THE ROLE OF LEARNING STYLES OF STUDENTS IN ACADEMIC LEARNING AND SOLVING PROBLEMS
Keywords:
experiential learning, learning style, studentsAbstract
Experiential learning is the process whereby
knowledge is created through direct experience. In this
article we intend to identifying the predominant type of
learning (visual, auditory, kinesthetic and its role in
academic learning; analyzing the differences between
the learning styles of students from Psychology and
Economics universities and how they access their
cerebral hemispheres. After analyzing the test subjects
we found that they have different learning styles.
Psychology students are auditory, tactile and kinesthetic
style oriented and economics students focus primarily
on visual style. This is explained by the fact that
psychology students develop active listening skills
through their professional activities that are done with
people of different ages and from different social
backgrounds.
References
Bynum, W. F. and Porter, R. (eds) (2005) Oxford Dictionary of Scientific
Quotations. Oxford University Press. 21:9.
Hutton, M. (1980). Learning from action: a conceptual framework, in S.
Warner Weil and M. McGill (eds) Making Sense of Experiential
Learning.. Milton Keynes: SRHE/Open University Press. pp. 50–9,
p.51
Itin, C. M. (1999). Reasserting the Philosophy of Experiential Education
as a Vehicle for Change in the 21st Century. The Journal of
Experiential Education 22(2), 91-98.
Jacobson, M. & Ruddy, M. (2004) Open to outcome (p. 2). Oklahoma
City, OK: Wood 'N' Barnes.
Kolb, D (1984). Experiential Learning as the Science of Learning and
Development. Englewood Cliffs, NJ: Prentice Hall
Kolb, D. (1984). Experiential Learning: experience as the source of
learning and development. Englewood Cliffs, NJ: Prentice Hall. p.
Kompf, M., & Bond, R. (2001). Critical reflection in adult education. In
T. Barer-Stein & M. Kompf (Eds.), The craft of teaching adults (p.
. Toronto, ON: Irwin.
Kraft, R. G. (1994).Bike riding and the art of learning.In L. B. Barnes, C.
Roland Christensen, & A. J. Hansen (Eds.), Teaching and the case
method.Boston: Harvard Business School Press.
Loo, R. (2002). A Meta-Analytic Examination of Kolb's Learning Style
Preferences Among Business Majors. Journal of Education for
Business, 77:5, 252-256
McCarthy, P. R., & McCarthy, H. M. (2006). When Case Studies Are
Not Enough: Integrating Experiential Learning Into Business
Curricula. Journal Of Education For Business, 81(4), 201-204.
McCarthy, P. R., & McCarthy, H. M. (2006). When Case Studies Are
Not Enough: Integrating Experiential Learning Into Business
Curricula. Journal Of Education For Business, 81(4), 201-204.
Merriam, S. B., Caffarella, R. S., & Baumgartner, L. M. (2007). Learning
in adulthood: a comprehensive guide. San Francisco: John Wiley
& Sons, Inc.
Moon, J. (2004). A Handbook of Reflective and Experiential
Learning:Theory and Practice. London: Routledge Falmer. pp. 126
Pfeiffer, W. & Jones, J. E. (1975). A Handbook of Structured Experiences
for Human Relations Training. La Jolla, California: University
Associates.
Rodrigues, C. A. (2004). The importance level of ten teaching/learning
techniques as rated by university business students and instructors.
Journal Of Management Development, 23(2), 169-182.
Stavenga de Jong, J. A., Wierstra, R. F. A. and Hermanussen, J. (2006)
"An exploration of the relationship between academic and
experiential learning approaches in vocational education", British
Journal of Educational Psychology. 76;1. pp. 155-169.
http://www2.le.ac.uk/departments/gradschool/training/eresources/teachin
g/theories/kolb