Wikis

TheBusinessCaseForWikisAndOtherCollaborativeTools Learning Styles and Multiple Intelligences: For or Against?

"Assessing the effect of cognitive styles with different learning modes on learning outcome."

 authors: Chechen Liao and Shu-Hui Chuang  
 Journal was Perceptual and Motor Skills 105.1 

In this study, similarities and differences in learning outcome associated with individual differences in cognitive styles are examined using the traditional (face-to face) and web-based learning modes. 140 undergraduate students were categorized as having analytic or holistic cognitive styles by their scores on the Style of Learning and Thinking questionnaire. Four different conditions were studied; students with analytic cognitive style in a traditional learning mode, analytic cognitive style in a web based learning mode, holistic cognitive style in a traditional learning mode, and holistic cognitive style in a web-based learning mode. Analysis of the data show that analytic style in traditional mode lead in significantly higher performance and perceived satisfaction than in other conditions. Satisfaction did not differ significantly between students with analytic style in web-based learning and those with holistic style in traditional learning. This suggest that integrating different learning modes into the learning environment may be insufficient to improve learners' satisfaction.

Coffield, F., Moseley, D., Hall, E., & Ecclestone, K. (2004). Learning styles and pedagogy in post-16 learning: A systematic and critical review. Learning and Skills Research Centre. Retrieved Sept. 19, 2008 from http://www.lsda.org.uk/files/PDF/1543.pdf

This very long study summed up the authors' research findings that learning styles are not really "styles," but rather "preferences" in that we do NOT learn best by using our style of learning. That is, we prefer one or more styles over others. Furthermore, the authors asserted from their findings that learning style assessments are probably more accurate for older people as younger ones are simply more adaptive due to the greater plasticity of their brains. This brought into question all of the instruments available to measure learning styles and the validity of them. The traits these assessments measure cannot determine which traits are consistent, and even if the trait is quite consistent, it has no real impact in how we will react when dealing with a given situation. When you add in the large test measurement error rate (which they assert is true of every learning assessment tool), the instability of traits due to aging, then it simply becomes very difficult, if not downright impossible to create a valid assessment for learning styles.

->A learning style is a student's consistent way of responding to and using stimuli in the context of learning.<- Keefe (1979) defines learning styles as 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." Stewart and Felicetti (1992) define learning styles as those "educational conditions under which a student is most likely to learn." Thus, learning styles are not really concerned with "what" learners learn, but rather "how" they prefer to learn.

For anyone interested in the debate over designing educational tools to "fit" one of the learning styles, this article would be very beneficial. Before reading it I was unwavering in my opinion that we should design learning in such a way as to meet the needs of the children's learning styles. I am no longer so strong in my belief after reading this research. --Tina Heindel

Self-rated Estimates of Multiple Intelligences Based on Approaches to Learning written by Terry Bowles, PhD at Australian Catholic University, Australian Journal on Educational and Developmental Psychology, Vol. 8, 2008 p.15-26. (http://www.newcastle.edu.au/group/ajedp/ A questionaire booklet was constructed with a Likert-type scale to approach seven approaches to learning: Interest, Ease, Effort, Understanding, Performance, Pre-occupaton and Natural Ability. This study addresses the effect of these approaches on male and female students with certain learning styles and the significance of Gardner's Multiple Intelligences theory. "These findings should be accepted with caution." This article must point out that this data is not conclusive. It appears there is a high margin of error that most likely exists in this new measuring instrument and in this narrow, limited setting: "The measuring instrument is new, and although promising, it requires further validation against other measures and confirmation of the factor structure. They may not represent typical adolescent behavior. The sample of two schools with possibly different cultures and educational emphasis, thus the result may not generalize to other settings. By better defining the talents, establishing their independence, and the sex differences associated with specific talents..has been enhanced." This study seemed to be a waste of time and is not proof that these so-called multiple intelligences, such as linguistic and kinesthetic, were measured accurately in an average, typical classroom. A student who is not performing well in one type of intelligence, such as linguistic (or the subject of English) but performs well in kinesthetic (or physical education), may only concentrate on P.E. class and never give other subjects the attention needed to excel. Schools need to emphasize academics and let the parents supply the opportunities for their child to grow in the other so-called intelligences, such as art and music, etc. Gardner's multiple intelligences theory is impractical for use in the typical school classroom and teachers do not have the time to address these nine intelligences; the validity of his theory has not been proven. --Judy (J.J.) Hutton (This assignment was to pose a different view than what I believe.)

The theories surrounding learning styles are intended to make the case that students more easily learn in enviorments that are condusive to their personal preferences for comfort. This theory disregards the basic nature of all human beings to adapt to circumstances and situations that enhance their personal preferences to learn. Learning based on personal desire is more important than the students enviormental or the attempt of the teacher to adjust the classroom to the students personal sensibilities.--Clay Bounds Personal motivation to learn is more important than all adjustments to be made in the classrom to make the student "comfortable".

In the case of multiple intelligences. The debate seems to arise around the sensory qualifications of the individual. That is, some students will have abilities and talents based on areas of their development in the areas of the three promiment senses of Sight, Sound, Touch. Meaning some students have more devoloped visual response to learning , while some are more auditory , while others are more tactial (touch). It is my view that learning must be inclusive of all the possibilites of a students involvement in the process of associating past to present through all the experience and education that has preceded.More Later. Clay Bounds

Two sides of the same coin or different strokes for different folks? Multiple intelligences and learning styles

           Authors: Dunn,Rita L;Denig,Stephen;Lovelace,Maryann K
           Teacher Librarian February, 2001

This article is a great breakdown, on multiple and learning styles are. I did not have an opion good or bad in this matter, but after reading this article I gained a better understanding of the subject.I have come to the conclusion that all the terms used to describe multiple inteligences and learning styles, are not enough to determine a persons learning ability for their entire life. In order to get a better understanding of childs learning style, teachers must try new and challenging methods of teaching all the time. There is no set formula. Therefore students should not be categorized.Jameka Sanders Roberts