Learning style instruments are widely used but not enough is known about their reliability and validity and their impact on pedagogy in post-16 learning. This report documents work from a project commissioned by the Learning and Skills Development Agency (LSDA) to carry out an extensive review of research on post-16 learning styles, to evaluate the main models of learning styles, and to discuss the implications of learning styles for post-16 teaching and learning. The following research questions were addressed: What models of learning styles are influential and potentially influential? What empirical evidence is there to support the claims made for these models? What are the broad implications for pedagogy of these models? What empirical evidence is there that models of learning styles have an impact on students’ learning? The project identified the range of models that are available and influential or potentially influential in research and practice, located these models within identifiable ‘families’ of ideas about learning styles, evaluated the theories, claims and applications of these models, with a particular focus on evaluating the authors’ claims for reliability and validity, evaluated the claims made for the pedagogical implications of the selected models of learning styles, identified what gaps there are in current knowledge and what future research is needed in this area, and made recommendations and drew conclusions about the research field as a whole. In conclusion, the implications for pedagogy are drawn out and recommendations and conclusions are offered for practitioners, policymakers and the research community. The report concludes that it matters fundamentally which model is chosen. A second report (indexed at TD/TNC 79.72) discusses the appeal of learning styles as well as offering an overview of ways in which political and institutional contexts in the learning and skills sector affect the ways that learning styles might be put into practice.

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Learning styles and pedagogy in post-16 learning: a systematic and critical review

An apposite and eminently readable reference for all behavioral science research and development

Encyclopedia of Statistics in Behavioral Science

Learning styles and pedagogy in post-16 learning

The Nature of Prejudice

Arthur Chickering is Distinguished Professor of Higher Education at Memphis State University. On leave from the Directorship of the Center for the Study of Higher Education at Memphis State, he is Visiting Professor at George Mason University. Zelda Gamson is a sociologist who holds appointments at the John W. McCormack Institute of Public Affairs at the University of Massachusetts-Boston and in the Center for the Study of Higher and Postsecondary Education at the University of Michigan.

Seven Principles for Good Practice in Undergraduate Education: Faculty Inventory. Institutional Inventory.

An exploratory study investigated the relationship between learning style and preference for training delivery mode. It was expected that learning style would influence learners’ preference for receiving training through classroom‐, computer‐, TV‐, print‐, or audio‐based delivery modes. A total of 165 employees from a large US financial institution completed the Kolb Learning Style Instrument and a survey measuring training delivery mode preference. Results found support for the expected relationship between the two, with convergers showing a stronger preference for computer‐based delivery and assimilators showing a stronger preference for print‐based delivery. However, results also revealed an overall preference for classroom‐based delivery for adults in the study, regardless of their learning style. Implications of these results for training design and delivery are discussed.

Learning style and training delivery mode preference

Purpose – This paper examined employee perceptions of the rewards associated with their participation in a six sigma program Six sigma is an approach to organizational change that incorporates elements of total quality management, business process reengineering, and employee involvementDesign/methodology/approach – A survey was completed by 215 employees (34 percent response rate) Respondents rated the extent to which they felt their participation in six sigma was “instrumental” for a range of outcomes, as well as valence (desirability) of each outcome (based on the VIE concept of instrumentality) The outcomes were classified into four categories: extrinsic, intrinsic, social, and organizationalFindings – Valence ratings revealed that all 12 outcomes were perceived as desirable Instrumentality ratings showed that extrinsic outcomes were rated significantly lower than intrinsic, social, and organizational outcomes Additional analyses revealed significant differences on all four outcome categories be

Employee perceptions of the rewards associated with six sigma

Examines the effects of a total quality management initiative on a department in a mid‐sized utility company in the USA. A longitudinal design was used to examine the effects of total quality management on performance measures and employee satisfaction over time, and a cross‐sectional survey was used to measure the perceived effects of leadership and culture on these outcomes. Results suggested that a culture change characterized by empowerment, employee development, and teamwork occurred immediately after the intervention, and was sustained over the next two years. However, a shift back to the pre‐intervention culture was evidenced by the end of the study, a shift accompanied by a significant decline in employee job satisfaction. Possible explanations for the organization’s failure to sustain the culture change are discussed, including the role of leadership, external threats and the threat‐rigidity hypothesis, and changes in the intervention itself.

TQM: the role of leadership and culture

In 2008, the University of North Carolina at Charlotte (UNC Charlotte) joined in a community initiative with the Urban Ministry Center to provide shelter to the homeless during the winter months. A student organization was formed to sustain university support. The author created a service-learning project as part of a Citizenship and Service Practicum course. Three semesters of end-of-course student evaluations indicate that the service-learning experience had an impact on the students in three ways. It raised awareness of homelessness; helped dispel negative stereotypes and foster more positive attitudes; and promoted positive civic attitudes and desire to “make a difference.”

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The Impact of a Service-Learning Project on Student Awareness of Homelessness, Civic Attitudes, and Stereotypes Toward the Homeless

Purpose – The purpose of this study is to test two common assumptions underlying the success of total quality management (TQM): that change occurs as training imparts new knowledge needed by employees to effectively participate in the intervention, and that employees then receive the organizational support needed to translate this knowledge into new job behaviors and organizational practices that define the intervention.Design/methodology/approach – A survey was completed by 216 employees of a large US company 15 months after the implementation of a Fsix sigma quality improvement program. Respondents were asked to indicate the extent to which they had the skills and resources needed for successful participation in six sigma (success expectancies).Findings – Results showed that employees as a group had low expectancies for both skills and resources, but that expectancies were significantly higher for program participants than for non‐participants.Research limitations/implications – The primary implication ...

Kim Buch

Papers

Learning style and training delivery mode preference

Employee perceptions of the rewards associated with six sigma

TQM: the role of leadership and culture

The Impact of a Service-Learning Project on Student Awareness of Homelessness, Civic Attitudes, and Stereotypes Toward the Homeless

Employee expectancies for six sigma success