Learning styles : implications for higher education
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Authors
Van Rensburg, Gisela Hildegard
Issue Date
2002-06
Type
Language
Keywords
Learning styles , Learning style assessment , Learning process , Learning environment , Kolb model of experiential learning , Academic achievement , Adult learner , Learning theories , Dimensions of learning , Learning approaches , Learning activities , Educational environment , Educator , Teaching styles , Educational instruction , Higher education
Alternative Title
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.
Description
Citation
Van Rensburg, Gisela Hildegard (2002) Thesis, University of South Africa, Pretoria, <http://hdl.handle.net/10500/17751>