NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ819076
Record Type: Journal
Publication Date: 2008
Pages: 8
Abstractor: As Provided
Reference Count: 28
ISSN: ISSN-1195-4353
Student Learning Styles/Strategies and Professors' Expectations: Do They Match?
Mather, Jennifer A.; Champagne, Angele
College Quarterly, v11 n2 p1-8 Spr 2008
University students may not always learn in ways that match those that professors use in their teaching. Third-year students at a small, mainly undergraduate, Canadian university showed a wide variety of approaches when tested with Kolb's (1976) Learning Style Inventory. Students in the Humanities were the most varied, and those in Health Science and Science tended to the practical Active Experimentation (learning by doing) approach. Those in the Sciences often used the data analysis based Strategy of Convergers, especially males, who lived up to their stereotype and seldom used the affective approach of Divergers. Professors' course outlines de-emphasized the Concrete Experience (sensing/feeling) Style and affective based Diverger Strategy far more than students, and often asked for the bottom-up objective evaluation of Reflective Observation, as exemplified by quantitative tests. For both genders and across four Faculties, the diversity of student approaches to learning was the most striking finding. (Contains 1 figure and 4 tables.)
Seneca College of Applied Arts and Technology. 1750 Finch Avenue East, Toronto, Ontario M2J 2X5, Canada. Tel: 416-491-5050; Fax: 905-479-4561; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada
Identifiers - Assessments and Surveys: Learning Style Inventory