |
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Cover:
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Full Contents:
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click to dowload 
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Paper Abstract:
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Considerations on various dimensions of learning strategies are always worthy of study and thought. A theme
which dominates the research literature is a students motivation to learn where the learner is viewed as the
client. Learning strategies are of continued interest to educators wishing to optimise their clients learning
experiences. This is especially important, yet difficult to achieve in a sophisticated, multi-national and multicultural
world where workers are expected to increase and maximise their skill levels. Further, with todays
combination of cultural myopia and diversity of learning styles, a single forms approach to the delivery of
training is not practical, and is certainly not justified.
This paper argues that a "client's" learning style and its fit with their peer group or group norm can
significantly impact upon a student's ability to benefit from their chosen learning strategies. It further
explores the possibility of using the LSQ as an interventionist tool to help practitioners determine appropriate
educational programs that enable the individual to attain their learning objectives.
This paper postulates that international evidence regarding preferred learning styles and behaviour can
inform educators in several ways as they decide whether to enhance existing preferences or to encourage the
development of weaker preferences. However, before such implications can be considered it may be
necessary to study the relationship across sub-cultural groups, between students learning styles and perceived
national traits and gender. To this effect, a survey of International comparisons for LSQ data is presented
from a variety of sources.
This paper examines the reliability of Honey and Mumfords L.S.Q. (Learning Styles Questionnaire)
instrument and builds upon various national surveys from 1988-2004. It concludes that there is growing
evidence to support the circumplex explanation of the LSQ model, that the Activist and Reflector styles of
Learning is reliably identified by the LSQ instrument and that both styles may form a new bi-polar axis.
This paper further argues that due to long term proof of face validity and retest-retest reliability of the
LSQ instrument that its use in identifying learning styles should be encouraged and the identification of
norms for well-defined occupation groups should be extended. |
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