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

Author: Grafiati

Published: 4 June 2021

Last updated: 19 February 2022

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1

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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Boyle, Edmund J., Marshall A. Geiger, and Jeffrey K. Pinto. "Empirical Note on Creativity as a Covariate of Learning Style Preference." Perceptual and Motor Skills 73, no. 1 (August 1991): 265–66. http://dx.doi.org/10.2466/pms.1991.73.1.265.

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A great deal of research has examined students' preferred learning styles as measured by Kolb's 1985 Learning Style Inventory, but little effort has been made to test the covariate effects of other individual psychological facets, such as creativity, on preferred learning style. For a sample of 84 college undergraduates, the relationship between learning style and Raudsepp's problem-solving creativity scale was observed not to covary.

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Pickworth, Glynis E., and Willem J. Schoeman. "The Psychometric Properties of the Learning Style Inventory and the Learning Style Questionnaire: Two Normative Measures of Learning Styles." South African Journal of Psychology 30, no. 2 (June 2000): 44–52. http://dx.doi.org/10.1177/008124630003000206.

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David Kolb has provided a detailed, useful and widely accepted theory of experiential learning and learning styles. He developed the Learning Styles Inventory (LSI) to assess four learning abilities and four learning styles. Kolb's work is viewed favourably for establishing the existence of individual differences in learning styles, but the major criticism against his work is focused on his method of measuring learning styles and more specifically on the psychometric properties of the LSI. The LSI is an ipsative instrument and the limitations placed on the statistical analysis of data of ipsative measures makes it inappropriate for reliability and validity evaluation of the instrument. In this study the psychometric properties of two normative measures of learning styles, a normative version of the LSI (referred to as the LSI-Likert) and the Learning Style Questionnaire (LSQ), are investigated. A review of the literature on the LSI is presented and the development of normative versions of the LSI is reviewed. First-year university students registered for either a science or human sciences degree completed the two normative instruments. The internal reliability of the four learning ability scales was determined using alpha coefficient. The internal reliability of the LSI-Likert and LSQ was found to be relatively high. The presence of a response bias for both instruments was suspected. It appeared that the LSI-Likert was more successful than the LSQ in differentiating learning abilities and styles in the sample used. Item factor analysis demonstrated two bipolar factors in line with Kolb's theory for the LSQ. The four-factor solution for the LSI-Likert produced four factors which to some extent represented the four learning abilities.

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Wilson, D. K. "An Investigation of the Properties of Kolb's Learning Style Inventory." Leadership & Organization Development Journal 7, no. 3 (March 1986): 3–15. http://dx.doi.org/10.1108/eb053597.

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Loo, Robert. "Confirmatory factor analyses of Kolb's Learning Style Inventory (LSI-1985)." British Journal of Educational Psychology 69, no. 2 (June 1999): 213–19. http://dx.doi.org/10.1348/000709999157680.

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Coker, Cheryl A., and Scott J. Pedersen. "Context and Test-Retest Reliability of Kolb's Learning Style Inventory." Psychological Reports 95, no. 1 (August 2004): 180–82. http://dx.doi.org/10.2466/pr0.95.1.180-182.

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Two groups of students enrolled in a university physical activity course volunteered to complete Kolb's Learning Style Inventory at the beginning of and the end of a semester to estimate test-retest reliability. A control group ( n = 129) completed the inventory in its original form while the experimental group ( n = 124) completed the same test but with modified instructions providing a more specific focus. Test-retest reliability, assessed using a Pearson product-moment correlation, improved for the group given instructions which specified a contextual focus.

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COKER, CHERYL A. "CONTEXT AND TEST-RETEST RELIABILITY OF KOLB'S LEARNING STYLE INVENTORY." Psychological Reports 95, no. 5 (2004): 180. http://dx.doi.org/10.2466/pr0.95.5.180-182.

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Hajaro, Umi, Akhmad Nayazik, and Ratih Kusumawati. "Analysis of David Kolb's Learning Style According to Mathematical Representation Ability." Journal of Medives : Journal of Mathematics Education IKIP Veteran Semarang 5, no. 2 (July 19, 2021): 403. http://dx.doi.org/10.31331/medivesveteran.v5i2.1709.

