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The Importance of Learning Styles: Understanding the Implications for Learning, Course Design, and Education

By: Serbrenia J. Sims; Ronald R. Sims | Book details

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Students must be willing to be more flexible in their learning style preferences in order to adapt to changing classroom and work environments. Having firsthand knowledge of their own learning styles allows students to recognize situations, work choices, and possible career moves that are more suitable to their preferred styles. For example, a student who clearly enjoys a hands on approach to learning or working with others might not enjoy a job that takes him or her away from this core, such as a research position that involves extensive solitude and reading.


REFERENCES

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Birney R. C. 1993. Hampshire College. Important lessons from innovative colleges and universities. V. Ray Cardozier (Ed.). New Directions for Higher Education, no. 82. San Francisco: Jossey-Bass.

Hiemstra R., & Sisco B. 1990. Individualizing instruction: Making learning personal, empowering, and successful. San Francisco: Jossey-Bass.

Hutchings P., & Wutzdorff A. 1988. Knowing and doing: Learning through experience. New Directions for Teaching and Learning, no. 35. San Francisco: Jossey-Bass.

Jonassen D. H., & Graboeski B. L. 1993. Handbook of individual differences, learning and instruction. Hillsdale, NJ: Lawrence Erlbaum Associates.

Keffe J. W. 1988. Profiling & utilizing learning style. Reston, VA: National Association of Secondary School Principals.

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Kolb D. 1984. Experiential learning: Experience as the source of learning and development. Englewood Cliffs, NJ: Prentice-Hall.

Sims R. R., & Lindholm J. 1993. Kolb's experiential learning model: A first step in learning how to learn from experience. Journal of Management Education, 17( 1), 95-98.

Viega J. 1975. Experiential learning: A universal approach to management education. In Proceedings of the Academy of Management Eastern Division (See. 3). Academy of Management, Ada.

Warren K. 1988, Spring. The student directed classroom: A model for teaching experiential education theory. Journal of Experiential Education, 11( 1), 4-9.

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