Practical Approaches to Using Learning Styles in Higher Education

By Rita Dunn; Shirley A. Griggs | Go to book overview

Chapter 1

Capitalizing on College Students’ Learning Styles: Theory, Practice, and Research
Rita Dunn
PROBLEMS CONCERNED WITH TEACHING IN HIGHER EDUCATION
Problem #1. It is logical to believe that college students know how to study. Without that ability, how could they have succeeded well enough in high school to warrant admission into college? Response: High school teachers tend to spoon feed their students. They feel that if they ‘‘don’t cover the curriculum,’’ their students won’t learn it! One outcome appears to be that at least 25 percent of freshmen fail or are placed on probation when, for the first time, they need to:
• listen to a lecture and intuit ‘‘what is important’’;
• listen to a lecture and take notes for studying for the test;
• listen to a lecture and remember three-quarters of what they hear;
• read and intuit what is important;
read and take notes for studying for the test; and
• remember three-quarters of what they read.
And, if the freshman lives in an on-campus dormitory, there are additional problems that get in the way of studying, such as concentrating with:
• someone else in the room;
• someone else’s need for music—or quiet—while concentrating;
• someone else talking to friends in person, on the telephone, or on a cell phone;
• vastly different lighting needs;

-3-

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