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The purpose of this study was to describe David Kolb's learning style according to the mathematical representation of students. This research is qualitative. The subjects of this study were students of class VIII SMP Agus Salim Semarang. The data were obtained by using the test method of the mathematical representation ability instrument, questionnaire of KLSI (Kolb Learning Style Inventory), interviews, and documentation. The results of this study are: (1). Students with High Mathematical Representation Ability tend to have an assimilator type of learning style, (2). Students with Medium Mathematical Representation Ability tend to have a converger learning style type, and (3). Students with Low Mathematical Representation Ability tend to have a divergent learning style. Teachers are suggested to identify students’ learning styles to be the best teachers for students. It is also recommended to collect mathematical representation-based problems to improve students' mathematical representation skills. Keywords: David Kolb, Mathematics Representation, Assimilator, Converger, Diverger

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Bozionelos, Nicholas. "Psychology of Computer Use: XLIV. Computer Anxiety and Learning Style." Perceptual and Motor Skills 84, no. 3 (June 1997): 753–54. http://dx.doi.org/10.2466/pms.1997.84.3.753.

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The relation between scores for computer anxiety and for Kolb's Learning Style Inventory was investigated ( N = 204). Scores on computer anxiety correlated negatively with scores on the Active-Reflective index. Further, those classified as Convergers reported lower scores on computer anxiety than did those classified as Divergers.

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Geiger, Marshall A., and Jeffrey K. Pinto. "Changes in Learning Style Preference during a Three-Year Longitudinal Study." Psychological Reports 69, no. 3 (December 1991): 755–62. http://dx.doi.org/10.2466/pr0.1991.69.3.755.

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Kolb's (1985) Learning Style Inventory and theories of learning preferences have stimulated much research and theory construction. A number of researchers have argued that, as students move through their college careers, their learning styles are likely to change significantly. This paper reports on the completion of a three-year study to assess the actual extent of change that occurred in a sample of college students. Our results offer mixed support for the proposition that students' learning styles change during the college experience.

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Cornwell, John M., Pamela A. Manfredo, and William P. Dunlap. "Factor Analysis of the 1985 Revision of Kolb's Learning Style Inventory." Educational and Psychological Measurement 51, no. 2 (June 1991): 455–62. http://dx.doi.org/10.1177/0013164491512020.

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Newby, Robert W. "Test-Retest Reliabilities of Standard and Realigned Forms of the Learning Style Inventory." Perceptual and Motor Skills 78, no. 1 (February 1994): 214. http://dx.doi.org/10.2466/pms.1994.78.1.214.

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The present study was designed to test the hypothesis that response bias was present in the standard form of Kolb's Learning Style Inventory and that this bias lowered reliability. An alternative form of the inventory was created by realigning the response endings to the sentences. Correlations calculated on scores obtained on two separate occasions for the two forms ranged from .45 to .73. Realignment did not improve reliabilities.

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YANG, XIAOHU, FENG SHI, XIANGJUN LIU, and YONG ZHAO. "Learning styles and perceptual patterns for English /i/ and /ɪ/ among Chinese college students." Applied Psycholinguistics 37, no. 3 (May 25, 2015): 673–701. http://dx.doi.org/10.1017/s014271641500020x.

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ABSTRACTThis study examined whether learning styles, along with age of starting English learning and length of English learning, are related to perceptual patterns for English /i/–/ɪ/ among Chinese college students who learn English as a foreign language. A total of 83 Chinese college students with different learning styles as measured by Kolb's Learning Style Inventory (1985) and 16 native speakers of American English identified the vowels in a syntheticbeat–bitcontinuum. The results revealed that the Chinese participants’ perceptual patterns for English /i/–/ɪ/ varied with their learning styles. The participants with Kolb's (1985) assimilative and divergent learning styles were more likely to exhibit perceptual patterns resembling those of the American participants than were the participants with convergent and accommodative learning styles. Furthermore, of Kolb's four learning modes, reflective observation had a facilitative effect on the participants’ perception, whereas active experimentation was more likely to cause difficulties; abstract conceptualization and concrete experience bore little relation to the perception of these two sounds. In addition, length of English learning played a critical part in the development of English /i/–/ɪ/ perception. However, age of starting English learning in foreign language conditions was not as crucial as suggested by earlier studies on speech perception in second language conditions.

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DeCoux, Valerie M. "Kolb's Learning Style Inventory: A Review of Its Applications in Nursing Research." Journal of Nursing Education 29, no. 5 (May 1, 1990): 202–7. http://dx.doi.org/10.3928/01484834-19900501-04.

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Duff *, Angus. "A Note on the Problem Solving Style Questionnaire: An alternative to Kolb's Learning Style Inventory?" Educational Psychology 24, no. 5 (September 2004): 699–709. http://dx.doi.org/10.1080/0144341042000262999.

