Learning styles and academic outcomes: a longitudinal study on the impact of a problem-based learning curriculum

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dc.contributor.author O'Toole, Ciara
dc.contributor.editor Bridges, Susan
dc.contributor.editor McGrath, Colman
dc.contributor.editor Whitehill, Tara L.
dc.date.accessioned 2019-05-31T11:33:12Z
dc.date.available 2019-05-31T11:33:12Z
dc.date.issued 2011-11-11
dc.identifier.citation O'Toole, C. (2012) 'Learning styles and academic outcomes: a longitudinal study on the impact of a problem-based learning curriculum' in Bridges, S., McGrath, C. and Whitehill, T. L. (eds.) Problem-based Learning in Clinical Education: The Next Generation. London: Springer Science+Business Media B.V., pp. 81-95. doi: 10.1007/978-94-007-2515-7_6 en
dc.identifier.startpage 81 en
dc.identifier.endpage 95 en
dc.identifier.isbn 978-94-007-2514-0
dc.identifier.isbn 978-94-007-2515-7
dc.identifier.uri http://hdl.handle.net/10468/8007
dc.identifier.doi 10.1007/978-94-007-2515-7_6 en
dc.description.abstract Learning styles are the preferred ways individuals have for processing knowledge. Problem-based learning (PBL) might be perceived to suit the ‘active’ learner because of the brainstorming and group work involved. However, PBL is also intended for those who prefer to learn by researching the literature, those who seek to explore complex questions, and those who like to problem-solve and apply knowledge to practice. This study profiled the learning styles of 30 speech and language therapy students in an undergraduate PBL curriculum using the Learning Styles Questionnaire (Honey & Mumford, The learning styles Helper’s guide. Maidenhead: Peter Honey Publications Ltd., 2000) and measured their styles repeatedly over a three-year period. The results indicated that students entered the course with a range of learning styles, although in general were not characterized as active learners. Following three years of PBL-based education, the students became significantly more active, although as a group remained largely reflective. Learning styles had both negative and positive associations with academic outcomes in a variety of courses over the three years. The implications for PBL and education are discussed. en
dc.format.mimetype application/pdf en
dc.language.iso en en
dc.publisher Springer Science+Business Media B.V. en
dc.relation.ispartof Problem-based Learning in Clinical Education: The Next Generation
dc.rights © 2012, Springer Science+Business Media B.V. All rights reserved. en
dc.subject Problem-based Learning en
dc.subject PBL en
dc.subject Active en
dc.subject Reflective en
dc.title Learning styles and academic outcomes: a longitudinal study on the impact of a problem-based learning curriculum en
dc.type Book chapter en
dc.internal.authorcontactother Ciara O'Toole, Speech And Hearing Sciences, University College Cork, Cork, Ireland. +353-21-490-3000 Email: c.otoole@ucc.ie en
dc.internal.availability Full text available en
dc.date.updated 2014-09-10T08:51:21Z
dc.description.version Accepted Version en
dc.internal.rssid 94279272
dc.description.status Not peer reviewed en
dc.internal.copyrightchecked No
dc.internal.licenseacceptance Yes en
dc.internal.placepublication London en
dc.internal.IRISemailaddress c.otoole@ucc.ie en


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