View Public Project: Learning styles and learner autonomy [PR18650]

Institutionen

• treffpunkt sprachen - Zentrum für Sprache, Plurilingualismus und Fachdidaktik (Universität Graz)

Personen

• Rosenberg, Majorie

In this project learners will be able to determine their learning styles based on two separate models. The first deals with perception, storage and recall of material and looks at the visual, auditory and kinesthetic modalities as determined by Drs Walter Barbe and Raymond Swassing in their studies of modality preferences. These were defined by Barbe and Swassing as any of the sensory channels through which an individual receives and retains information. The second deals with cognitive processing and determines if people are more global or analytic in their approach to thinking, reflecting on and processing information. This model has also been called the ‘field-dependent / field-Independent’ model as Witkin determined that global learners are more influenced by their environments making them field-dependent while analytic learners are less distracted by what is going on around them making them more field-independent.

The hypothesis of the project is that students who are aware of their learning styles and therefore their strengths and weaknesses can discover more easily for themselves how they can best learn and optimise their learning experiences.

All together two groups will take part in the pilot study in the winter semester 2012-13. They will be given checklists 3 to determine their modality and cognitive processing preferences. These checklists, along with the characteristics of the learner types and learning tips, will be done in class and followed up with a discussion period.  Both groups will then be asked to keep a learning log for reflection on the learning process. These will be turned in periodically to the teacher and read. At the end five students will be asked to take part in an interview. The results will be analysed according to qualitative content analysis and a report will be submitted to Dr. Daniela Unger-Ullmann.

Interviews, analysis of learning logs, feedback from students

• ROSENBERG, Marjorie/ BURKERT, Anja (2015): Learning Styles and their Effect on Learning and Teaching. In: UNGER-ULLMANN, Daniela/ HOFER, Christian (Hg.): Forschende Fachdidaktik. Projektergebnisse. Tübingen: Francke Verlag. S. 103-130.
• ROSENBERG, Marjorie (2019): Learning styles and learner strategies. In: UNGER-ULLMANN, Daniela/HOFER, Christian (Hrsg.) Forschende Fachdidaktik II. Sprachenlernen im wissenschaftlichen Diskurs. Tübingen: Narr Francke Attempto Verlag, S. 65–97.

• Projektbeschreibung auf der Institutshomepage
• Spotlight on learning styles

• Lehren und Lernen (Prozesse und Methoden) / Lernprozess
• Verhalten und Persönlichkeit / Persönlichkeit
• Verhalten und Persönlichkeit / Kindesentwicklung / kognitive Entwicklung
• Lehren und Lernen (Prozesse und Methoden) / Lernen / selbständiges Lernen