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Relevant bibliographies by topics / Kolb's Learning Style Inventory

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Academic literature on the topic 'Kolb's Learning Style Inventory'

Author: Grafiati

Published: 4 June 2021

Last updated: 19 February 2022

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Journal articles on the topic "Kolb's Learning Style Inventory"

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Gooden, Doreen J., Robert C. Preziosi, and F. Barry Barnes. "An Examination Of Kolb's Learning Style Inventory." American Journal of Business Education (AJBE) 2, no. 3 (May 1, 2009): 57–62. http://dx.doi.org/10.19030/ajbe.v2i3.4049.

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As educators our primary focus is that of ensuring that students experience positive learning outcomes. Research, however, has shown that there are differences in students learning styles and that these differences will impact on the overall learning process. One way of ensuring that these positive outcomes are achieved is by identifying the different learning styles of students and modifying our teaching methodology to meeting those needs. This paper examines Kolbs (1984) Learning Style Inventory and provides suggestions on how to address the different students learning styles in order to enhance the learning process.

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Perry, Chris. "Learning Styles and Learning Outcomes. Based on Kolb's Learning Style Inventory." Set: Research Information for Teachers, no. 1 (June 1, 1996): 1–4. http://dx.doi.org/10.18296/set.0896.

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Cockerton, Tracey, Rukhsana Naz, and Sylvia Sheppard. "Factorial Validity and Internal Reliability of Honey and Mumford's Learning Styles Questionnaire." Psychological Reports 91, no. 2 (October 2002): 503–19. http://dx.doi.org/10.2466/pr0.2002.91.2.503.

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Honey and Mumford's Learning Styles Questionnaire was derived from the same conceptual basis as Kolb's Learning Style Inventory and may provide a more reliable and valid measure of Kolb's learning style constructs. The Learning Styles Questionnaire has not been psychometrically evaluated as extensively as the Learning Style Inventory. Since there is no published information on how the Learning Styles Questionnaire scales were derived, an attempt was made to factor analyze the responses to the questionnaire. Confirmatory factor analysis of 284 psychology undergraduates' responses identified a four-factor oblimin solution as the most satisfactory model investigated. Implications for interpretation and use within higher education are discussed.

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ALQahtani, Dalal A., and Sara M. Al-Gahtani. "Assessing Learning Styles of Saudi Dental Students Using Kolb's Learning Style Inventory." Journal of Dental Education 78, no. 6 (June 2014): 927–33. http://dx.doi.org/10.1002/j.0022-0337.2014.78.6.tb05747.x.

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Diken, Fatih, and Nevin Ozdemir. "The Effects of Culture on Learning Styles: The Sample of Ondokuz Mayıs University." Journal of Education in Black Sea Region 6, no. 2 (May 21, 2021): 54–69. http://dx.doi.org/10.31578/jebs.v6i2.231.

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This study examines the effect of culture on learning styles. The study sample consisted of undergraduate and graduate students, most of whom are foreign nationals, studying in different departments of Ondokuz Mayıs University in Samsun, Turkey. Based on the experiential learning theory (ELT), Kolb's Learning Styles Inventory (KLSI) was used as a data collection tool to define individual learning styles. By examining previous studies such as the Global Leadership and Organizational Effectiveness (GLOBE), the study focused on categorizing cultural differences. 193 participants from 35 different nationalities were included in one of three cultural clusters (The Middle East, Africa, and Central Asia). In the first part of the study, the dominant learning styles of each cultural cluster were evaluated based on Kolb's traditional 4 learning styles (diverging, converging, assimilating, and accommodating) and the new 9 learning styles (experiencing, imagining, reflecting, analysing, thinking, deciding, acting, balancing) defined in KLSI 3.2 and KLSI 4. It was analysed whether there was a statistically significant difference in the dominant learning styles among the cultural clusters. The results of the analysis showed that there was no significant difference among the cultural clusters according to 4 learning style classifications, whereas there were significant differences among the cultural clusters according to Kolb’s 9 learning style classifications. In the second part of the study, it was evaluated whether there was a significant difference among the cultural clusters according to the modes of grasping experience – concrete experience (CE) and abstract conceptualization (AC) – and two dialectically related modes of transforming experience—reflective observation defined in the ELT model. Keywords: learning style, Kolb learning style inventory (KLSI), culture, cultural dimensions, cultural clusters, higher education

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Markert, Ronald J. "Learning Style and Medical Students' Performance on Objective Examinations." Perceptual and Motor Skills 62, no. 3 (June 1986): 781–82. http://dx.doi.org/10.2466/pms.1986.62.3.781.