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DANISH, KHALID FAROOQ, and AZRA SAEED AWAN. "LEARNING STYLES." Professional Medical Journal 16, no. 02 (June 10, 2009): 162–68. http://dx.doi.org/10.29309/tpmj/2009.16.02.2889.

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O b j e c t i v e s : 1. To study the prevalence of learning styles in intermediate level students in Rawalpindi according to Kolb'sLearning Style Inventory. 2. To study the correlation of learning styles with career choices of intermediate level students in Rawalpindi. 3.To compare the results of the study with the learning styles of clinical students of a medical college. D e s i g n : Cross sectional. Descriptive.M e t h o d s : The study was done on the intermediate level students of Government Colleges in Rawalpindi. It included the Pre-Medical, Pre-Engineering and Humanities students. All students were given a questionnaire based on Kolb's learning style inventory, and responsescollected. Instructions to fill the questionnaire were given verbally to all students. Each student was also instructed to present three careerchoices in order of priority. Data was collected. Results: Prevalence of different learning styles in medical students and intermediate levelstudents is shown in table-l and table-ll respectively. C o n c l u s i o n s : The prevalence and pattern of learning styles of intermediate levellearners and medical students is different. Majority of intermediate level learners have the converger learning styles in contrast with themedical students in whom accommodators are in overwhelming majority. Most learners choosing "Doctor" as their preferred career amongintermediate level learners were of assimilator style, followed by convergers. Accommodators were on third place in choosing "Doctor" aspreferred career. The most preferred career among intermediate level learner was "Teacher".

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Katz, Noomi. "Construct Validity of Kolb's Learning Style Inventory, Using Factor Analysis and Guttman's Smallest Space Analysis." Perceptual and Motor Skills 63, no. 3 (December 1986): 1323–26. http://dx.doi.org/10.2466/pms.1986.63.3.1323.

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The Learning Style Inventory developed by David Kolb assesses learners' preferences for specific phases of a model of an experiential learning cycle. A Hebrew version of Kolb's inventory was administered to 739 undergraduate students from nine major study areas, after investigating the instrument's cross-cultural equivalence. In accordance with hypothesized underlying structure, two-factor solutions corresponding to the experiential model's two dimensions, clearly emerged in the factor analysis. While the over-all circular structure of the model is presented strongly using Guttman's SSA procedure, both findings provide construct validity for the inventory and support the generalizability to a different culture of the learning process proposed by Kolb.

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Van der Lingen, Elma, Bjørn Willy Åmo, and Inger Beate Pettersen. "The relationship between entrepreneurial experience and preferred learning styles." Education + Training 62, no. 7/8 (July 15, 2020): 863–76. http://dx.doi.org/10.1108/et-11-2019-0263.

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PurposeEntrepreneurship is a process of learning. The entrepreneurial learning process incorporates a cumulative series of multifaceted entrepreneurial experiences, which generally involve the development of new insights and behaviours. This study aimed to determine whether entrepreneurial experience has an influence on the preferred learning styles of students. The study also investigated the appropriateness of the Reduced Kolb Learning Style Inventory as a measuring instrument.Design/methodology/approachThe study was conducted on 586 male and 690 female students from South Africa (n = 1042) and Norway (n = 244). The Reduced Kolb Learning Style Inventory, making use of principal correspondence analysis, was used to determine the preferred learning styles, while the students' level of entrepreneurial experience was captured by items addressing prior entrepreneurial experience.FindingsThe analysis revealed a simpler measure of students' preferred learning styles, comprising a total of 12 items with three items per learning style. The study revealed that the preferred learning style was more important for students who had entrepreneurial experience than for those with less entrepreneurial experience. If students with entrepreneurial experience have stronger concerns for how they learn, it contributes to the understanding of the content of entrepreneurial learning.Originality/valueA modified Reduced Kolb Learning Style Inventory resulted in a concise instrument measuring students' preferred learning style in adherence to Kolb's work and evidenced its usefulness. This study contributes to a field that has been under-researched, related to the association between students' past and current entrepreneurial experience and their learning style preference, and aims to bridge the two research fields. This research explores these links and points to how these insights could inform entrepreneurship education.

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Allinson, Christopher W., and John Hayes. "THE LEARNING STYLES QUESTIONNAIRE: AN ALTERNATIVE TO KOLB'S INVENTORY?" Journal of Management Studies 25, no. 3 (May 1988): 269–81. http://dx.doi.org/10.1111/j.1467-6486.1988.tb00036.x.

