The Nexus Explored: A Generalised Model of

Learning Styles

Damian Gordon, Gordon Bull

e-Learning Research Group,

School of Computing,

Dublin Institute of Technology,

Kevin Street, Dublin 8, Ireland.

How

Students

Learn

Universities

Behaviourism

Cognitivism

Constructivism

Lev Semenovich Vygotsky John Dewey

POP QUIZ

POP QUIZ

1. On average do students prefer to work alone or in groups?

a) in groups

b) alone

c) dunno

POP QUIZ

1. On average do students prefer to work alone or in groups?

a) in groups +1

b) alone -1

c) dunno 0

POP QUIZ

2. Is it better for students to work collaboratively or competitively?

a) collaboratively

b) competitively

c) Equally good for their learning

POP QUIZ

2. Is it better for students to work collaboratively or competitively?

a) collaboratively +1

b) competitively -1

c) Equally good for their learning 0

POP QUIZ

3. Do students learn better if you offer a small reward?

a) Yes

b) No

c) dunno

POP QUIZ

3. Do students learn better if you offer a small reward?

a) Yes -1

b) No +1

c) dunno 0

POP QUIZ

4. Which is better, detailed feedback 3 weeks after an assignment in handed up, or a % result one week later?

a) Feedback

b) Percentage

c) dunno

POP QUIZ

4. Which is better, detailed feedback 3 weeks after an assignment in handed up, or a % result one week later?

a) Feedback -1

b) Percentage +1

c) dunno 0

POP QUIZ

5. How soon after a lecture starts will a student’s attention tend to drift?

a) 10 mins

b) 20 mins

c) 40 mins

POP QUIZ

5. How soon after a lecture starts will a student’s attention tend to drift?

a) 10 mins +1

b) 20 mins 0

c) 40 mins -1

WhyLecture

???

Reasons

• 1. To Enthuse Students

Reasons

• 1. To Enthuse Students– How? Put yourself in their shoes, – Consider, if you’ve taught the topic for years...– Consider, if new to you to do...

Reasons

• 1. To Enthuse Students– How? Put yourself in their shoes, – Consider, if you’ve taught the topic for years...– Consider, if new to you to do...

• 2. To give students the info they need

Reasons

• 1. To Enthuse Students– How? Put yourself in their shoes, – Consider, if you’ve taught the topic for years...– Consider, if new to you to do...

• 2. To give students the info they need– How? Handouts can give 10 times more

material, but must mix info with other materials (Make sure handout has lots of free space)

Reasons

• 3. To cover the syllabus

Reasons

• 3. To cover the syllabus– How? In a meaningfully manner. Give the

students time to reflect and revise. So stop teaching for the last 3 weeks and get students to reflect and revise.

Reasons

• 3. To cover the syllabus– How? In a meaningfully manner. Give the

students time to reflect and revise. So stop teaching for the last 3 weeks and get students to reflect and revise.

• 4. Give the student group a sense of identity

Reasons

• 3. To cover the syllabus– How? In a meaningfully manner. Give the

students time to reflect and revise. So stop teaching for the last 3 weeks and get students to reflect and revise.

• 4. Give the student group a sense of identity– How? Group work is vital

Reasons

• 5. Because it’s cost-effective - large groups

Reasons

• 5. Because it’s cost-effective - large groups– How? Instead of throwing out questions to students (as

some may be intimidated) ask student to spend next 3 minutes writing down 3 most important ideas we’ve been talking about, and spend a minute comparing you’ve with your neighbour…look for 5 volunteers.

– Rather than getting student to asks questions; at end of class collect on slips of paper and answer at start of next class or on-line on discussion board.

Reasons

• 6. To help map curriculum

Reasons

• 6. To help map curriculum– How? Signpost the course. Show the students

the syllabus, included learning outcomes. Number the topics instead of bullet pointing them

Reasons

• 6. To help map curriculum– How? Signpost the course. Show the students

the syllabus, included learning outcomes. Number the topics instead of bullet pointing them

• 7. To see how the students are doing

Reasons

• 6. To help map curriculum– How? Signpost the course. Show the students the

syllabus, included learning outcomes. Number the topics instead of bullet pointing them

• 7. To see how the students are doing– How? Look at their faces– How? Handout your slides, with first slide having

questions about previous lecture - spend 5 minutes of lecture getting student to answer.

Reasons

• 8. To change student beliefs

Reasons

• 8. To change student beliefs– How? By sharing your experience + Expert

views + Existing Theories + Other students ideas.

– Make the student’s learning active, when students apply their ideas, it becomes their knowledge.

Reasons

• 9. To help students learn

Reasons

• 9. To help students learn– How? For a few minutes ask the students to reflect

on HOW they are learning. Share with others their approaches, their triumphs and disasters.

– How? Stop class for a few minutes and discuss their note-making techniques.

– How? Ask student to write down 3 things they don’t yet know about a topic and want to learn…amalgamate lists and hand to lecturer

Reasons

• 10. To help students figure out what the lecturer is going to ask in the exam

Reasons

• 10. To help students figure out what the lecturer is going to ask in the exam– How? Students need to be more strategic about

assessment, it is an intelligent response to their situation. But you just need to help them figure out your culture of assessment, not every little facet of it.

How can I improve my lectures?

• Get a notebook per course.• Include attendance sheets, handouts, slides,

etc.• After each lecture

– Note down errors in slides and handouts– Write down key points of lecture– Tricky issues– Good examples

How can I improve my lectures?

• Include questions after each lecture

– What did I do best?– What should I avoid?– What surprised me?– What were the good student questions?– What couldn’t the students answer?

What is Learning Style ?

• the composite of characteristic cognitive, affective, and physiological factors that serve as relatively stable indicators of how a learner perceives, interacts with, and responds to the learning environment Keefe (1979)

• a consistent pattern of behaviour within a range of individual variability (Cornet, 1983);

• a student's consistent way of responding to and using stimuli in a learning environment (Claxton & Ralston, 1978);

• how individuals process information and prefer to learn (Garity, 1985);

• the way individuals organise information and experiences (Laschinger & Boss, 1984) and;

• an expression of psychological differentiation within characteristic modes of information processing (Witkin & Goodenough, 1971, 1981).

Learning Styles Models

Perception

Perception

Sensing

Intuiting

JudgementPerception

JudgementPerception

FeelingThinking

Gordon-Bull Learning Styles Model

Style α Structured & Practical

Style β Intrapersonal & Discussion

Style γ Imaginative & Holistic

Style δ Logical & Analytical

What’s the Added Value ?

Resistant Learners

(Like the Avoidant dimension in the Grasha-Riechmann Model)

1. they may lack the ICT skills to interact effectively with e-Learning materials,

2. they may lack the self-confidence to use ICTs effectively, or

3. they may not wish to participate in the learning experience because they are apathetic, frustrated, unable, discouraged or disobedient.

What Else ?

Evolutionary Learning Style Models

New Work (1)

LEARNING STYLES RESEARCH

New Work (2)

50 WAYS TO GIVE GREAT COMPUTING LECTURES

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Questions

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