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Whether convergers perform better than other learning styles (measured on Kolb's Learning Style Inventory) on an objective medical school examination was investigated. Convergers were more likely than nonconvergers to achieve an outstanding (A) score on a biometrics examination.

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Harrison, Christine, and David Lester. "Learning Style and Personality Type in High School Students." Psychological Reports 87, no. 3 (December 2000): 1022. http://dx.doi.org/10.2466/pr0.2000.87.3.1022.

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Atkinson, George. "Kolb's Learning Style Inventory—1985: Test-Retest Déjà VU." Psychological Reports 64, no. 3 (June 1989): 991–95. http://dx.doi.org/10.2466/pr0.1989.64.3.991.

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Kolb revised the Learning Style Inventory to improve psychometric properties such as test-retest reliability. The data from this study suggest the new instrument has no better stability coefficients than its predecessor.

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Veres, John G., Ronald R. Sims, and Toni S. Locklear. "Improving the Reliability of Kolb's Revised Learning Style Inventory." Educational and Psychological Measurement 51, no. 1 (March 1991): 143–50. http://dx.doi.org/10.1177/0013164491511013.

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Geiger, Marshall A., Edmund J. Boyle, and Jeffrey Pinto. "A Factor Analysis of Kolb'S Revised Learning Style Inventory." Educational and Psychological Measurement 52, no. 3 (September 1992): 753–59. http://dx.doi.org/10.1177/0013164492052003026.

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Dissertations / Theses on the topic "Kolb's Learning Style Inventory"

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Gallagher, Debra K. "LEARNING STYLES, SELF-EFFICACY, AND SATISFACTION WITH ONLINE LEARNING: IS ONLINE LEARNING FOR EVERYONE?" Bowling Green State University / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1171920981.

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Zamble, Anthony. "A comparison of learning styles differences as measured by Kolb's Learning Style Inventory (LSI) between Trinity's MDIV, MA EM, MA CP, and MA CM students." Online full text .pdf document, available to Fuller patrons only, 2001. http://www.tren.com.

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Pan, Telan Teresa, and n/a. "Strategic considerations for improving ESL (English as a Second Language) learning outcomes among college students in Taiwan: a case study." University of Canberra. Languages, International Studies & Tourism, 2005. http://erl.canberra.edu.au./public/adt-AUC20061023.124302.

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There is considerable variation among individuals in the ability to learn a second language. Learning strategy research and learning style research, as two main areas of individual difference research, seek to help learners to �learn how to learn�, and ultimately become autonomous and independent learners. Learning strategy theory postulates that successful learning strategies can be used to good effect by less effective learners, and that teachers can promote good learning strategy usage through classroom instruction. At the same time, for there to be effective instruction to second language learners as to the most efficient learning strategy usage, there must be a research effort that looks not just at the strategies per se, but also gives attention to the cultural background of the students themselves. However, there has been little research into the ways in which low-achieving ESL learners can develop effective learning strategies in a non-western context. The historical, political, social and economic aspects of Taiwan make this small island a fascinating place for researchers interested in exploring how English is taught and learned in a relatively monolingual society (in the sense that Chinese Mandarin is the only official language and is predominately used all over Taiwan). Therefore, this study explores the ESL learning strategies and learning styles of 462 adult learners in Taiwan, making use of Oxford�s Strategy Inventory for Language Learning and Kolb�s Learning Style Inventory. Similarities and differences between the learning strategy usage of the high-achieving and low achieving groups are also investigated. The results show that there was no statistically significant relationship between the learner�s English proficiency level and their individual learning style. In sharp contrast, it was discovered that there was a highly significant relationship between the learner�s English proficiency level and their choice and use of various learning strategies. It was also found that the higher the English proficiency level, the greater the variety of learning strategies adopted, and the more frequently those strategies were used. This study aims to shed some light on the principles that underlie successful language learning, particularly in regards to the utilisation and accommodation of learning strategies and styles. The results of such a study could thus contribute to the field of second language learning in a number of ways: for the learner, the teacher, the school policy maker, and the researcher.

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Arrington-Tsao, Betsy Alleen. "Unraveling the Tapestry of the Study Abroad Experience: An Investigation of the Role of Self-Identified Goals and Motivations in University Students." Thesis, University of Canterbury. Educational Studies and Leadership, 2013. http://hdl.handle.net/10092/8668.

