Literature Review by Alexandra

Hello everyone,

Below is a cut/paste of my literature review.  I had some trouble with the references transferring correctly.  If I can get that fixed I will re-post an edited version.

Hope you will find it useful and interesting!

Thank you, Alexia

 

Running head: LEARNING STYLES AND LEARNING ENVIRONMENTS…

Learning Styles and Learning Environments

Is there a relationship?

Alexandra Barrett

Ball State University, Professor Bo Chang

Abstract

         

          The following document outlines the findings of a literature review conducted to determine possible correlation between preferences in learning style and learning environment preferences.  The information gathered would serve to further understand how such preferences could be used by learners and educators to better facilitate successful learning outcomes.  A learning event would be created to train other educators on how to incorporate such factors within their own teachings to enhance learning.  The previously mentioned learning event, in and of itself, would also incorporate these findings in order to reach a wide range of learners; who would presumably have different learning style and/or learning environment preferences.  Of particular relevance to the project was the focus on how best to engage learners in both face-to-face and online learning environments.  Therefore, the related learning event would utilize a hybrid delivery method to demonstrate capabilities in both types of learning environments.

Introduction

            A literature review was conducted to determine whether or not there was a correlation between learning style preferences, and learning environments and contexts.  Of specific interest was whether or not a particular learning style could be increased or decreased in effectiveness, with respect to impact associated with differences in environmental factors.  Physical environments were of primary interest, but other types of environments such as knowledge, power, or culture environments were also considered.  Assessments and the evaluation of results of such and their relevance to learning outcomes were also examined.  The identification of learning preferences, a necessary step to properly matching styles to environments, environments to context(s), and so on and so forth was an extension of the research on assessment tools.  Advancement of technology driven platforms, as housed in online learning environments presented as a surprisingly widespread point of conversation amongst the various authors found during the research phase.  Content type and subject matter factors were the least talked about detail with respect to impact on learning styles and learning environments.  Overall, the literature review proved to be enlightening and thought-provoking as much of the new information posed consistencies and patterns across all works.  Of equal importance was the currency and relevance of the findings towards the end goal – that of creating a meaningful curriculum and/or syllabus for training others on the subject of correlations between earning styles and learning environments.

General Themes

Theme #1: Learning Style Preferences

            Learners have preferred learning styles, which are considered to be innate.  The research process furthered an understanding of the various types of learners and their respective learning styles – and why this information is significant.  Many different systems or approaches to categorizing learner’s style preferences were revealed through the various works analyzed.  The one underlying theme present within all literary pieces was the relevance that learning style has on a given learner’s ability to successfully master the content as delivered.  The importance for instructors and facilitators to incorporate several different types of learning styles within their training was mentioned within all references as critical towards meeting all learner’s needs.  By contrast, failure to include multiple approaches was posed as a certain way to achieve lopsided outcomes – with successful outcomes realized only by those students whose style preferences were incorporated within the given teaching.  It would be interesting to explore case studies or examples in which learners were studied to analyze the differences in outcomes when said learners were using their preferred learning style versus their less preferred learning style.

Theme #2: Style Preference Analysis

            Style preferences need to be identified and understood by both the learner and the facilitator in order to create optimal learning outcomes.  A universal theme, in relation to the importance of learners identifying their particular learning style preferences, emerged throughout the research process. The research indicated that learners need to be offered assessment tools and tests to identify their particular style preferences in order to achieve higher success rates in learning.  Going beyond a given style preference “label” – with additional attention to weakness and strengths – and how one can manage both aspects was posed as critical to sound data usage, as related to the identification tools.  Likewise, it was recommended that facilitators gather such information early within the learning process so the information could be used to customize his/her choices in what and how to offer the learning material(s).  As well, suggestions throughout the works studied, would indicate a need to create content delivery and materials for each learning event that would support a variety of learning style preferences whenever possible.  Research gaps were found in relation to whether or not certain assessment models or tools were better suited for particular learner types.  Further investigation was called for to determine if the learner profile for the given project would be better served by one or more assessment models/tools/philosophies.

Theme #3: Learning Environment Preference

            Learning environments should be created to build on the qualities of the given learner or learner’s preferred learning style.  It was found that learning styles and learning environments had relational connectedness.  Many of the author’s cited purported that a given learner would gravitate to learning environments in which he/she could best utilize their preferred learning styles.  Therefore, a logical choice would be to create multi-faceted learning environments that could offer or support various styles of learning simultaneously or at the very least within a given learning event.  Offering a learner the opportunity to identify and evaluate his/her style preferences; followed up by an evaluation of what type of environments are best suited for that particular style preference, would be a valuable next step in achieving successful learner outcomes.  Likewise, helping the learner to determine strengths and weakness associated with common environments – and how to manage such – would be most useful as well. 