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Willcoxson, Lesley, and Michael Prosser. "Kolb's Learning Style Inventory (1985): review and further study of validity and reliability." British Journal of Educational Psychology 66, no. 2 (June 1996): 247–57. http://dx.doi.org/10.1111/j.2044-8279.1996.tb01193.x.

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Terrell, Steven R., and Laurie Dringus. "An Investigation of the Effect of Learning Style on Student Success in an Online Learning Environment." Journal of Educational Technology Systems 28, no. 3 (March 2000): 231–38. http://dx.doi.org/10.2190/r53m-bvbd-ugv5-77eh.

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Ninety-eight information science students were tracked during an online masters degree program. At their initial orientation, each student completed a demographic data form and the Kolb Learning Style Inventory. Because of their major, it was hypothesized that students would fall into Kolb's Converger and Assimilator categories and these learning styles would be predictive of success in the program. Results indicated that 79.6 percent ( n = 78) of all students graduated from the program. Seventy-three students (74.5%) fell into the predicted categories and maintained an 83.6 percent ( n = 61) graduation rate. Students not falling into the predicted categories maintained a 68 percent ( n = 17) graduation rate. The implications are clear. First, the majority of students can succeed in an online learning environment regardless of their learning style. Care has to be taken, however, since a trend existed in this study for students with learning styles different from predicted to drop out in higher numbers. Institutions offering online programs should be aware of this and be prepared to address learning style issues.

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Melara, Gloria E. "Investigating Learning Styles on Different Hypertext Environments: Hierarchical-like and Network-like Structures." Journal of Educational Computing Research 14, no. 4 (June 1996): 313–28. http://dx.doi.org/10.2190/ttfp-vjw3-evq4-fhdn.

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This article examines the effect of learning style on learner performance within two different hypertext structures. Each instructional environment is modeled by a Computer-Based Instruction (CBI) on the Shortest Path Algorithm. Both CBI applications have the same information but different structures for accessing the information. One CBI application with a hierarchical structure provides access to a concept only when all the subordinated concepts have been accessed. The other CBI application with a network structure provides access to any related concept with no limitations. Learning style was categorized using Kolb's Learning Style Inventory (LSI). An experimental study conducted with forty students revealed that both applications were equally effective, and were able to accommodate learners with different learning styles. The study also found that learners using network structures completed the instruction sooner than learners using hierarchical structures, and there was no significant difference in their achievements.

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Cline, Melinda, Jeremy St. John, and Carl S. Guynes. "Business Administration Students As Surrogates For IT Professionals Summary Of A Study." American Journal of Business Education (AJBE) 8, no. 1 (December 17, 2014): 1–6. http://dx.doi.org/10.19030/ajbe.v8i1.9012.

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The purpose of this paper is to report a summary of the results of a study which examined the appropriateness of using business school students as surrogates for IT professionals by comparing cognitive styles, physiological characteristics, and basic demographic data among the two groups. Cognitive style refers to the way individuals think, perceive and remember information. Myers-Briggs Type Indicator (MBTI), Kolb's Learning Style Inventory (LSI), and Human Information Processing Survey (HIPS) tests were used to examine cognitive style. Physiological characteristics examined include dichotic (different ear) listening and visual perception speed, both with laterality (right/leftness). This study identifies important differences between the students and IT professionals. The results have implications for both researchers and designers of future information systems.

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Shamsuddin, Nurasma’, and Jasber Kaur. "Students’ learning style and its effect on blended learning, does it matter?" International Journal of Evaluation and Research in Education (IJERE) 9, no. 1 (March 1, 2020): 195. http://dx.doi.org/10.11591/ijere.v9i1.20422.

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<span>Blended learning is an approach in education system that provides multi delivery mode to optimize learning outcome and cost of program delivery in institutions. Little is known on how impactful blended learning in terms of achieving the desired learning outcome. This is because students’ learning style has influenced their achievement and if mediated in a hybrid learning environment like blended learning will further result in evaluation and performance of blended learning environment. This study aims to investigate learning styles among the students and their relationship with perceptions of blended learning. The study involved 119 students taking the course of Diploma in Information Technology at a private university. The learning style of the students was determined by using Kolb's Learning Style Inventory, while perceptions of blended learning were investigated using elements of process, content, and usability. Student perceptions on blended learning were assessed using a one-way ANOVA to determine the correlation with the learning style of the students. Majority of the students belong to the Convergent category, followed by Divergent, Accommodator, and Assimilator. The outcomes of this study showed no meaningful difference between students’ learning styles and their perceptions towards blended learning. The findings from the study could benefit academician in designing more suitable material according to students' preferred mode such as more hands-on tasks for Convergent groups, which belief, can improve the student's achievement.</span>

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Ramadan, Rino. "The Implementation Concept Of "Learning Style Inventory" David Kolb Based PHP On STMIK Nusa Mandiri." SinkrOn 3, no. 2 (March 18, 2019): 193. http://dx.doi.org/10.33395/sinkron.v3i2.10037.

