The Nexus Explored: A Generalised Model of

Learning Styles

Damian Gordon, Gordon Bull

e-Learning Research Group,

School of Computing,

Dublin Institute of Technology,

Kevin Street, Dublin 8, Ireland.

Overview• What is a Learning Style ?• Criticisms of Learning Styles

• Equivalence of Martinez and MBTI• The Four-Dimensional Leaning Style• Gordon-Bull MetaModel

• Addressing the Criticisms• Questions ???

Introduction

• Looking at learning styles – a strength or preference

• Build into a Virtual Learning Environment

• Which model of Learning Styles to use ?

• Are there ‘core’ or fundamental dimensions of all of these models ?

What is Learning Style ?

• the composite of characteristic cognitive, affective, and physiological factors that serve as relatively stable indicators of how a learner perceives, interacts with, and responds to the learning environment Keefe (1979)

• a consistent pattern of behaviour within a range of individual variability (Cornet, 1983);

• a student's consistent way of responding to and using stimuli in a learning environment (Claxton & Ralston, 1978);

• how individuals process information and prefer to learn (Garity, 1985);

• the way individuals organise information and experiences (Laschinger & Boss, 1984) and;

• an expression of psychological differentiation within characteristic modes of information processing (Witkin & Goodenough, 1971, 1981).

Criticisms of Learning Styles

• Lack of stability over time

• Lack of stability over skills

• Leads to stereotyping

Models of Learning StylesCurry (1987)

PersonalityModels

Information ProcessingModels

Social InteractionModels

Instructional &Environmental Models

Learning Styles Models

Gordon-Bull Algorithm

Gordon-Bull Algorithm

Gordon-Bull Algorithm

Case Study

Mixture of Case Study and Theory

Theory

Gordon-Bull Algorithm

Case Study

Mixture of Case Study and Theory

TheoryConforming

Learner

Performing

Learner

Transforming

Learner

Martinez

Resistant

Learner

Keirsey Temperament Sorter

Guardians (SJ)

Idealists (NF)

Artisans (SP)

Rationals (NT)

What are the ‘core’ dimensions?

Keirsey Temperament Sorter

Guardians

Idealists Artisans

Rationals

Keirsey Temperament Sorter• Whatever their field, Rationals set out to comprehend the natural world in all its

complexity.

• Guardians are sensible, down-to-earth people who are the backbone of institutions and the true stabilisers of society.

• Idealists believe that friendly co-operation is the best way for people to achieve their goals. They dream of removing the walls of conflict and selfishness that divide people

• Artisans are most at home in the external world of solid objects that can be made and manipulated, and of real-life events that can be experienced in the here and now.

Kolb’s Learning Style Inventory

Kolb’s Learning Style Inventory• Theorists/Assimilator: Like case studies, theory readings, and thinking

alone. Their strengths lie in their ability to create theoretical models.

• Pragmatists/Convergers: peer feedback; activities that apply skills; self-directed autonomous learner. The pragmatist's greatest strength is in the practical application of idea.

• Activists/Accomadators: like practising the skill, problem solving, small group discussions, peer feedback; trainer should be a model of a professional, leaving the learner to determine her own criteria for relevance of materials.

• Reflectors/Divergers: like lectures with plenty of reflection time; trainer should provide expert interpretation - taskmaster/guide; judge performance

by external criteria. Their strengths lie in an imaginative ability.

Hermann Brain Dominance

Quad A

Problem-Solving

Logical, Analytical

Quad B

Controlled

Conservative

Quad D

Holistic

Imaginative

Quad C

Emotional

Interpersonal

Gregorc Learning Style

Concrete

Sequential

Concrete

Random

Abstract

Sequential

Abstract

Random

4MAT Learning Model

Honey-Mumford Model

Gordon-Bull Learning Styles Model

Style α Structured & Practical

Style β Intrapersonal & Discussion

Style γ Imaginative & Holistic

Style δ Logical & Analytical

What’s the Added Value ?

Resistant Learners

(Like the Avoidant dimension in the Grasha-Riechmann Model)

1. they may lack the ICT skills to interact effectively with e-Learning materials,

2. they may lack the self-confidence to use ICTs effectively, or

3. they may not wish to participate in the learning experience because they are apathetic, frustrated, unable, discouraged or disobedient.

What Else ?

Evolutionary Learning Style Models

Evolutionary Models

• Lewin's Cycle

• Saljo's Conceptions of Learning

• Bloom's Taxonomy • Gagne’s Conditions of Learning

Criticisms of Learning Styles

• Lack of stability over time

• Lack of stability over skills

• Leads to stereotyping

Criticisms of Learning Styles

• Lack of stability over time

• Need to retest: Evolutionary Models

• Lack of stability over skills

• Leads to stereotyping

Criticisms of Learning Styles

• Lack of stability over time

• Need to retest: Evolutionary Models

• Lack of stability over skills

• Need to retest: With different tests

• Leads to stereotyping

Criticisms of Learning Styles

• Lack of stability over time

• Need to retest: Evolutionary Models

• Lack of stability over skills

• Need to retest: With different tests

• Leads to stereotyping

• Technological Solution ??

• Educate Learners and teachers

Coming Soon...

Other Learning Styles Models

VARK

Dual Coding

???

Questions

???