ArticlePDF Available

Learning Styles and Disciplinary Differences

Authors:
... La utilización del modelo de innovación abierta en el ámbito de la educación permite generar espacios de aprendizaje dentro de escenarios basados en la realidad. Kolb (1981) propone un modelo de aprendizaje formado por cuatro etapas que se relacionan: Experiencia concreta, Observación reflexiva, Conceptualización abstracta y Experimentación activa. Estas etapas describen un ciclo donde se relaciona la experiencia con la reflexión para la formación de conceptos abstractos. ...
... Fuente: Kolb (1981) Esta propuesta de aprendizaje experiencial se adapta a las nuevas demandas profesionales vinculadas con la formación y desarrollo de competencias emprendedoras, generando además un proceso reflexivo para la construcción del conocimiento a partir de la experiencia realizada. ...
Chapter
Full-text available
La Universidad del Azuay es una institución de educación superior fundada en 1968, en la ciudad de Cuenca, Ecuador. La oferta académica consta de 28 carreras universitarias, divididas en seis facultades diferentes (UNIVERSIDAD DEL AZUAY, 2018). Concibe al emprendimiento como un área dinamizadora de la economía global, incluyendo como materia transversal en todas las carreras desde el 6to ciclo de pregrado; persigue como objetivo incentivar la cultura emprendedora, considerada como el conjunto de valores, creencias, ideologías, hábitos, costumbres y normas, que constituye una manera de pensar y actuar orientada a la creación de riqueza (González, 2016). La presente investigación persigue conocer la conducta emprendedora de los estudiantes de la Universidad del Azuay, para lo cual se ha determinado una población objetivo de matriculados de quinto a noveno ciclo en las cinco facultades (excepto medicina) en el período, septiembre 2017 –febrero 2018, teniendo una población de 3.712 estudiantes. Se determinó una muestra de 961estudiantes. Los resultados más importantes hacen referencia al Potencial Emprendedor, Optimismo, Intención Emprendedora o Iniciativa, Realismo, Control Percibido y Deseabilidad que determinan la conducta emprendedora (Durán-Aponte & Arias-Gómez, 2017), en donde se evidencia que la dimensión con una mayor media es “Deseabilidad” en todas las facultades, destacando Diseño con un 4.28 y con una menor media se encuentra Ciencias Jurídicas con 3.89; la segunda dimensión con mayor media es “Intención emprendedora”, sobresaliendo nuevamente Diseño y con menor intensidad está Ciencias Jurídicas. La dimensión que menor media posee es “Control percibido”, Administración de Empresas con un 3.42 y la menor media está en Filosofía con un 3.07. El estudio concluye que los hombres tienen mayor intención emprendedora que las mujeres, el componente “Control Percibido” presenta el promedio más bajo de todos; a nivel general la Facultad de Diseño presenta mayor intención emprendedora seguida por la Facultad de Administración.
... Previous research suggests that not all students learn the same way (Kolb, 1976;1981;1984), and that particular learning styles are associated with certain disciplines. Engineering, science and other logical decision-making disciplines follow a structured approach, while arts and humanities have more divergent teaching patterns (Pithers, 2001;Kolb and Kolb, 2005). ...
... Accordingly, some may begin the learning process by building an abstract concept or assumptions based on previous theories, design an active experiment and test the experience to observe and reflect on the results (Kolb, 1981;Svinicki and Dixon, 1987;Wyrick, 2003). Learning outcomes are better when one experiences the four stages, but most people will favor only two. ...
Chapter
Full-text available
Fostering an innovative mindset and developing entrepreneurial competencies is what CETYS Graduate School of Business (CGSB) was looking for when the MBA program was reviewed and redefined five years ago. Launching a startup or strategically reconfiguring an existing business requires intelligence, commitment, passion, skills and entrepreneurial competencies. Competencies represent recognizable, learnable and measurable personal skills, knowledge, attitudes, values and behaviors. To develop such entrepreneurship competencies effectively in class, students not only need to learn about entrepreneurship, they also must practice and experience it. To address this, I designed, develop and apply three different in-class experiential learning exercises to help students reduce their change aversion and resistance to new knowledge acquisition. This meant pushing them outside of their comfort zone to learn and practice seven entrepreneurship competencies: opportunity recognition, opportunity assessment, tenacity, creative problem-solving, value creation, resilience, and networking.
... In addition, Biglan (1973) summarized three dimensions for the division of academic fields through empirical research: disciplinary paradigm (hard science vs. soft science), attention to the degree of application (pure science vs. applied science), and difference between the natural world and human society (life science vs. other science), further highlighting the diversity of the disciplines' epistemological characteristics. Later, Kolb (1981) classified learning styles from the two perspectives of "Abstract conceptualization ↔ Concrete experience" and "Active experimentation ↔ Reflective observation. " In this way, disciplines were classified into four types: abstract conceptualizationtheoretical discussion (pure hard science), abstract conceptualization-active experimentation (applied hard science), concrete experience-active experimentation (applied soft science), and concrete experience-theoretical research (pure soft science). ...