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The purpose of this study was to produce five in-depth case studies of University of Georgia, USA, students who studied abroad for one semester in Spring of 2006. These case studies describe and analyze the students’ self-identified goals and motivations for participating in this study abroad experience. Utilization of Lincoln and Guba’s (1985) naturalistic inquiry method was used to explore the student experiences. In addition to qualitatively analyzing the goals and motivations of these specific cases, descriptive statistics of the student Intercultural Development Inventory (IDI) pre- and post-test questions and answers (Intercultural Communication Institute, 2003), taken in Spring 2006 and two years later in Spring 2008, were compared for the purpose of measuring changes in worldview orientations over time. This provided the establishment of convergence or triangulation of quantitative and qualitative data. Further exploration of preferred student learning styles by use of the Kolb Learning Style Inventory, v. 3.1 (Kolb, 1999) was initiated in order to analyze whether the study abroad program design matched the students’ learning style. A study abroad preparatory model, Adapt, Adopt, Adept: A Preparatory Model for Study Abroad, is proposed that increases student active engagement abroad, thereby increasing the potential for accomplishing the stated goal of the University of Georgia (UGA) study abroad program, namely to develop “global citizens.” Inquiry into these areas and the results obtained are directly relevant to study abroad program specialists, interested faculty, upper administrators in university policy making, and future students who might desire to participate in an international learning experience. This particular study, in contrast to those discussed in the literature review, indicates a unique approach by focusing on the following: • one specific, experiential study abroad program; • using naturalistic inquiry as the method of obtaining such data; • using IDI scores to triangulate results of qualitative data; • incorporating information measured by the KLSI. Both qualitative and quantitative data were collected. Qualitative data were obtained via Blackboard, email, chat interviews via the internet, face to face interviews, and by means of journal entries. By using naturalistic inquiry, the specific form of data provided and its content was left largely to the students to choose via the options listed above in order to best represent their voices. Scores on the IDI provide the quantitative data used to assess qualitative findings. The intention was that this study would provide an in-depth investigation of the students’ experiences in order to be used by individuals who find the information to be practical, functional, and helpful in improving the learning and cultural environment of study abroad students.

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Tosmur, Nermin. "The Effect Of Journal Writing On First Year Engineering Students." Master's thesis, METU, 2004. http://etd.lib.metu.edu.tr/upload/12605189/index.pdf.

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This study investigated the effects of journal writing with or without giving feedback and grade, compared to the traditional teaching on integral achievement of students with different learning styles. In addition, students&rsquo
ideas about the journal writing activities in the mathematics classes were investigated. The study was carried out with 87 first year engineering students at Atilim University from three classes. Two groups were assigned as experimental groups (EG1 and EG2) and one group was assigned as the control group (CG). Students in all groups received the same instruction on integral. Experimental groups (EG1 and EG2) also engaged in journal writing activities besides lectures. Journal writings of the EG1 students were graded and feedback was given. Journal writings of the EG2 students, however, were not graded and feedback was not given. Two open-ended achievement tests on integral were developed. One of them was used as pre-test
the other was used as post-test. In addition, Kolb&rsquo
s Learning Style Inventory was administered as pre-test to determine the learning styles of the students. Follow-up interviews were conducted with ten students from EG1 and EG2. Additionally, v classrooms were observed during the treatment. The results of the ANCOVA suggest that neither the groups&rsquo
achievement nor the achievement of the students having different learning styles in each group differ significantly on integral. The results of the interviews, however, showed that students found journal writing activities as an effective teaching method and wanted to be engaged in the activity for the future.

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Göthman, Sara. "Lärstilsmodeller : en jämförande litteraturstudie av Dunn och Dunns Learning Style Inventory och Vermunts Inventory of Learning Styles." Thesis, Linköpings universitet, Institutionen för beteendevetenskap och lärande, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-70717.