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The concept of "Learning Style Inventory" offered David Kolb is a concept for the assessment in detecting a person's learning style. The learning process is based on the experience of having 5 cycles. 5 of them can be used as a reference for the assessment. David Kolb has created 12 questions that can already be used as a reference in making this assessment. Question by David Kolb create an outline already refers to the cycle of learning from experience. After getting answers to 12 questions before, and then we do the calculation based on a formula created by David Kolb. The formula are consists of 4 score. The first score is CE (Concentrate Experience), then the second score is AE (Active Experimentation), then the third score is RO (Reflective Observation), and the final score is AC (Abstract conceptualization). The assessment process will do is add any weighting of each question and divided based on each option. Then we add up to 12 about the nominal weighting. Having obtained in total, we then perform the detection process of learning styles based on the concept of learning styles with the reference calculation by analysis David Kolb's learning style. The concept offered David Kolb has many implemented with a variety of versions, this time the writer will try to implement this concept to the programming language PHP along with supporters other programming language. By implementing these concepts based on PHP, then the respondent can conduct the assessment process whenever and wherever

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Akinyode, Babatunde Femi. "Students’ Learning Style among Planning Students in Nigeria using Kolb’s Learning Style Inventory." Indian Journal of Science and Technology 9, no. 1 (January 20, 2016): 1–13. http://dx.doi.org/10.17485/ijst/2016/v9i47/107129.

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Metallidou, Panayiota, and Maria Platsidou. "Kolb's Learning Style Inventory-1985: Validity issues and relations with metacognitive knowledge about problem-solving strategies." Learning and Individual Differences 18, no. 1 (January 2008): 114–19. http://dx.doi.org/10.1016/j.lindif.2007.11.001.

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Hamdaoui, Nabila, Mohammed Khalidi Idrissi, and Samir Bennani. "Modeling Learners in Educational Games: Relationship Between Playing and Learning Styles." Simulation & Gaming 49, no. 6 (July 18, 2018): 675–99. http://dx.doi.org/10.1177/1046878118783804.

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Background: Video games are very well known for their intrinsic adaptivity; as they adapt the gameplay to the player’s preferences and rhythm. In addition to adapting the gameplay, educational games should also adapt the learning content to match the learner’s competencies, preferences, playing and learning styles. Determining the playing style in an educational game is made possible by collecting certain metrics and information susceptible of monitoring the player’s interactions in the game. However, it is still a challenge to assess the learner’s learning style. Aim: This study examines the correlation between learning and playing styles. It has been acknowledged that both playing and learning styles are related to personality. After examining the personality traits of each style of both Kolb’s learning styles and Bartle’s playing styles, it was hypothesized that there would be a correlation between the two. In that purpose, a quantitative research was conducted to explore the relationship between the two taxonomies. Method: One hundred high school students majoring in science in Morocco have completed Kolb’s learning style inventory (version 3.1) as well as the Bartle test questionnaire developed by Andreasen and Downey. The statistical correlation between the two taxonomies was investigated using cross-tabulation, Chi-square/Fisher’s exact test and Pearson coefficient. Results: Results revealed a relevant interdependency between Kolb’s learning styles and Bartle’s playing styles. The ‘convergent’ type was found to correlate with Bartle’s explorer type; the majority of assimilators adopt the killer type in a game; accomodators tend to be achievers and divergers prefer to be socializers. In terms of learning styles, it was noticed that the majority of participants adopted the converging and the assimilating learning styles; which is in line with what it is indicated in Kolb’s inventory. Results have also shown that learning and playing styles are gender independent. It was concluded that the learning style can be predicted, based on the playing style.

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Koob, Jeffrey J., and Joanie Funk. "Kolb’s Learning Style Inventory: Issues of Reliability and Validity." Research on Social Work Practice 12, no. 2 (March 2002): 293–308. http://dx.doi.org/10.1177/104973150201200206.

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Gurpinar, Erol, Hilal Bati, and Cihat Tetik. "Learning styles of medical students change in relation to time." Advances in Physiology Education 35, no. 3 (September 2011): 307–11. http://dx.doi.org/10.1152/advan.00047.2011.

