Learning Styles in Higher Education
2014
Loading...
View/Download File
Persistent link to this item
Statistics
View StatisticsJournal Title
Journal ISSN
Volume Title
Title
Learning Styles in Higher Education
Authors
Published Date
2014
Publisher
Type
Scholarly Text or Essay
Abstract
The implementation of learning styles in the classroom is not a new method in teaching. However, this study aimed at the implementation of learning styles by students instead of teachers. Using an exploratory design approach, learning styles data was collected on a small sample of students attending a regional university in the upper Midwest. Subjects completed a 3 or 6 week learning styles workshop focused on implementation of their individual learning styles. Student’s semester and cumulative GPAs were tracked to assess whether implementation of a learning styles system in higher education would be effective in increasing academic success. Results showed that, on average, subject’s semester and cumulative GPAs did increase. The implications of these results suggest that further research needs to be completed for additional evidence of the power of student initiated learning styles in the higher education system.
Description
Presented in Partial Fulfillment of the Requirements for the Master of Education Degree in the College of Education and Human Service Professions, University of Minnesota Duluth, 2014
Committee names: Frank Guldbrandsen, (Chair), Joyce Strand. This item has been modified from the original to redact the signatures present.
Committee names: Frank Guldbrandsen, (Chair), Joyce Strand. This item has been modified from the original to redact the signatures present.
Related to
Replaces
License
Series/Report Number
Funding information
University of Minnesota, Duluth. College of Education and Human Service Professions.
Isbn identifier
Doi identifier
Previously Published Citation
Suggested citation
Aebi, Carolyn Leigh. (2014). Learning Styles in Higher Education. Retrieved from the University Digital Conservancy, https://hdl.handle.net/11299/187444.
Content distributed via the University Digital Conservancy may be subject to additional license and use restrictions applied by the depositor. By using these files, users agree to the Terms of Use. Materials in the UDC may contain content that is disturbing and/or harmful. For more information, please see our statement on harmful content in digital repositories.