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Syftet med min studie har varit att belysa två olika lärstilsmodeller Dunn & Dunns Learning Style Inventory (LSI) och Vermunts Inventory of Learning Styles (ILS) för att urskilja deras olikheter. Detta arbete är en forskningskonsumerande uppsats som är baserad på tidigare forskning inom ämnet lärstilar. Vetenskapliga artiklar, översiktsgranskningar, rapporter och böcker har bearbetats och analyserats och kategorier har utformats för att jämföra och analysera lärstilsmodellerna i relation till varandra. I resultatet presenteras båda lärstilsmodellernas karaktäriserande drag vilka är lärstilsförfattarnas definition av termen ”lärstil” samt den specifika lärstilens uppkomst. Sedan behandlas centrala begrepp och kategorier som används inom lärstilen samt lärstilens pedagogiska innebörd. Därefter presenteras mätinstrumentets namn samt själva utformningen av mätinstrumentsformuläret. Efter detta berörs den empiriska evidens som framförts av lärstilsförfattarna samt “extern” evidens av lärstilen om så existerar. Avslutningsvis redogörs de synpunkter som framförts på lärstilen. Studien visar att Dunn & Dunns Learning Style Inventory (LSI) och Vermunts Inventory of Learning Styles (ILS) skiljer sig avsevärt åt. Författaren av denna uppsats förespråkar Vermunts Inventory of Learning Styles (ILS) och läsaren rekommenderas att först efter noga välinformerat övervägande välja den lärstilsmodell som visar på stark evidens och som överensstämmer med pedagogens egen syn på inlärning.

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JOHNSON, CHRISTOPHER GARDNER. "THE FEASIBILITY OF DELIVERING A LEARNING-STYLE INVENTORY VIA A COMPUTER-BASED DELIVERY SYSTEM." Diss., The University of Arizona, 1987. http://hdl.handle.net/10150/184069.

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Matching teaching style to learning style has been proven to be beneficial in (1) increasing academic achievement, (2) improving students' attitudes toward school, and (3) reducing discipline problems. Thus, over the years, learning-style inventories have been developed to ascertain a student's learning styles. However, traditional paper-and-pencil inventories can be time consuming and sometimes provide inaccurate reports. Therefore, this study, descriptive in nature, was designed to examine the feasibility of delivering a learning-style inventory via computer. The questions posed were: (1) Is the computer-based delivery system easier to use than the paper-and-pencil method? (2) Does the computer-based delivery system reduce the amount of mathematical errors made by the instructor or student in scoring the inventory as compared to the paper-and-pencil method? (3) Does the computer-based delivery system reduce the amount of time needed to take the inventory and compile the results as compared to the paper-and-pencil method? (4) Does the computer-based delivery system reduce the amount of paperwork required of the instructor as compared to the paper-and-pencil method? (5) Do the instructor and student find the information compiled by the computer-based delivery system useful? To conduct the study, a sample of 295 students and six teachers from a southwestern high school was selected. One-half of the students received a paper-and-pencil version of the inventory and the second half received a computer-based version. After completing the inventory, each student was asked to complete a short questionnaire. The six instructors were then asked to complete several tasks involving retrieval and manipulation of information about the students. When finished, the instructors also completed a questionnaire. Data was collected on the students' and instructors' perceptions of the inventory, time to complete the inventory, and error rate in completing the inventory. From this data, it was concluded that there was no significant difference in the students' preferences between the two methods. However, a significant advantage became evident for the computer-based version when the completion times, error rates and instructors' perceptions were examined.

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Cardoso, Geovanna Cunha. "Tradução e adaptação transcultural do instrumento "Pharmacists' Inventory of Learning Styles" (PILS) para aplicação na realidade brasileira." Universidade Federal de Sergipe, 2015. https://ri.ufs.br/handle/riufs/3941.