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The aim of the present study was to investigate if any changes exist in the learning styles of medical students over time and in relation to different curriculum models with these learning styles. This prospective cohort study was conducted in three different medical faculties, which implement problem-based learning (PBL), hybrid, and integrated curriculum models. The study instruments were Kolb's Learning Style Inventory (LSI) and a questionnaire describing the students' demographic characteristics. Sample selection was not done, and all first-year students ( n = 547) were targeted. This study was designed in two phases. In the first year, the study instruments were delivered to the target group. The next year, the same instruments were delivered again to those who had fully completed the first questionnaire ( n = 525). Of these, 455 students had completed the instruments truly and constituted the study group. The majority of the students were assimilators and convergers in both the first and second years. A change in learning style was observed between 2 yr in 46.9% of the students in the integrated curriculum, in 49.3% of the students in the hybrid curriculum, and 56.4% of the students in the PBL curriculum. The least and most changes observed between the learning style groups were in assimilators and divergers, respectively. Curriculum models and other independent variables had no significant effect on the change between learning styles. The learning styles of medical students may change over time. Further followup studies in larger groups are needed to clarify this relation.

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McCarthy, Mary. "Experiential Learning Theory: From Theory To Practice." Journal of Business & Economics Research (JBER) 14, no. 3 (June 30, 2016): 91–100. http://dx.doi.org/10.19030/jber.v14i3.9749.

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This paper examines Kolb’s (1984) Experiential Learning Theory and Learning Style Inventory, presents a summary of some research examining accounting students’ learning style preferences, and provides examples of activities to incorporate into the instructional environment that encourages learning through experience.

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Albergaria-Almeida, Patrícia, José Joaquim Teixeira-Dias, Mariana Martinho, and Chinthaka Balasooriya. "Kolb’s Learning Styles and Approaches to Learning." International Journal of Knowledge Society Research 1, no. 3 (July 2010): 1–16. http://dx.doi.org/10.4018/jksr.2010070101.

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The purpose of this study is to investigate if the teaching, learning and assessment strategies conceived and implemented in a higher education chemistry course promote the development of conceptual understanding, as intended. Thus, our aim is to analyse the learning styles and the approaches to learning of chemistry undergraduates with better grades.This study took place during the 1st semester of the school year 2009/2010. This research was carried out in a naturalistic setting, within the context of chemistry classes for 1st year science and engineering courses, at the University of Aveiro, in Portugal. The class was composed of 100 students. At the end of the semester, the 8 chemistry students with the highest grades were selected for interview. Data was collected through Kolb’s Learning Styles Inventory, through Approaches and Study Skills Inventory for Students, through non-participant observation, through the analysis of students’ participation in online forums and lab books.The overall results show that the students with better grades possess the assimilator learning style, that is usually associated to the archetypal chemist. Moreover, the students with the highest grades revealed a conception of learning emphasising understanding. However, these students diverged both in their learning approaches and in their preferences for teaching strategies. The majority of students adopted a deep approach or a combination of a deep and a strategic approach, but half of them revealed their preference for teaching-centred strategies.

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Beisi, Jia. "Reality and Diversity: Reform in the Architectural Design Studio." Open House International 31, no. 2 (June 1, 2006): 20–31. http://dx.doi.org/10.1108/ohi-02-2006-b0004.

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Habraken points out that the architectural studio failed to bring students to basic questions in the architecture of everyday environments. Till criticizes that in a studio, it is only the professional value represented by the teachers that prevails. To investigate the reasons of the allegation, this paper introduces a learning model defined by David A. Kolb, in which a learning process consists of two dimensional movements: i.e., prehension (concrete experiences vs. abstract conceptualization) and transformation (reflection and experiment). The paper then inquires into Schön's observation in the studio learning mode characterized as reflection-in-action. It is found that this studio is mainly dealing with the transformation dimension, and prehension dimension is either suppressed or represented by the teacher's experiences and conceptions. The paper discovers that the cause of problems raised by Habraken and Till is the inherent lack of substance in the prehension dimension. The paper assesses a studio programme in which the basic questions of built environment were systematically introduced. It analyzes the students' reactions and performance in line with students' learning styles found using Kolb's Learning Style Inventory (LSI). It suggests that the students' learning activities are more diversified than what Schön could perceive. There is a possibility to adapt students' personal experience and abstract conceptualization which may play into the studio. By enhancing diversity of learning styles rather than letting one's learning style (reflection-in-action) prevail, the studio may become a platform in which students may learn from each other.

