Learning styles and learning environment Sample Clauses

Learning styles and learning environment. A student’s “learning style” refers to the way in which s/he normally approaches learning, with several different styles described in the literature (Xxxxxx & Gulpinar, 2011); a systematic literature review of learning style models identified 71 such models “worthy of consideration” (Xxxxxxxx et al., 2004 p.139). One learning style model describes individuals as being activists, reflectors, theorists or pragmatists, with an individual’s particular style determined using the Mumford’s Learning Styles Questionnaire (LSQ) (Xxxxxxxxx et al., 2014 citing Xxxxx & Xxxxxxx, 1986). Some models also incorporate learning strategies and approaches (Xxxxxxxx et al., 2004 p.90) with for example surface-level and deep-level processing described (Xxxxxxxx et al., 2004 p.91 citing Xxxxxx and Xxxxx, 1976). A deep learning style, where students obtain a personal understanding of the issue in question, is usually considered to result in better learning outcomes than surface learning where students learn without understanding (Xxxxx, 2002). Strategic approaches involve an awareness of examination requirements and an ability to organise study and time-manage well (Xxxxxx et al., 2010). Xxxxx et al. (1989) observed no link between deep-learning styles and performance in pre-clinical students, though strategic and surface learning correlated with good and poor performance respectively. Xxxxx et al. (2013) found strategic learners were more likely, than deep or surface learners, to achieve a merit or distinction in finals examinations (comprising equally weighted written and clinical components) and XxXxxxx et al. (1998) found both strategic and deep learning styles associated with success in UK medical final examinations (written and clinical combined). Similarly, Xxxx et al. (2004) observed deep and strategic approaches correlated positively with academic performance and a surface approach negatively, in their investigation of 146 Scottish social science undergraduates. A surface learning style may be adopted by students that perceive their workload is heavy (Xxxxxx et al., 2000). Surface learning is also the likely outcome from a transmission mode of teaching, whereby the teacher simply dispenses knowledge; such an approach is commonly found in universities (Kinchin & Xxx, 2007). Correlation between examination performance and LSQ results was investigated, with 260 first-year medical and dental students, in Belfast (Xxxxxxxxx et al., 2014). The majority of students (65%) were o...