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The identification of learning styles can be a vehicle to promote self-reflection between members of universities, teachers, tutors and students, necessary for the practice change. In this context, a study was conducted in order to translate and crossculturally adapt the instrument "Pharmacists' Inventory of Learning Styles" (PILS) for use in Brazilian pharmaceutical education. The process comprised five steps: (i) two independent translations, (ii) synthesis of translations, (iii) backtranslation, (iv) review by expert committee and (v) pilot study. Native translators in Portuguese and English languages conducted three first steps with liguistic rigor and solving up ambiguities or discrepancies by consensus among members and researcher. Expert committee analyzed semantic, idiomatic, conceptual and cultural equivalences between the original and the translated version. The average agreement for all stages of evaluators was 92.4% and ten items (58%) suffered some type of change. In pretest, 48 participants among pharmacy students (27,1%) and pharmacists (72,9%) – residents (17,1%) and mentors (20%) - assessed the modified version of the instrument, getting just two highlights (0.2%) related to the clarity of the items, and this version was considered applicable and understandable without the need for additional modifications. Thus, the process of cultural adaptation contributed to the development of a suitable instrument for the Brazilian context, appropriate for use as learning styles identification tool and consequent improvement of pharmacy education in this
A identificação dos estilos de aprendizagem pode ser utilizada como um veículo para promover auto-reflexão, necessária para as mudanças de prática, entre membros de universidades, professores, preceptores e estudantes. Neste contexto, foi realizado um estudo com o objetivo traduzir e adaptar transculturalmente o instrumento “Pharmacists’ Inventory of Learning Styles” (PILS) para utilização na educação farmacêutica brasileira. O processo compreendeu cinco etapas: (i) duas traduções independentes, (ii) síntese das traduções, (iii) retrotradução, (iv) revisão pelo comitê de especialistas e (v) estudo-piloto. As três primeiras etapas foram conduzidas com rigor liguístico por tradutores nativos em língua inglesa e portuguesa, solucionando-se ambiguidades ou discrepâncias por meio de consenso entre os membros e a pesquisadora. Na etapa de revisão por comitê de especialistas foram analisadas equivalências semântica, idiomática, conceitual e cultural entre a versão original e a versão traduzida. A média de concordância para todas as etapas entre os juízes foi de 92,4% e, ao final das avaliações, dez itens (58%) sofreram algum tipo de alteração. A versão pré final do instrumento foi aplicada em estudo piloto com 48 participantes, dentre estudantes de graduação em Farmácia (27,1%) e farmacêuticos (72,9%), havendo entre estes residentes (17,1%) e preceptores (20%). Com apenas dois destaques (0,2%) quanto à clareza dos itens, o instrumento foi considerado aplicável e compreensível, sem necessidade de modificações adicionais. Assim, o processo de adaptação transcultural contribuiu para o desenvolvimento de um instrumento adequado ao contexto brasileiro, apropriado para a utilização como ferramenta de identificação de estilos de aprendizagem e conseqüente aprimoramento do ensino de farmácia no país.

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Powe, Diane. "A descriptive study of the relationships between learning styles and demographic characteristics of student registered nurse anesthetists and certified registered nurse anesthetist clinical instructors in nurse anesthesia education programs." Diss., This resource online, 1996. http://scholar.lib.vt.edu/theses/available/etd-06062008-162316/.

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Harp, Billie F. "A Study of the Relationship Between Selected Learning Styles and Achievement of Kindergarten Language Arts Objectives in a Local School District." Thesis, University of North Texas, 1990. https://digital.library.unt.edu/ark:/67531/metadc332096/.

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The purpose of this study was to determine whether there is a relationship between the learning style of a kindergarten child and the level of achievement in language arts. The study was done at the request of the school district of a small community in north Texas, and it incorporated the total public school kindergarten population, 110 subjects. Instruments were the Learning Style Inventory: Primary by Perrin, the Iowa Tests of Basic Skills, and an achievement test developed by the regional education service center. The LSI:P was administered to all students by one person while the two achievement tests were administered by individual teachers to their own classes. The children were divided into groups according to their rating on the LSI:P, using the Prescription Circle by Dunn and Dunn as modifier. ANOVA and chi square analysis were utilized to compute frequencies and percentages at the .05 level to determine relationships between learning styles' group membership and attainment in language. A definite relationship was found between a child's learning style and achievement on the language arts objectives. Indications were that the elements of motivation, persistence and responsibility, and perceptual mode preferred by the learner had strong relationship to success in achievement. It was concluded that a relationship exists between the ability to conduct successful word analysis and a child's learning style. It was also determined that children of kindergarten age can self-report learning style as measured by the Learning Style Inventory: Primary. It is recommended that longitudinal studies be conducted to discover if learning styles change with maturity. Other studies could be done on subgroups of the kindergarten population to find what impact preschool experiences, English as a second language, or sex of the child may have on the relationship between a child's learning style and achievement in language arts.

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Books on the topic "Kolb's Learning Style Inventory"

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Kolb, David A. Learning style inventory: Version 3. London: Hay/McBer Training Resources Group, 1999.

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Kolb, David A. User's guide for the learning-style inventory: A manual for teachers and trainers. Boston, MA: McBer, 1986.

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A, Kolb David, ed. Problem solving: Kolb's learning style inventory. Portsmouth: Portsmouth Polytechnic, Educational Development Unit, 1985.

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Barsch, Jeffrey. Barsch Learning Style Inventory. Academic Therapy Publications, 1991.

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Kolb, David. Kolb Learning Style Inventory Version 3.2 Single Copy. Hay Group, 2013.