            There were far fewer evaluative tools/tests mentioned in relation to learning environment preferences than that of style preferences.  However, it was determined that administration of such assessment tools/tests -- prior to a learning event -- would only further enhance the success rates for learning outcomes.  Marrying learning styles with learning environments seemed to present itself as a logical offshoot for creating optimal learning events.  Additional research would be need to uncover assessment tools for identifying learner environment preferences; and as well, for systematically incorporating such factors within the fabric of a learning event.

Theme #4: Online Learning Environments

            The online learning environment, versus the face-to-face learning environment; offers different strengths and weaknesses with respect to preferred learning style.  When researching learning environments, numerous works were focused upon the online learning environment.  The rise in significance of the online learning environment, as a primary vehicle for learning has given way to an emerging league of new students who would otherwise never have access to additional training and/or higher education.  However, with the opportunities provided by the online world, a new crop of challenges have presented themselves to educators and facilitators teaching in such environments.  Suitable learning environments, as housed within online forums, are in absence in many institutions.  Unfortunately, many institutions have opted to simply embed traditional curriculum into online forums; with little to no customization to accommodate obvious differences related to learning styles and/or strategies of such.

            Learning styles are thought to be only now a focal point, as educators are quickly realizing that student learners in such environments are often failing to absorb the learning material in a usable fashion.  Successful outcomes in the online environment are often only realized by those learners whose preferred learning styles are inherent traits associated with such a delivery system.  Solutions for bridging the gap in learning styles – with respect to online learning – would need to be multi-dimensional with specific attention to the weaknesses and strengths associated with this online medium or environment.  The project hand would benefit from having both face-to-face and online delivery of course materials.  Therefore, further research is desired in order to better understand how to incorporate learning style preferences within online and hybrid delivery systems for learning.

Theme #5: Subject or Content Factors

            The final theme to emerge from within the research process was in relation to practicalities of teaching particular subjects or content types as relates to learning style and/or learning environment preferences.  Simply put, some environments or styles are not suitable for one or another subjects or types of content.  The challenge then becomes how and where to facilitate a learning event when the choices are limited or ill-suited.  Ideally speaking it would seem that the environment factors could be chosen in advance; and with respect to matching for subject/content factors, the environment could be adapted as best possible. 

            However, the concern remains as to what can be done when a given learner has a limited range of styles that will suit him/her, but that don’t suit the content/subject needing to be taught.  The only answer revealed, was as an assumption drawn from multiple authors, wherein it was determined that a facilitator could teach the learner some adaptive version of his/her less preferred styles that would provide the learner the opportunity to master the required content/subject by using a custom-created “new” style.  Additional research would need to be conducted in order to further investigate development of adaptive learning styles.  Similarly, it would be interested to research further adaptive learning environments and how to construct such.

Implications

           

            The research conducted to create the literature review pointed to several implications related to learning in general and to the learning event associated with the given project.  Implications to learning in general associated with the following themes emerged: 1) learning style preferences, 2) style preference assessments, 3) learning environment preferences, 4) online learning environments, and 5) subject or content type factors.  Practical implications to the project at hand were also found in relation to the above-mentioned themes.

            In general, learning outcomes are thought to be better supported, when learners are made aware of their particular preferences in learning styles.  All learners are said to have a built-in preference for this or that learning style – and when employed these preferences better support the learner’s mastery of the material.  Numerous assessment tools and methods can be found within scholastic circles to aide in facilitator’s efforts to provide such information to a given learner.  Armed with this information, both the learner and the facilitator can then make better choices when creating a learning strategy.  Therefore, it is believed that facilitators should provide such assessment tools early in the learning process. 

            Similarly, learning environment preferences should be assessed and used to contribute further to customization of the most suitable learning conditions for the particular learner.  Furthermore, the addition of or substitution of online learning environments can offer support for the learner.  However, different considerations need to be factored in when utilizing this delivery vehicle – prevention of further distancing from the material must be a focal point for this environment to be a positive influence.  Learning environments need to be suitable based on learner’s style preferences.

            Lastly, with respect to generalized implications to learning – matching of subject matter or content type is to be considered when choosing a particular style of learning to use and/or when choosing a particular learning environment to house the learning event.  In summary, utilization of numerous learning styles within a rich learning environment that can stimulate and engage a wide range of learners is the best way to achieve optimal results for the largest number of learners.  Promoting better learning outcomes, through customized learning, based on learner preferences, strengths or inherent traits; appears to be a strong focus with respect to the field of education, and as such better learning outcomes presumably will follow, serving a wider range of learners than was previously found.