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Khan, Aqeel, Leong Pyh Shin, Sanil S Hishan, Mohamed Sharif Mustaffa, Amalia Madihie, and Surena Sabil. "Effect of personality traits and learning styles towards students’ academic achievement in Johor Bahru." International Journal of Engineering & Technology 7, no. 2.10 (April 2, 2018): 4. http://dx.doi.org/10.14419/ijet.v7i2.10.10943.

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The purpose of this study is to investigate the effect of personality traits and learning styles towards the students’ academic achievement in Johor Bahru. A total of 101 students from IPG Kampus Temenggong Ibrahim were chosen to be part of the respondents with the use of simple random sampling. The instrument Big Five Inventory (BFI), Kolb’s Learning Style Inventory and The students’ academic achievement is measured through the Cumulative Grade Point Average, also known as CGPA. Descriptive statistics, Chi-Square Test, Spearman’s Correlation and Multiple Regression was used to anser research questions. The findings revealed that the most common personality traits displayed by the students are Openness and Conscientiousness while the most common learning style displayed by the students is Converger. The research also revealed that there is no significant effect of the combination of both the personality traits and learning style towards the prediction of the academic achievement among school students. The same goes to the difference of personality traits and learning style between male and female students was not significant as well.

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Kian, Neo Tse, and Sahar Sabbaghan. "The Relationship Between Gardner’s Multiple Intelligence and Kolb’s Learning Style." International Journal of Knowledge and Systems Science 3, no. 3 (July 2012): 52–59. http://dx.doi.org/10.4018/jkss.2012070105.

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In a diverse work environment, it’s important to have diverse managers, and people with different talents and intelligence in order to deal with different problems. 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. Gardner’s Multiple Intelligence Theory is very helpful to recognize that people have differing aptitude in different subject areas. In the study, the participants consisted of 153 bachelor students of Management of 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. And also a slight relationship between Concrete Experience (CE) and kinesthetic and nature. The results can be found deeper in this article.

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Kayes, D. Christopher. "Internal Validity and Reliability of Kolb’s Learning Style Inventory Version 3 (1999)." Journal of Business and Psychology 20, no. 2 (December 2005): 249–57. http://dx.doi.org/10.1007/s10869-005-8262-4.

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Batra, Safal, and Neharika Vohra. "Exploring the linkages of cognitive style and individual innovativeness." Management Research Review 39, no. 7 (July 18, 2016): 768–85. http://dx.doi.org/10.1108/mrr-03-2014-0047.

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Purpose This study aims to explore a crucial but less-understood antecedent of individual innovativeness – cognitive style. Design/methodology/approach Data for this study were collected using a survey questionnaire administered to 201 individuals with industry work experience. Kolb’s learning style inventory was utilized to classify individuals into different cognitive styles. One-way ANOVA and multiple linear regression were utilized to test the hypotheses. Findings This study reveals that individual differences in grasping and transforming experiences significantly influence their innovativeness. Individuals whose cognitive learning styles are characterized by abstract conceptualization and active experimentation are more likely to exhibit innovativeness as compared to individuals with cognitive learning styles characterized by concrete experiences and reflective observation. Consequently, convergers who combine both the favorable modes of experience grasping and transformation are most likely to be innovative. Practical implications Promoting individual innovativeness is crucial for successful organizational innovation. This study reveals that an understanding of the cognitive style of the employees can help managers allocate appropriate individuals to various tasks. Originality/value While it has been conceptually argued that cognition is an important antecedent of individual innovativeness, emphasis in this stream of research is predominantly on cognitive abilities. This study extends previous research by empirically testing the impact of cognitive style on individual innovativeness.

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Goodridge, Wade H., Oenardi Lawanto, and Harry B. Santoso. "A Learning Style Comparison between Synchronous Online and Face-to-Face Engineering Graphics Instruction." International Education Studies 10, no. 2 (January 30, 2017): 1. http://dx.doi.org/10.5539/ies.v10n2p1.

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The implementation of a successful engineering program to a synchronous online curriculum is subject to many impacting factors. One such factor, that has not seen much investigation, concerns learning styles. Student learning styles may have a dramatic influence on the success of a synchronous online deliverable engineering graphics curriculum. The immediate objective of this research was to look at the effectiveness of teaching Engineering Graphics with a synchronous online delivery method and to compare it to a more traditional face-to-face delivery method. Using Kolb’s learning style inventory, student learning styles in both educational settings were investigated and analyzed to discover the student population’s prevailing learning style. Data relating to class success was collected with surveys, personal feedback, and by observing overall student performance based on grades and responses to the survey material presented. The study targeted 6 separate sections of an engineering graphics course taught by the same instructor, in the same physical setting, and with identical curricula over a two-year period. Data analysis allowed for an introspective look into correlations between academic success and the learning styles of the students. Findings suggest that (1) Converger students receive significantly higher final course grades when they are in a synchronous online environment; (2) Assimilator and Converger synchronous online students show significant improved differences in their final open-ended project scores over their face-to-face taught peers, the prevalent learning style within the course. Suggestions to accommodate learning styles are present.

