Learning Style Inventory

Assessing the learning style preferences of adult workers (consumers) with moderate to severe intellectual disabilities and accommodating the consumer's learning style preference during the job training process is a critical feature of quality supported employment services and an under-explored area of applied research. However, before evaluating the effects of learning style preferences on job training outcomes, consumers must first demonstrate the skills to express learning preferences. This research sought to demonstrate a method of assessing the learning style preference of consumers with moderate to severe intellectual disabilities and to investigate which of two instructional interventions, when matched with the consumers preferred learning style, would have the greatest impact on consumer job performance. Three independent variables were included in this study: (1) the consumer's learning style preference, (2) auditory instructional cues, and (3) visual instructional cues. The dependent variable was the accuracy of job task performance for each consumer under the alternating instructional interventions. ^ Four participants participated in the exploratory phase (phase I) of the study and three participants participated in the empirical phase (phase II) of the study. Phase I involved a descriptive analysis. Consumer learning style was assessed utilizing the Learning Style Inventory-Primary (Perrin, 1991), which was modified for use with the participant group. Phase II involved single-subject research design principles. Specifically, an alternating treatment withdrawal design was utilized to determine which instructional strategy (auditory or visual cues) when matched with the consumer's preferred learning style, had the greatest impact on the dependent variable. An Independent t-Test and a Helmert Contrast were used to determine statistical significance between conditions. An alpha level of .05 was set for determining significance. ^ Results indicate that learning style preferences for consumers with moderate to severe intellectual disabilities can be reliably assessed. Analysis of the data indicated that there was a significant difference in the effect of the two instructional interventions on consumer job performance. When the instructional intervention was congruent with the consumer's learning style, the greater the improvement in job performance. When the intervention was incongruent to the consumer's preferred learning style, a lesser degree of improved job performance would result. ^

Öğrenme stili doğuştan sahip olunan, kişiden kişiye farklılık gösteren ve akademik başarıya katkı sunan bir özelliktir. Öğrenme stilleri kavramı oldukça tartışmalı olmakla birlikte 70’in üzerinde öğrenme stili tanımlanmıştır. Bunlardan biri de "yaklaşım stili" (modality style) dir. Öğrencilerin duyusal yaklaşıma bağlı doğuştan gelen veya sabit özellikleri olan ve tercih ettikleri yaklaşıma bağlı öğrenme stratejileri kullanmanın, öğrenmeyi artıracağı varsayılmaktadır. Yaklaşım stili teorisi, farklı duyusal yaklaşımlara ilişkin dört öğrenme stilinin olduğunu savunmaktadır (Rolfe ve Cheek, 2012, s. 176). Duyusal yaklaşımda görsel (Visual/non-verbal (pictorial)), oku/yaz (Visual/verbal (read/write)), işitsel (Audiotary/verbal) ve kinestetik/dokunsal (Tactile/kinesthetic) olmak üzere 4 temel öğrenme stili belirlenmiştir (Fleming, 2001; Hawk ve Shah, 2007, s.6; Leite, Svinicki ve Shi, 2009, s.2). İnsanlar bilginin duyular yardımıyla alınması temeline göre farklılaşan algısal öğrenme stillerinden, görsel ve işitsel ya da kinestetik/dokunsal ve okuma/yazma öğrenme stilleri birlikte kullanılmaktadır. Ancak bazı kişilerde temel algısal öğrenme stilinden sadece biri baskındır ve bu tip kişiler diğer üç stilden öğrenme süreçlerinde hiç yararlanmamaktadırlar. Kişiler tarafından tercih edilen modaliteleri bulmak için kullanılan en yaygın envanter Fleming tarafından geliştirilen VARK modelidir. Bu çalışma ile Türkçeye çevrilen VARK envanterinin geçerlilik ve güvenirliğinin sınandığı araştırma sonucunda elde edilen bulgu ve yorumlara yer verilmiştir. Araştırma kapsamında 318 öğretmenden veri toplanmış ve ölçeğin güvenli ve geçerli olduğu tespit edilmiştir.
VERIFICATION OF VARK LEARNING STYLES INVENTORY TRANSLATED INTO TURKISH WITH VERIFIED FACTOR ANALYSIS MODELS: CLASSROOM TEACHER'S EXAMPLE
The learning style is an innate, distinctive personality and contributes to academic success. Over 70 learning styles have been defined, with the concept of learning styles being highly controversial. One of them is "modality style". It is assumed that students use learning strategies that have innate or fixed characteristics depending on the sensory approach and preference-based approach, which will increase learning. Approach style theory argues that there are four learning styles for different sensory approaches (Rolfe and Cheek, 2012, p. Four basic learning styles, visual / non-verbal (pictorial), visual / verbal (read / write), auditory (auditory / verbal), and kinesthetic / tactile (tactile / kinaesthetic) (Fleming, 2001, Hawk and Shah, 2007, p.6; Leite, Svinicki and Shi, 2009, p.2). People use visual and auditory or kinesthetic / tactile and read/write learning styles together from the perceptual learning styles which differ according to the basics of taking information with the help of the senses. However, in some people, only one of the basic perceptual learning styles is overwhelmed and such people do not benefit from learning from the other three styles. The most common inventory used to find preferred modalities by people is the VARK model developed by Fleming. In this study, the findings and interpretations of the validity and reliability of the VARK inventory translated into Turkish were included in the findings and interpretations obtained from the research. Data were collected from 318 teachers and it was determined that the scale was safe and valid.