Article
Full-text available
Online education has advantages during COVID-19, but it also has problems related to hardware support and user experience. Focusing on teaching quality by discipline is an effective way to improve teaching quality in universities. To investigate the online education experience from the perspective of different academic disciplines, we evaluated 251,929 student questionnaires and 13,695 teacher questionnaires from 334 universities in China. The main finding was a difference in teaching preparation, experience, feedback, and improvement processes by disciplines. Teachers and students had obvious disciplinary differences in preparation, school support, and teaching constraints. However, disciplinary differences were minor for pedagogical issues such as participation, assignments, and grading, as well as for evaluation of platform technical support and views on the continuation of online learning. The research results analyzed the teaching psychology of teachers and students in different disciplines during the pandemic. Therefore, it explained the impact and role of discipline differences on students’ learning psychology during COVID-19. This research will benefit educators, researchers, and policy makers to help them with the improvement of online education.
... Of particular salience are two components of integrative learning which the AAC&U has operationalized as: "Connections to Discipline (Sees (makes) connections across disciplines, perspectives)"; and "Reflection and Self-Assessment (Demonstrates a developing sense of self as a learner)" (AAC&U, 2010, p. 2). Of course, the AAC&U did not invent disciplinarity or self-assessment; their rubric itself has been influenced, in these cases, by research on how interdisciplinarity functions in college (Klein, 1990;Lattuca, 2001) and metacognition's role in student learning (see, for instance, Kolb, 1981). Respondents ranked their level of agreement (1=disagree strongly to 5=agree strongly) with statements such as "I frequently test a professors' statements by applying them to the 'real world.'" ...
... According to the findings of studies conducted using the Kolb Learning Style Inventory, learning styles vary depending on individuals' majors (social sciences, natural sciences etc.) and occupations (Aşkar and Akkoyunlu, 1993;Kolb et al., 2001). Kolb (1981) suggest that there are disciplinary differences in learning styles. ...
Article
Full-text available
This study was aimed to evaluate the learning styles of education faculty students and to determine the effect of their success and relationship between their learning styles and academic success. The population of this study is comprised of the students of Ondokuz Mayis University Education Faculty and the sample includes 140, 68 art, 72 preschool teacher department students. Depending on the results obtained from pre-test, it was aimed to improve students 'knowledge of and skills in studying. There was a significant difference between the scores of pre and post tests. The significant relationship between the scores of post test and the student success revealed that they learned how to study effectively. The validity and reliability of the test was determined by considering the Cronbach alpha coefficients for each and all of the items. The study has found statistically significant differences between the results of the first and final applications of the subtests on learning styles and academic success; those subtests covered the items as learning, planned study, effective reading, listening, writing, note taking, using the library, getting prepared for and taking exams ,class participation and motivation.
... While this study was based on constructivist principles, there are a wide variety of learning theories that derive from the paradigm, e.g., cognitive multimedia learning theory (Mayer, 2014), situated learning theory (Anderson et al., 1996), experiential learning theory (Kolb, 1981); among others, which allow for addressing the integration of immersive technology. Nonetheless, regardless of the learning theory that the teacher uses in his or her pedagogical approach, it is relevant that VR and AR integration is guided by the postulates and guidelines of constructivism, as they offer insights on learning objectives, subject, pedagogical and evaluative strategies. ...
Article
The integration of immersive technology is one of the main trends in education. The purpose of this study is to understand how elementary school students experience the use of immersive technology, considering three properties: interactivity, presence, and flow. A natural science pedagogical intervention that incorporated the use of virtual reality and augmented reality was elaborated. 231 students from four schools in Concepción, Chile, participated. After the intervention, an instrument was applied to learn about the immersive experience. Findings indicate a high degree of agreement with the instrument's statements, which allows us to determine favourable levels of interactivity, presence, and flow, as well as the significant and positive association of these technological properties. Guidelines are proposed to maximise the capacity of immersive technologies in learning environments.
Article
This paper presents a critical interrogation of the recent drive towards the ‘inclusive curriculum’ in higher education (HE). Our arguments are grounded in the findings of a systematic scoping review that sought to understand how researchers have, to date, understood, conceptualised and theorised the inclusive curriculum in HE. The findings indicate that many researchers adopted largely ‘technicist’ understandings of inclusion as learning effectiveness and adapting current provision, seemingly prioritising a neo-liberal outcomes-driven approach to education. Given that universities worldwide are currently championing the use of certain strategies to facilitate an inclusive curriculum, it is questionable on what grounds these strategies are being promoted and what they might be ‘doing’ within educational spaces. We conclude that the importance of disciplinary context for understanding inclusion is currently under-appreciated, and that conceptualisations of inclusion and the inclusive curriculum mirror broader educational debates as to the very aims and purposes of education.
ResearchGate has not been able to resolve any references for this publication.