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Kade, Amiruddin, I. Nyoman Sudana Degeng, and Muhammad Nur Ali. "Effect of Jigsaw Strategy and Learning Style to Conceptual Understanding on Senior High School Students." International Journal of Emerging Technologies in Learning (iJET) 14, no. 19 (October 7, 2019): 4. http://dx.doi.org/10.3991/ijet.v14i19.11592.

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Conceptual understanding should have serious attention due to the low score of Physics subject on national examination in Palu. The difference between learning style and jigsaw strategy is able to combine abstract conceptualization and active experiment towards the conceptual understanding for students whose learning style is converger and diverger. The research design was quasi experiment. The sample is the eleventh class of Senior High School students in Palu that are chosen using cluster random sampling (multistage), that is, 167 students. The research instrument was Kolb’s Learning Style Inventory (KLSI) of conceptual understanding test on Physics (Tes Pemahaman Konsep Fisika or TPKF). The data was analyzed by using ANOVA, with the significant level is 5%. The result shows that: (1) cooperative learning strategy of jigsaw type has more benefits than direct learning strategy in conceptual understanding on Physics, (2) student group of which learning style was converger has higher conceptual understanding than that of which learning style was diverger, (3) there are interaction influence between learning strategy and learning style towards the conceptual understanding on Physics

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Homayouni, A. "Personality dimensions and learning modes as the predictors of stress in university students." European Psychiatry 26, S2 (March 2011): 1586. http://dx.doi.org/10.1016/s0924-9338(11)73290-4.

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Introduction & objectivesNo matter what age you are, if you are under stress it will affect your ability to learn, think and perform at your best. Severe stress releases chemicals in our brains and bodies that can hamper our performance and learning. So for better understanding of stress especially in the learning process, the study aimed to investigate personality characteristics, learning modes, and stress in university students.Method131 students were randomly selected from three universities. Hogan-Champagne's Personal Style Inventory (PSI) based on Jungian personality types, Kolb’s Learning Style Inventory (LSI) based on Kolb’s experiential learning theory and Coudron's Stress Inventory (CSI) were used. The data were analyzed with Pearson correlation coefficient and T independent tests.ResultsAnalysis showed that in learning modes, there is positive correlation between concrete experience and stress. In personality characters, positive correlation between introversion and stress, negative correlation between extroversion and stress. More analysis showed that across learning modes, males use the concrete experience mode more than females, and females use the abstract conceptualization mode more than males.ConclusionIn regard to introverted individuals, such individuals are quiet, diligent at working alone, and socially reserved, they make decisions somewhat independently of constraints and prodding by situations, culture, people, or things around them, and so facing stress factors interrupts their own world and reduces their function. In learning modes, people with concrete experience like new experience, rely on feeling and sensing, and generally find theoretical approaches to be unhelpful and prefer to treat each situation as a unique case. These factors cause variability in situations and circumstances and how stress comes about.

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Safari, Ehsan, and Mahshid Hejazi. "Learning Styles and Self-regulation: An Associational Study on High School Students in Iran." Mediterranean Journal of Social Sciences 8, no. 1 (January 26, 2017): 463–69. http://dx.doi.org/10.5901/mjss.2017.v8n1p463.

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Abstract Self-regulation plays an important role in academic circumstances. If a learner wants to be called a self-regulated person, he or she should independently plan, monitor, and evaluate his or her own learning. Some students possess these properties subconsciously and some others do not. This study is aimed at investigating the relationship between different learning styles and self-regulation on the third grade high school students in Mashhad. The participants were 155 high school students. The Data collection instruments which were used in this study were Kolb’s learning styles questionnaire (LSI) (1976) and Pintrich, & De Groot (1990) self-regulation inventory. They were used to examine the relationship between the four learning styles that are converging, diverging, assimilating, and accommodating with the participants’ self-regulation. The results showed that there is a positive relationship between each learning style and self-regulation. They also showed that the participants who practiced converging and assimilating learning styles were more self-regulated as compared with those who practiced diverging and accommodating learning styles.

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