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

Nielsen, T & Kreiner, S 2017, 'Course evaluation for the purpose of development: What can learning styles contribute?', Studies in Educational Evaluation, vol. 54, pp. 58-70. https://doi.org/10.1016/j.stueduc.2016.10.004

APA

Nielsen, T., & Kreiner, S. (2017). Course evaluation for the purpose of development: What can learning styles contribute? Studies in Educational Evaluation, 54, 58-70. https://doi.org/10.1016/j.stueduc.2016.10.004

Vancouver

Nielsen T, Kreiner S. Course evaluation for the purpose of development: What can learning styles contribute? Studies in Educational Evaluation. 2017 Sep;54:58-70. https://doi.org/10.1016/j.stueduc.2016.10.004

Author

Nielsen, Tine ; Kreiner, Svend. / Course evaluation for the purpose of development : What can learning styles contribute?. In: Studies in Educational Evaluation. 2017 ; Vol. 54. pp. 58-70.

Bibtex

@article{795efd8c34134ec3a2b51a642c3b4b07,
title = "Course evaluation for the purpose of development: What can learning styles contribute?",
abstract = "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{\textquoteright}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{\textquoteright} preferences for thinking at a cognitively simpler level while learning.",
keywords = "Faculty of Social Sciences, Learning styles, Course evaluation, Course development, Teacher development, Higher education, Alternative evaluation",
author = "Tine Nielsen and Svend Kreiner",
year = "2017",
month = sep,
doi = "10.1016/j.stueduc.2016.10.004",
language = "English",
volume = "54",
pages = "58--70",
journal = "Studies in Educational Evaluation",
issn = "0191-491X",
publisher = "Pergamon Press",

}

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