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Learning styles : implications for higher education

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dc.contributor.advisor Brink, Hilla
dc.contributor.advisor Steyn, P. J. N. (Paul Johannes Nicolaas), 1949- Van Rensburg, Gisela Hildegard 2015-01-23T04:24:26Z 2015-01-23T04:24:26Z 2002-06
dc.identifier.citation Van Rensburg, Gisela Hildegard (2002) Thesis, University of South Africa, Pretoria, <> en
dc.description.abstract Significant changes have taken place in higher education over dte past ten years. Learners are more liberated and want to be acknowledged as individuals with differences, and not expected to adapt their individual characteristics to fit in with the specific environment of the learning situation. A new emphasis is placed upon creating and sustaining learning environments that accommodate Ieamer needs and dte process of effective learning. Learners' individual needs include their need to learn how to learn and an acceptance of their individual differences as expressed in learning styles. Active Ieamer participation in dte learning process is necessary for effective learning to take place. Only dten can the desired outcome be reached. For a Ieamer to actively participate in the learning process, the Ieamer must know how to learn, and how to function as an independent Ieamer. To reach these goals, sound knowledge of individual differences in learning st;ytes is necessary. The impact of individual differences on education and the way they affect educational practice, future learning and academic achievement places the emphasis even more strongly on constant awareness, updatlng or change, improvement and development of the educational environment. The educator, as one of the role players in the educational environment, is the facilitator of learning, and should be empowered with a strong knowledge base regarding individual differences among both learners and educators, thus becoming more innovative and creative. Qualitative non-empirical research was undertaken. The aim of this research was to analyse and explore the concept learning style as well as to promote learning style awareness through assessment of learning st;ytes, and to provide an organised frame of reference to guide the learning process and provide for systematic education. Based on insight and knowledge gained through Inductive and deductive reasoning, The Learning Style Assessment Tool and a model for learning style promotion in higher education were constructed. The instrument enables learners and educators to assess their own learning st;ytes and identify their learning characteristics and preferences. The model can serve as a basis for acknowledging and accommodating learning styles in higher education. The desired outcome of this research is effective learning and quality education. en
dc.format.extent 1 online resource (xiii, 328 leaves) : illustrations, some color
dc.subject Learning styles en
dc.subject Learning style assessment en
dc.subject Learning process en
dc.subject Learning environment en
dc.subject Kolb model of experiential learning en
dc.subject Academic achievement en
dc.subject Adult learner en
dc.subject Learning theories en
dc.subject Dimensions of learning en
dc.subject Learning approaches en
dc.subject Learning activities en
dc.subject Educational environment en
dc.subject Educator en
dc.subject Teaching styles en
dc.subject Educational instruction en
dc.subject Higher education en
dc.subject.ddc 610.730711
dc.subject.lcsh Nursing -- Study and teaching (Higher) en
dc.title Learning styles : implications for higher education en
dc.title Thesis
dc.description.department Health Studes D. Litt. et Phil. (Advanced Nursing Sciences)

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