Course evaluation for the purpose of development: What can learning styles contribute?
Research output: Contribution to journal › Journal article › Research › peer-review
Standard
Course evaluation for the purpose of development : What can learning styles contribute? / Nielsen, Tine; Kreiner, Svend.
In: Studies in Educational Evaluation, Vol. 54, 09.2017, p. 58-70.Research output: Contribution to journal › Journal article › Research › peer-review
Harvard
APA
Vancouver
Author
Bibtex
}
RIS
TY - JOUR
T1 - Course evaluation for the purpose of development
T2 - What can learning styles contribute?
AU - Nielsen, Tine
AU - Kreiner, Svend
PY - 2017/9
Y1 - 2017/9
N2 - The purpose was to investigate whether it would be useful for development purposes to include a survey of learning styles among student and teachers as part of the evaluation of a graduate course in statistics in a Public Health Programme, and to compare the learning styles of students and lecturers. A qualitative analysis was conducted to identify the implicit styles embedded in course descriptions. The D-SA-LSI based on Sternberg’s theory of mental self-government was used to measure learning styles. The 14 learning style scales has good psychometric properties, and measure qualitatively different styles. Results showed differences between the learning styles of teachers and students, and identified two areas for course development: the design of exercises with regard to the level of abstraction and concreteness; the incompatibility of the relatively complex ways of thinking embedded in course objectives and the students’ preferences for thinking at a cognitively simpler level while learning.
AB - The purpose was to investigate whether it would be useful for development purposes to include a survey of learning styles among student and teachers as part of the evaluation of a graduate course in statistics in a Public Health Programme, and to compare the learning styles of students and lecturers. A qualitative analysis was conducted to identify the implicit styles embedded in course descriptions. The D-SA-LSI based on Sternberg’s theory of mental self-government was used to measure learning styles. The 14 learning style scales has good psychometric properties, and measure qualitatively different styles. Results showed differences between the learning styles of teachers and students, and identified two areas for course development: the design of exercises with regard to the level of abstraction and concreteness; the incompatibility of the relatively complex ways of thinking embedded in course objectives and the students’ preferences for thinking at a cognitively simpler level while learning.
KW - Faculty of Social Sciences
KW - Learning styles
KW - Course evaluation
KW - Course development
KW - Teacher development
KW - Higher education
KW - Alternative evaluation
U2 - 10.1016/j.stueduc.2016.10.004
DO - 10.1016/j.stueduc.2016.10.004
M3 - Journal article
VL - 54
SP - 58
EP - 70
JO - Studies in Educational Evaluation
JF - Studies in Educational Evaluation
SN - 0191-491X
ER -
ID: 168181159