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University students’ learning styles across eight fields of study

University students’ learning styles across eight fields of study. Angeliki Psaltou-Joycey Zoe Kantaridou Aristotle University University of Macedonia Thessaloniki, GREECE. Definitions of learning styles.

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University students’ learning styles across eight fields of study

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  1. University students’ learning styles across eight fields of study Angeliki Psaltou-Joycey Zoe Kantaridou Aristotle University University of Macedonia Thessaloniki, GREECE

  2. Definitions of learning styles • The overall patterns that give general direction to learning behaviour(Cornett, 1983) • “…the biologically and developmentally imposed set of characteristics that make the same teaching method wonderful for some and terrible for others” (Dunn & Griggs, 1988) • “… the characteristic cognitive, affective and physiological behaviours that serve as relatively stable indicators of how learners perceive, interact with and respond to the learning environment …(Keefe, 1979) • “Language learning styles are general approaches to language learning” (Cohen 2003)

  3. Types of learning styles examined sensory • visual, auditory, and hands-on personality • extroverted vs introverted, intuitive-random vs concrete-sequential, and closure-oriented vs open cognitive • global/analytic

  4. Previous studies • Moody(1988) • Ehrman and Oxford (1989) • Reid (1987) • Carell et al. (1996) • Hendry et al. (2005) • Hyland (1993) • Dippelhofer-Stiem (1989)

  5. Aim of study • to illustrate the learning style profile of the Greek university students across fields of study • to identify potential differences among them

  6. Participants 1616 students, 416 males (26.7%) 1142 females (73.3%) Mean age: 19.5years From: Aristotle University The University of Macedonia Thessaloniki, GREECE

  7. INSTRUMENTStyle Analysis Survey (SAS) • Use of senses during study: visual (V), auditory (Au), hands-on (H) • Relationship with other people: extroverted (EX), introverted(IN) • Handling of possibilities: intuitive-random (IR), concrete-sequential (CS) • Approach to activities: closure-oriented (CL), open (O) • Use of ideas: global(G), analytic (A)

  8. SAS It combines elements of • sensory preferences • Personality / psychological type • desired degree of generality which are “among those most strongly associated with L2 learning” (Oxford 2006)

  9. Data Analysis • a) descriptive statistics, in order to calculate the frequencies and percentages of learning styles in the various fields of study, and • b) a series of analyses of variance to compare the differences in learning styles among the various fields

  10. Use of senses

  11. Relations with other people

  12. Handling of possibilities

  13. Approach to activities

  14. Use of ideas

  15. Profile of a Greek university student • visual • extroverted • intuitive-random • closure-oriented • global

  16. Significant differences among fields • Visual: Economics with Humanities (p=.010) and Foreign Languages (p=.012) • Auditory: Computer Science with Humanities (p=.007), Medicine (p=.003), Economics (p=.000), Foreign Languages (p=.003) • Hands-on: Foreign Languages with Engineering (p=.040), Computer Science (p=.042) • Extroverted: Computer Science with Humanities (p=.034), Engineering (p=.033), Foreign Languages (p=.003) • Concrete-sequential: Humanities with Education (p=.027)

  17. Teaching suggestions 1 • Take advantage of visual and hands-on styles for use of computers • Use activities enhancing cooperation among teacher and students (extraversion) • Balance learning environments to suit intuitive-random & concrete-sequential styles • Offer guidance to autonomy & lifelong learning (closure-oriented) • Allow socialisation in classroom (global)

  18. Dominant learning style • Humanities & FL • Visual • Sciences, Medicine, Engineering, Economics & Computer Sciences • Intuitive-random • Education • Global

  19. Teaching suggestions 2 • Present long texts carefully and gradually with Economics • Offer practice in listening tasks and group work & projects with Humanities and FL • Show Humanities how to enrich theory with examples • Expose Education to decision-making activities • General: improve listening comprehension skill

  20. Thank you apsajoy@enl.auth.gr kantazoe@uom.gr

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