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Kolb Learning Style Inventory (Pack of 10 Booklets). 3rd ed. Hay Group Transforming Learning, 2007.

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Reid, Marit Helen. The learning style inventory as a tool to study management education: An analysis of data collected from two administrations of the LSI. Bradford, 1987.

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Book chapters on the topic "Kolb's Learning Style Inventory"

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Lau, Wilfred W. F., Allan H. K. Yuen, and Albert Chan. "Variable-Centered and Person-Centered Approaches to Studying the VARK Learning Style Inventory." In New Media, Knowledge Practices and Multiliteracies, 207–16. Singapore: Springer Singapore, 2014. http://dx.doi.org/10.1007/978-981-287-209-8_19.

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Neo, Tse-Kian, and Sahar Sabbaghan. "The Impact of the Relationship between Gardner's Multiple Intelligence and Kolb's Learning Style." In Knowledge Discovery, Transfer, and Management in the Information Age, 175–85. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-4711-4.ch009.

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In a diverse work environment, it is important to have diverse leaders, managers, and people with different talents and intelligence in order to deal with different problems. In this case, each individual can know their own strength and weakness, and know which position works best for them. The concept of learning styles is used to describe individual differences in the way people learn. According to Kolb (1984), each person has a unique way to absorb and process experiences and information. He has identified four statistically prevalent learning styles- diverging, assimilating, converging, and accommodating. On the other hand, Gardner's Multiple Intelligence Theory is very helpful to recognize that people have differing aptitude in different subject areas. This chapter documents a study in which the participants consisted of 153 bachelor students of Management from the Multimedia University of Malaysia. They were given two questionnaires, one for Kolb's learning style and other for Gardner's Multiple Intelligence inventory and a correlation was conducted. The results showed that there was a significant relationship between Kolb's Learning Style and Multiple Intelligence. The relationship could be seen particularly in Abstract Conceptualization (AC) and Multiple Intelligences which were Nature, kinesthetic, music, word, interpersonal, and picture. The results also indicated that the majority of the participants are between AC and AE which means they are convergers. Having the right information for companies can be beneficial since knowing how their employees learn can lead to a diverse workplace that would have significant results on organizational structure, planning, development, and operation.

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Bokhari, Syed Raza Ali, and Iqbal Ahmed Panhwar. "Understanding Online Cultural Learning Styles and Academic Performance of Management Students in an Ethnic Context." In Student Engagement and Participation, 1285–307. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-2584-4.ch065.

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This study utilizes Structural Equation Modeling with maximum likelihood discrepancy function to examine the relationship among various cultural dimensions and multicultural learning styles, and subsequently the impact thereof on student academic performance. 210 MBA students who enrolled in an online class were examined. The hypothetical model integrated proven learning styles and cultural theories. While Kolb's Learning Styles Inventory (LSI) version 3.1 captured attributes of learning style preferences, the Cultural Dimensions of Learning Framework questionnaire developed by Parrish and Linder-VanBerschot (2010) captured cultural preferences. Three structural models (epistemological beliefs, social beliefs, and temporal perceptions dimension of culture) were analyzed. It was found that epistemological beliefs and temporal perceptions dimensions of culture exhibited a positive relationship with multicultural learning styles; the social relationship dimension showed negative relationship, while total effect on student academic performance across was relatively similar across all models.

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Bokhari, Syed Raza Ali, and Iqbal Ahmed Panhwar. "Understanding Online Cultural Learning Styles and Academic Performance of Management Students in an Ethnic Context." In Online Course Management, 317–39. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-5472-1.ch018.

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This study utilizes Structural Equation Modeling with maximum likelihood discrepancy function to examine the relationship among various cultural dimensions and multicultural learning styles, and subsequently the impact thereof on student academic performance. 210 MBA students who enrolled in an online class were examined. The hypothetical model integrated proven learning styles and cultural theories. While Kolb's Learning Styles Inventory (LSI) version 3.1 captured attributes of learning style preferences, the Cultural Dimensions of Learning Framework questionnaire developed by Parrish and Linder-VanBerschot (2010) captured cultural preferences. Three structural models (epistemological beliefs, social beliefs, and temporal perceptions dimension of culture) were analyzed. It was found that epistemological beliefs and temporal perceptions dimensions of culture exhibited a positive relationship with multicultural learning styles; the social relationship dimension showed negative relationship, while total effect on student academic performance across was relatively similar across all models.