For online learning to be effective, it should be adapted to the personal learning style. Kolb’s learning style inventory (LSI) is a methodology to assess such individual learning styles. The quantitative findings of this study demonstrate that differences between the four learning types exist, namely, in preferred type of discussion board posting, communication tool, and problem-solving approach. Accommodators and Divergers contribute to an online discussion by challenging point of views, whereas Assimilators and Convergers like to put content into a model/framework. Accommodators like to communicate with their peers via email and Assimilators via general discussion board. Divergers prefer email exchange with the tutor if faced with a problem. These findings have implications for delivery of online learning material. No single e-learning approach will be suitable for all learning styles.

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Studies in agricultural education have addressed learning styles of agriculture teachers, prospective teachers, and agriculture majors. This study's purpose was to examine relationships between learning styles of students and preparation techniques in FFA Career Development Events (CDEs). Data came from students in the Texas FFA Nursery/Landscape CDE (n=126), using the Ways of Knowing Learning Style Inventory. Most participants were white

This entry describes the definition, history, theories, and applications of quantitative methods in social work research. Unlike qualitative research, quantitative research emphasizes precise, objective, and generalizable findings. Quantitative methods are based on numerous probability and statistical theories, with rigorous proofs and support from both simulated and empirical data. Regression analysis plays a paramountly important role in contemporary statistical methods, which include event history analysis, generalized linear modeling, hierarchical linear modeling, propensity score matching, and structural equation modeling. Quantitative methods can be employed in all stages of a scientific inquiry ranging from sample selection to final data analysis.

The work reported here focuses upon the progress of an university department as it attempts to orchestrate the interplay between the demands of undergraduate chemistry and the particular learning
characteristics of students, and the approaches to leaching and leaming favoured by staff. The discipline of chemistry is depicted as a practical seientitlc discipline that is continuously undergoing change and advancement and not as a static, abstract body of transmitted knowledge. The leamers in the course come from a range of backgrounds, and have been surveyed for their leaming preferences using Kolb's (1999) Leaming Styles Inventory. This has allowed the department lo "tune" or tailor some of its course provision towards these characteristics. These developments include "enhancement' leetures to broaden the appeal of chemistry, moves to enact a greater devolution of learning to the leamers, and the re-conflguring
of traditional laboratory exercises and project work to increase learner autonomy. The orchestration of leaming in this way does not come without some instances of resistance to ehange but, in the main, as evidenced in some of the feedback from students, is an important move in the professional re-shaping of university provision of the science.

The purpose of this article is to examine students’ views on the blended learning method and its use in relation to the students’ individual learning style. The study was conducted with 31 senior students. Web based media together with face to face classroom settings were used in the blended learning framework. A scale of Students’ Views on Blended Learning and its implementation, Kolb’s Learning Style Inventory, Pre-Information Form and open ended questions were used to gather data. The majority of the students’ fell into assimilators, accommodators and convergers learning styles. Results revealed that students’ views on blended learning method and its use are quite positive.

The Kolb Learning Style Inventory was used to identify differences between the learning styles of 168 students in traditional face-to-face courses and students in matched courses taught online. Additionally, the data for the online courses were divided by gender to determine if ...

Hermann Hesse, Beneath the Wheel. New York: Bantam, 1968. ISBN 0-553-20858-6 Donald M. Joy, Meaningful Learning in the Church. Indianapolis: Light and Life Press, 1969, revised 1989. ISBN 0-89367-019-7 Marlene D. LeFever, Learning Styles: Reaching Everyone God Gave You to Teach. Colorado Springs: David C. Cook, 1995. ISBN 0-7814-5117-5 Joseph Lowman, Mastering the Techniques of Teaching (second edition). San Francisco: Jossey Bass, 1995. ISBN 0-7879-0127-X Parker Palmer, The Courage to Teach: Exploring the Inner Landscape of a Teacher’s Life. San Francisco: Jossey-Bass Publishers, 1998.

