Helping students understand their learning styles: Effects on study self-efficacy, preference for group work, and group climate

Small tutorial groups in higher education are often composed without regard to students' gender or broad knowledge background, for example, yet research indicates that composing groups on the basis of gender and prior qualifications may have significant effects on assessment outcomes. Previous...

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Bibliographic Details
Published in:Educational psychology (Dorchester-on-Thames) 2005-08, Vol.25 (4), p.395-407
Main Authors: Hendry, Graham D., Heinrich, Paul, Lyon, Patricia M., Barratt, Alexandra L., Simpson, Judy M., Hyde, Sarah J., Gonsalkorale, Shalinie, Hyde, Michelle, Mgaieth, Sara
Format: Article
Language:English
Subjects:
Biological and medical sciences
Cognitive Style
Cooperative Learning
Educational psychology
Fundamental and applied biological sciences. Psychology
Group activities
Group Dynamics
Groups
Higher Education
Knowledge Level
Learning environment
Learning Style Questionnaire (LSQ)
Preferences
Program Effectiveness
Psychology. Psychoanalysis. Psychiatry
Psychology. Psychophysiology
Pupil and student. Academic achievement and failure
Questionnaires
Self Efficacy
Small group teaching
Tutoring
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Summary:Small tutorial groups in higher education are often composed without regard to students' gender or broad knowledge background, for example, yet research indicates that composing groups on the basis of gender and prior qualifications may have significant effects on assessment outcomes. Previous studies have also investigated the effects of composing groups on the basis of learning style preference and found no effects. The effect of combining group composition with training in learning styles is unclear, however. In this study we report on the effects of workshop training in learning styles on balanced group members' study self-efficacy, preference for group work, group climate, and assessment performance. Although we found no effects, students reported greater self-awareness of their own learning and acceptance of others' styles. We conclude that in collaborative learning environments, training may need to go beyond facilitating growth in students' self-awareness to include a focus on how to apply this understanding to improving group function and helping others to learn.
ISSN:0144-3410
1469-5820
DOI:10.1080/01443410500041706