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Bokhari, Syed Raza Ali, and Iqbal Ahmed Panhwar. "Understanding Online Cultural Learning Styles and Academic Performance of Management Students in an Ethnic Context." In Cross-Cultural Online Learning in Higher Education and Corporate Training, 149–69. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-5023-7.ch008.

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This study utilizes Structural Equation Modeling with maximum likelihood discrepancy function to examine the relationship among various cultural dimensions and multicultural learning styles, and subsequently the impact thereof on student academic performance. 210 MBA students who enrolled in an online class were examined. The hypothetical model integrated proven learning styles and cultural theories. While Kolb’s Learning Styles Inventory (LSI) version 3.1 captured attributes of learning style preferences, the Cultural Dimensions of Learning Framework questionnaire developed by Parrish and Linder-VanBerschot (2010) captured cultural preferences. Three structural models (epistemological beliefs, social beliefs, and temporal perceptions dimension of culture) were analyzed. It was found that epistemological beliefs and temporal perceptions dimensions of culture exhibited a positive relationship with multicultural learning styles; the social relationship dimension showed negative relationship, while total effect on student academic performance across was relatively similar across all models.

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Yamazaki, Yoshitaka, and Michiko Toyama. "RELATION OF LEARNING STYLE TO INTERCULTURAL SENSITIVITY AND INTERNATIONAL ATTITUDES AMONG JAPANESE UNDERGRADUATES." In Advances in Psychology and Psychological Trends, 135–46. inScience Press, 2020. http://dx.doi.org/10.36315/2021pad13.

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This studyempirically explored how learning style relates to intercultural sensitivity and international attitudes in the context of a Japanese university. Atotal of 109 undergraduate students completed three questionnaires: Kolb’s Learning Style Inventory, Chen and Starosta’s Intercultural Sensitivity Scale, and Yashima’s International Posture as a measurefor international attitudes. Because the factor structure with constituent items of the Intercultural Sensitivity Scale was unresolved, we first examined the configuration of its latent constructs and then identified four underlying components. In terms of intercultural sensitivity, results of regression analysis illustrated that a learning style with a focus on acting over reflecting significantlynegativelyrelated to Anxious Interactionand marginallyrelated to Affirmative andEnjoyment Interaction. Results for international attitudes revealed that the samelearning variable wassignificantlyassociated with Intercultural Approach Tendency,Interest in International Vocation, andWillingness to Communicate to the World, whereas the learning variable of thinking versus feeling was marginally negatively related to Intercultural Approach Tendency. In conclusion, the study suggests that the learning styledimension of actionversus reflection has a strongerinfluence on intercultural sensitivity and international attitudesthan the learning dimension of thinking versus feeling.

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Konert, Johannes, Michael Gutjahr, Stefan Göbel, and Ralf Steinmetz. "Modeling the Player." In Gamification, 668–82. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-8200-9.ch033.

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For adaptation and personalization of game play sophisticated player models and learner models are used in game-based learning environments. Thus, the game flow can be optimized to increase efficiency and effectiveness of gaming and learning in parallel. In the field of gaming still the Bartle model is commonly used due to its simplicity and good mapping to game scenarios, for learning the Learning Style Inventory from Kolb or Index of Learning Styles by Felder and Silverman are well known. For personality traits the NEO-FFI (Big5) model is widely accepted. When designing games, it is always a challenge to assess one player's profile characteristics properly in all three models (player/learner/personality). To reduce the effort and amount of dimensions and questionnaires a player might have to fill out, we proved the hypothesis that both, Learning Style Inventory and Bartle Player Types could be predicted by knowing the personality traits based on NEO-FFI. Thus we investigated the statistical correlations among the models by collecting answers to the questionnaires of Bartle Test, Kolb LSI 3.1 and BFI-K (short version of NEO-FFI). A study was conducted in spring 2012 with six school classes of grade 9 (12-14 year old students) in two different secondary schools in Germany. 74 students participated in the study which was offered optionally after the use of a game-based learning tool for peer learning. We present the results statistics and correlations among the models as well as the interdependencies with the student's level of proficiency and their social connectedness. In conclusion, the evaluation (correlation and regression analyses) proved the independency of the models and the validity of the dimensions. Still, especially for all of the playing style preferences of Bartle's model significant correlations with some of the analyzed other questionnaire items could be found. As no predictions of learning style preferences is possible on the basis of this studies data, the final recommendation for the development of game-based learning application concludes that separate modeling for the adaptation game flow (playing) and learn flow (learning) is still necessary.

