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

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dc.contributor.authorO'Toole, Ciara
dc.contributor.editorBridges, Susan
dc.contributor.editorMcGrath, Colman
dc.contributor.editorWhitehill, Tara L.
dc.date.accessioned2019-05-31T11:33:12Z
dc.date.available2019-05-31T11:33:12Z
dc.date.issued2011-11-11
dc.date.updated2014-09-10T08:51:21Z
dc.description.abstractLearning 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.description.statusNot peer revieweden
dc.description.versionAccepted Versionen
dc.format.mimetypeapplication/pdfen
dc.identifier.citationO'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_6en
dc.identifier.doi10.1007/978-94-007-2515-7_6en
dc.identifier.endpage95en
dc.identifier.isbn978-94-007-2514-0
dc.identifier.isbn978-94-007-2515-7
dc.identifier.startpage81en
dc.identifier.urihttps://hdl.handle.net/10468/8007
dc.language.isoenen
dc.publisherSpringer Science+Business Media B.V.en
dc.relation.ispartofProblem-based Learning in Clinical Education: The Next Generation
dc.rights© 2012, Springer Science+Business Media B.V. All rights reserved.en
dc.subjectProblem-based Learningen
dc.subjectPBLen
dc.subjectActiveen
dc.subjectReflectiveen
dc.titleLearning styles and academic outcomes: a longitudinal study on the impact of a problem-based learning curriculumen
dc.typeBook chapteren
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