ERIC Number: ED086835
Record Type: Non-Journal
Publication Date: 1973-Jun
Reference Count: N/A
An Investigation of the Interaction of Learning Styles and Types of Learning Experiences in Vocational-Technical Education. Final Report.
Banks, John C.
The document describes a sub-proposal which became a part of the Fox Valley Technical Institute's attempt to identify learning styles and their relationship to learning experiences in vocational-technical education. The sub-proposal consisted of the identification of a sub-set of learning styles and a determination of their relationship with the acquisition of technical skills and knowledges. It was initiated at the University of Wisconsin-Stout. Two learning style continuums were identified: concrete/symbolic and structured/unstructured. They were measured using a semantic differential and a Likert type scale (Learning Activities Questionnaire). After refinement, the use of the semantic differential was discontinued, and the scale was readministered to a group of 140 students from both the Institute and the Stout campus. The data gathered from that administration indicated all eleven vocational and technical education groups of students measured viewed themselves as emphasizing a concrete strategy which allows the learner to become personally and actively involved with an object. The two art groups preferred an unstructured learning style, while the other nine groups preferred a more structured style. It was concluded that the instruments could detect and measure differences in learning styles. (The questionnaire and tables of supportive data are included.) (AG)
Publication Type: N/A
Education Level: N/A
Sponsor: Wisconsin State Board of Vocational, Technical, and Adult Education, Sheboygan.
Authoring Institution: Wisconsin Univ. - Stout, Menomonie. Center for Vocational, Technical and Adult Education.