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Knowles, Malcolm S., Elwood F. Holton III, Richard A. Swanson, and Petra A. Robinson. "Personal adult learning style inventory." In The Adult Learner, 337–48. Routledge, 2020. http://dx.doi.org/10.4324/9780429299612-22.

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"Personal Adult Learning Style Inventory." In The Adult Learner, 298–310. Routledge, 2012. http://dx.doi.org/10.4324/9780080964249-25.

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"TL3: The Learning Style Inventory." In Middle Management in Action, 168–71. Routledge, 2002. http://dx.doi.org/10.4324/9780203186121-55.

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Conference papers on the topic "Kolb's Learning Style Inventory"

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Abdul Rashid, Nazre, Mohd Nasir Taib, Sahrim Lias, and Norizam Sulaiman. "Classification of learning style based on Kolb's Learning Style Inventory and EEG using cluster analysis approach." In 2010 2nd International Congress on Engineering Education (ICEED 2010). IEEE, 2010. http://dx.doi.org/10.1109/iceed.2010.5940765.

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Mazo, Lucille. "University Educators' Instructional Choices and Their Learning Styles within a Lesson Framework." In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5610.

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Research on learning styles often focuses on the learning style of the student; however, the learning style of the educator may affect instructional choices and hinder learning. Few studies have addressed the lack of knowledge that exists in universities with respect to educators’ learning styles and a lesson framework (development, delivery, and debriefing). This sequential mixed methods study explored university educators’ conscious, reflective instructional choices as they related to learning styles application within a lesson. Two theoretical and one conceptual frameworks drew on Kolb’s experiential learning theory, Bloom’s, Reigeluth’s, and Gagné’s instructional design theories and models, and Fiddler’s and Marienau’s events model of learning from experience. Research questions addressed learning styles, usage patterns, instructional choices, and reflections of university educators within a lesson framework. An online inventory recorded 38 university educators’ instructional choices, learning styles, and learning styles patterns within the framework of a lesson. Interviews were conducted with 7 of the university educators to document their conscious reflections regarding their instructional choices. Results from the inventory identified that more than 56% of university educators applied the accommodation learning style during the stages of development and delivery of a lesson, and 34% applied the assimilation learning style during the debriefing stage, which were supported by detailed reflections about their instructional choices in relation to their learning styles. The knowledge acquired about learning styles applications during a lesson framework may benefit university educators’ teaching, which are foundational to affecting positive social change within academic and social communities.

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Sanjabi, Tahereh, and Gholam Ali Montazer. "Personalization of E-Learning Environment Using the Kolb's Learning Style Model." In 2020 6th International Conference on Web Research (ICWR). IEEE, 2020. http://dx.doi.org/10.1109/icwr49608.2020.9122314.

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Goda, Yoshiko, Maki Arame, Junko Handa, Masashi Toda, Ryuichi Matsuba, Huiping Zhou, Makoto Itoh, and Satoshi Kitazaki. "Development of a Short-Form Learning Style Inventory for Automated Driving Safety Education." In 2020 IEEE International Conference on Teaching, Assessment, and Learning for Engineering (TALE). IEEE, 2020. http://dx.doi.org/10.1109/tale48869.2020.9368318.

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Kabeil, Magdy. "The Role of Management Games in Mapping Learning Styles to Elements of Business Know-How Acquisition: A Case Study." In InSITE 2009: Informing Science + IT Education Conference. Informing Science Institute, 2009. http://dx.doi.org/10.28945/3355.

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The main purpose of this paper is to assess the role of management games in mapping students’ preferable learning styles to elements of business know-how acquisition in a specific environment. A management game is developed to cover five functional areas of a manufacturing company: marketing, research and development, human resources, production and inventory, and finance. Elements that advance the acquisition of business know-how are identified, embedded in the game, and evaluated by students with different preferences of learning style. The investigation confirms the existence of a significant role of the game in mapping student’s preferable learning styles to elements for acquisition of business know-how. The most impact of the game is on the Dynamics and Intensity elements of business know-how acquisition for most students. The vast majority of students who have participated in the game are active (79%), sensing (76%), and visual (81%) learners who believe that the game enhanced their capability of business knowhow acquisition. Students who are global learners and support the use of the game are only 45% of the sample; however, they still represent a valuable portion that may include the most inventive thinkers among the student population.

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