... institutional imperatives. To this extent it contrasts with more narrow studies of classroom interactions such as those involving 'teaching-learning sequences' (TLS), as advocated by Meheut and Psillos (2004). Such sequences ...

This study aimed at investigating the psychometric properties of two inventories for the measurement of learning style preferences in a Greek sample: Kolb’s (1985) Learning Style Inventory (LSI) and the Index of Learning Styles (ILS) by Felder & Soloman (1999). The inventories were administered in a total of 340 Greek university undergraduate students of different disciplines (education, psychology, and polytechnics) and primary school teachers. Regarding the LSI, our sample was found to strongly prefer the accommodative and the divergent learning style. Results indicated that in the Greek sample the LSI had a satisfactory reliability but its construct validity was weakly supported. No significant differences were found in relation to discipline, a finding that calls the discriminant validity of the inventory into question. Regarding the ILS, our sample showed a preference for the visual and the sensing learning style; its reliability was barely acceptable but the construct and the ...

This study aimed at investigating the psychometric properties of two inventories for the measurement of learning style preferences in a Greek sample: Kolb’s (1985) Learning Style Inventory (LSI) and the Index of Learning Styles (ILS) by Felder & Soloman (1999). The inventories were administered in a total of 340 Greek university undergraduate students of different disciplines (education, psychology, and polytechnics) and primary school teachers. Regarding the LSI, our sample was found to strongly prefer the accommodative and the divergent learning style. Results indicated that in the Greek sample the LSI had a satisfactory reliability but its construct validity was weakly supported. No significant differences were found in relation to discipline, a finding that calls the discriminant validity of the inventory into question. Regarding the ILS, our sample showed a preference for the visual and the sensing learning style; its reliability was barely acceptable but the construct and the ...

The purpose of this study was to determine if a relationship existed between self-perceived learning styles of selected students and preparation techniques and success in Career Development Events (CDE). A tutorial website was developed to assist secondary Agricultural Science teachers and their students in preparing for the 2002 Texas Nursery/Landscape Career Development Event. Data were gathered using the Ways of

1. Hermann Hesse, Beneath the Wheel. New York: Bantam, 1968. ISBN 0-553-20858-6 2. Donald M. Joy, Meaningful Learning in the Church. Indianapolis: Light and Life Press, 1969, revised 1989. ISBN 0-89367-019-7 3. Marlene D. LeFever, Learning Styles: Reaching Everyone God Gave You to Teach. Colorado Springs: David C. Cook, 1995. ISBN 0-7814-5117-5 4. Joseph Lowman, Mastering the Techniques of Teaching

The present study sought to compare the learning styles as measured by Kolb's Learning Style Inventory [LSI] of students enrolled in different programs of study - Master of Divinity [M.Div], Master of Arts in Religion [MAR], Master of Arts in Counseling Psychology [MACP], Master of Arts in Counseling Ministries [MACM]. The actual study consisted of students in the MA CP

This tutorial provides communication instructors with a set of design/communication activities that encourage critical thinking and argument. The design activities aim at the early end of the design process—the problem finding phase—where the ideas are unsure and in need of careful justification and judgment. This selection provides exigence for developing argument and evaluation skills. The design activities include developing a

The purpose of this article is to examine students’ views on the blended learning method and its use in relation to the students’ individual learning style. The study was conducted with 31 senior students. Web based media together with face to face classroom settings were used in the blended learning framework. A scale of Students’ Views on Blended Learning and its implementation, Kolb’s Learning Style Inventory, Pre-Information Form and open ended questions were used to gather data. The majority of the students’ fell into assimilators, accommodators and convergers learning styles. Results revealed that students’ views on blended learning method and its use are quite positive.

Abstract - Learning styles theory is widely acknowledged amongst educational theorists. However, there is little research evidence on the adoption and adaptation of learning styles in an e-Learning environment, specifically in respect of personalised learning environments. ...

The purpose of this article is to examine students’ views on the blended learning method and its use in relation to the students’ individual learning style. The study was conducted with 31 senior students. Web based media together with face to face classroom settings were used in the blended learning framework. A scale of Students’ Views on Blended Learning and its implementation, Kolb’s Learning Style Inventory, Pre-Information Form and open ended questions were used to gather data. The majority of the students’ fell into assimilators, accommodators and convergers learning styles. Results revealed that students’ views on blended learning method and its use are quite positive.

This paper describes key elements and strategies to enhance student learning in an introductory/multidisciplinary course at the University of Puerto Rico at Mayaguez (UPRM). The course, called Introduction to Remote Sensing, is the first in a series of elective courses developed at UPRM as part of the NASA sponsored program, Partnership for Spatial and Computational Research (PaSCoR). This program aims