            Practical implications with respect to the given project are to incorporate as many of the best practices found within the research into our creation phase for the learning event.  That being said, it is believed that the scope of the project will need to be narrowed down to feature a small cross-section of styles and/or environments that would be applicable to the subject – that of training trainers on how to incorporate style and environment preferences into their own practices.  Additionally, as over half of the search results discovered, with respect to the terms “learning styles” and “learning environments,” were found to be in relation to online learning environments; this topic or theme should be a primary focal point of the content being taught.  Increasing chances for successful outcomes within online learning environments is timely; and thus could offer a strong edge to those who master the forum.  Lastly, challenges with respect to specific subject matter or content type that is difficult to facilitate within certain environments and/or with respect to particular learning styles offers another key area to focus upon.  It is thought that this theme or area could be a focus for a brainstorming session within the project – with the desire to foster creative solutions to unique problem situations.  In conclusion, most of the topics or themes found within the research could be incorporated into the project’s learning event in one form or another.  Simulations, examples and case studies would offer additional ways to further solidify learner’s understanding of the material.  Appendix A offers a detailed table cross-referencing themes and implications.

Reflection

Highlights

            The most significant aspect of this assignment was in the organic discoveries that were made during the research process.  I intentionally tried to approach the research without an exact map or plan as to what I wanted to find.  Instead I had search terms set to the larger topics of learning styles, learning environment, and learning context.  I read numerous articles in order to get a feel for what significant micro-topics were being discussed.  By keeping the search free of preconceived notions as to how the macro-topics were related I discovered some interesting themes that I would not have otherwise thought of as being important.  One such topic or theme that emerged was in relation to online learning environments.  I was intrigued by how many articles had been written about this aspect of learning – and how it was still considered a fairly new area with respect to data-supported and/or empirical studies.

Process

            My process started by reading the various sections within our two textbooks that I thought might be applicable.  I followed this activity up by taking some of the self-assessments available in each of the two books related to learning style preferences and the evaluation of such.  Next, I read over the assignment description a few times to ensure my understanding.  I followed this step by conducting my research using the online library offered at Ball State University.  I used various search terms until I got what seemed to be the best fitting articles on the topic(s) at hand.  I ended up reading or skimming at least thirty plus articles; taking notes, and pulling quotes as I went.  I learned a lot about how studies are conducted and reported on by reading the various articles.  I wish I had given myself more time to conduct additional research; particularly with respect to the different learning style assessments.  I found the use of assessments to be very interesting.  Overall the process was smooth – my teammate and I seem to have a very good working rapport, and I am really enjoying the project in its entirety.

