Discussion
One
of the assertions that Kolb's makes is that learning is a continuous process
grounded in experience (Knowles, Holton & Swanson, 2005).
This holds true especially with regard to adults who have a vast pool of experiences gathered from their lives. With this in mind, it would make sense to ensure that the adult learning process is as fruitful as possible. Knowledge of learning styles is one of the means through which adult learning can be made more successful. Matema (2007) states that most adult learners are not familiar with their own learning styles despite being well motivated to learn and self-directed in their learning activities. These Learners therefore rely on their strongest sensory modality to process the information that the instructor is issuing. While this may be sufficient at times, most learners find themselves handicapped when they meet a teacher whose teaching method is contrary to their personal learning style.
This holds true especially with regard to adults who have a vast pool of experiences gathered from their lives. With this in mind, it would make sense to ensure that the adult learning process is as fruitful as possible. Knowledge of learning styles is one of the means through which adult learning can be made more successful. Matema (2007) states that most adult learners are not familiar with their own learning styles despite being well motivated to learn and self-directed in their learning activities. These Learners therefore rely on their strongest sensory modality to process the information that the instructor is issuing. While this may be sufficient at times, most learners find themselves handicapped when they meet a teacher whose teaching method is contrary to their personal learning style.
Education
theorists agree unanimously that there is no specific "one best way to
learn" and adults with different learning styles can still be evenly
productive (MacKeracher, 2004). With this in mind, facilitators or institutes
should avoid favoring particular styles which they perceive as better and
therefore demanding that their learners adopt these “superior” learning styles.
Tennant (2006) notes that while it would be unrealistic to expect educators to
use learning style information to systematically designed and deliver a course
to fit the learning style needs of their student, the information can be used
to make unique modifications that favor all learners.
McLoughlin
(1999) reveals that there has been a "lack of confidence in learning
styles research because inventories and definitions of learning styles
vary". This results in researchers of differing backgrounds and traditions
addressing learning styles in unique manners leading to a marked lack of
uniformity. However, there is need to invest more effort in learning style
research since there is quantifiable proof that an individuals level of
learning is enhanced once information is presented to them in a manner that is
congruent to their specific learning style (Brookfield, 1995).
ليست هناك تعليقات:
إرسال تعليق