Cox Lisa, Clutter Jill, Sergakis Georgianna, Harris Laura
The Ohio State University, 306 Atwell Hall, 453 W 10th Avenue, Columbus, OH 43210, USA. Tel 614-688-3811, fax 614-292-0210.
J Allied Health. 2013 Winter;42(4):223-8.
Recognizing and valuing the diversity of student learning and learning styles allow educators to construct more effective and efficient teaching methods and create mutually beneficial learning environments.
Kolb(s Learning Style Inventories (LSI) were administered to 82 seniors enrolled in a School of Allied Health at a large midwestern university. The students completed LSI in relation to both their didactic and clinical coursework. Sets of instruments were matched and evaluated using descriptive statistics.
Overall, in the didactic classroom setting, 24.2% (n=16) of the students were divergers, 28.8% (n=19) were accommodators, 19.4% (n=13) were convergers, and 27.3% (n=18) were assimilators. In the clinical settings, 27.8% (n=20) of the students were divergers, 36.1% (n=26) were accommodators, 23.6% (n=17) were convergers, and only 12.5% (n=9) were assimilators. Learning style did change for 66.7% (n=10) of athletic training majors. Over half of the students in medical dietetics, radiological sciences, and respiratory therapy LSIs did not change from classroom to clinical.
The diverse nature of the students' preferences reinforces the need for various teaching strategies. Both the students and the educators need to work cooperatively to maximize the balance of the learning environment and make meaning of the educational experience.
认识并重视学生学习及学习风格的多样性，有助于教育工作者构建更有效且高效的教学方法，并营造互利的学习环境。
对一所大型中西部大学健康科学学院的82名大四学生进行了科尔布学习风格量表（LSI）测试。学生们针对理论课程和临床课程完成了LSI测试。使用描述性统计方法对多组测试工具进行匹配和评估。
总体而言，在理论课堂环境中，24.2%（n = 16）的学生为发散型学习者，28.8%（n = 19）为顺应型学习者，19.4%（n = 13）为聚合型学习者，27.3%（n = 18）为同化型学习者。在临床环境中，27.8%（n = 20）的学生为发散型学习者，36.1%（n = 26）为顺应型学习者，23.6%（n = 17）为聚合型学习者，只有12.5%（n = 9）为同化型学习者。66.7%（n = 10）的运动训练专业学生的学习风格发生了变化。医学营养学、放射科学和呼吸治疗专业的LSI测试中，超过半数的学生从课堂到临床学习风格未发生变化。
学生偏好的多样性凸显了采用多种教学策略的必要性。学生和教育工作者都需要合作，以最大限度地平衡学习环境，并理解教育体验的意义。