Appendix A

Table 1.1. Main Themes and Practical Implications

Topics or Ideas	Main Themes	Practical Implications
Learning Style Preference	Individuals function optimally when they are able to use their particular style preference for learning.  Learners have innate, preferred learning styles that impact their learning outcomes.  Not all learners achieve successful mastery of the material in the same way.  Failure to offer material in a variety of ways – addressing all styles – leads to a lopsided outcome with only the learners whose style preference was offered at an unfair advantage.  Learners whose style preference is not addressed typically experience poor learning outcomes.	General: The curriculum for a given learning experience, in order to promote uniform success for all learners, needs to be designed to support differing learning style preferences. Most teaching/training situations with multiple students learning within the same setting and time would require the facilitator to offer the learners the opportunity to customize their learning experience.  By giving student’s options as to how they can absorb the material, allows the class as a whole better chance at achieving successful outcomes.  Time and money will consequently be impacted as the facilitator attempts to create a multi-faceted learning situation. Project Specific:  We will want to create a thorough examination of the various learning style theories, and related types.  From there we will need to choose which model or theory best fits the given project.  Lastly, we will want to create materials to accompany this phase of the syllabus.
Style Preference Analysis	A learner’s style preference should be identified, and understood by both the learner and the facilitator.	General: Best practices would indicate a need to conduct a systematic analysis and evaluation in order to identify and understand the learner’s preferred learning styles. It is imperative for both the learner and the facilitator to identify and understand the particular learning style favored.  As well, the facilitator should have full working knowledge of his/her own style preferences, and how these preferences may or may not impact his/her choices with respect to class activities. Project Specific: We will need to include a learning style analysis/evaluation component within our syllabus.
Learning Environment Preference	A learner will typically have a preferred learning environment that correlates with their particular style preferences.	General:  Learners tend to choose settings or physical environments that best support their preferences in learning styles.  Certain learning environments lend themselves better to activities that support one or more learning styles for content/subject delivery.  However, most learning environment, despite challenges in physical qualities, time or money constraints can be altered to incorporate a wider array of learning styles. Project Specific:  We will need to think about what environment would best suit multiple learning style preferences and their correlating preferences for learning environments.  As well, offering the content in two or more environments or settings may be a means of addressing a greater number of preferences.  Similarly, creating mini-sub-environments within the same facility might pose a solution as well.  Practicalities of doing so will need to be considered any of these options.
Online Learning Environments	Online vs. Face-to-face learning environments pose different challenges, in relation to individual learning style preference(s).	General:  Online learning environments widen the number of users with access to advancing their knowledge/education/learning/etc.  However, when utilizing the online environment, one needs to consider the ramifications of such on the learner’s.  Style preferences translate differently in the online environment than they do in face-to-face environments.  Some learners can and do experience poor learning outcomes when partaking in online learning.  This has been focused upon as being in relation to low-level attention paid to incorporating multiple learning styles for course delivery of content. Project Specific:  Our project should contain a component with an online delivery mechanism.  The challenge will be to create a multi-faceted component that strengthens the overall delivery of the material; using the technology to fill gaps in learning styles and/or experience not otherwise addressed within the face-to-face component.  The purpose then, for augmenting the program with an online component, will be to widen the circle of learning styles incorporated as a whole.
Subject or Content Factors	Subject, and content need to be considered when designing optimal learning environments with respect to learning styles.	General:  Regardless of learning style and/or environment preferences; the content or subject type of learning does not always lend itself to a particular style or environment.  In other words, some subjects/content are not suited for all styles of learning.  Likewise, some learning environments won’t be suitable for a particular subject.  Content type or subject being shared needs to be matched with the best style of delivery and the best environment in order to support optimal learning outcomes. Project Specific: The goal of our project is to teach a group of educators about preferred learning styles and how to support such through options related to optimal learning environments.  Within that broad subject, we will want to choose activities that illustrate how one can use this information with practical application to some common learning topics.  We will need to focus on the specifics of what type of content and/or subjects would provide the best fit for the given learning environment.  Examples and illustrations should if possible be chosen to match the various learning styles commonly found in groups of adult learners.

References

Akkoyunlu, B., & Soylu, M. Y. (2008). A Study of Student’s Perceptions in a Blended Learning          Environment Based on Different Learning Styles. Educational Technology & Society, 11    (1), 183-193. 

Blevins, S. (2014). Understanding learning styles. Medsurg Nursing, 23(1), 59-60. Retrieved   from http://search.proquest.com.proxy.bsu.edu/docview/1506150646?accountid=8483

Buerck, J., Malmstrom, T., Peppers, E. (2003). Learning Environments and Learning Styles:     Non-traditional Student Enrollment and Success in an Internet-based Versus a Lecture- based Computer Science Course. Learning Environments Research. Volume 6, Issue 2,    pp 137-155

Dolmans, D. M., & Wolfhagen, I. P. (2004, August). The relationship between learning style and         learning environment. Medical Education. pp. 800-801. doi:10.1111/j.1365-   2929.2004.01941.x.

Evans, C., Cools, E., & Charlesworth, Z. M. (2010). Learning in higher education - how           cognitive and learning styles matter. Teaching In Higher Education, 15(4), 467-478.            doi:10.1080/13562517.2010.493353

Feldman, J., Monteserin, A., Amandi, A. (2014). Automatic detection of learning styles: state of          the art. doi: 10.1007/s10462-014-9422-6

Gerber, L., Rayneri, L., Wiley, L. (2006). The Relationship Between Classroom Environment    and the Learning Style Preferences of Gifted Middle School Students and the Impact on Levels of Performance. Gifted Child Quarterly Spring 2006 vol. 50 no. 2 104-118 doi:      10.1177/001698620605000203

Kolb, A. Y., & Kolb, D. A. (2005). Learning Styles and Learning Spaces: Enhancing    Experiential Learning in Higher Education. Academy Of Management Learning &       Education, 4(2), 193-212. doi:10.5465/AMLE.2005.17268566

Tzu-Chi, Y., Gwo-Jen, H., & Jen-Hwa Yang, S. (2013). Development of an Adaptive Learning            System with Multiple Perspectives based on Students' Learning Styles and Cognitive Styles. Journal of Educational Technology & Society, 16(4), 185-200[AB1] [AB2] .

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