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

By Serbrenia J. Sims; Ronald R. Sims | Go to book overview
Index
Academic achievement, and learning styles, 91-96
Accounting education: implications of teaching/learning styles, 126-27; individual differences, 119-22; learning environments, 123-26; learning styles, 117-27; pedagogies, 122-23
Adult learning: assumptions, 162-64; facilitative guidelines, 164-68; learning style, 84-89; professional education, 171-73; theory, 2-6; and training, 169-71; training model, 174-76
Affective learning styles: achievement motivation, 58; conceptual level, 56-57; locus of control, 57-58; masculine-feminine behavior, 59-60
Andragogy, defined, 3
Approaches to Studying Inventory, 33, 35
Biggs Study Process Questionnaire, 32-33
Bloom's Taxonomy of Education Objectives, 14
Brain Hemisphericity, 9-10
Canfield and Lafferty Learning Style Inventory, 29
Colleges and universities, mission and 212 values, 150-52
Community colleges, and learning styles, 89-91
Cronbach and Snow's AptitudeTreatment Interaction, 62
Cultural styles, 70-71
Curry's Learning Style Topology, 26, 28-29
Diversity education: experiential learning theory, 129-46; holistic learning, 131-32; individualized learning, 132-37; learning environments, 133-37; learning styles, 133; learning theory, 144; psychological safety, 137-39
Dunn, Dunn, and Price Learning Style Inventory, 29-31
Edmonds Learning Style Identification Exercise, 35
Entwistle and Ramsden Conceptualization, 33
Experiential learning: faculty involvement, 152-55; history, 148-49; institutionalizing, 158-59; model, 6-10; stages of, 7; students and, 155-58
Experiential learning cycles: abstract conceptualization stage, 27; active

-211-

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