What the malleability of Kolb’s learning style preferences reveals about categorical differences in learning

Newton, S; Wang, R

What the malleability of Kolb’s learning style preferences reveals about categorical differences in learning

Newton, S

Wang, R

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Publisher:: ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
Publication Type:: Journal Article
Citation:: Educational Studies, 2022
Issue Date:: 2022-01-01

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Field	Value	Language
dc.contributor.author	Newton, S https://orcid.org/0000-0001-8334-1916
dc.contributor.author	Wang, R
dc.date.accessioned	2023-01-19T04:53:59Z
dc.date.available	2023-01-19T04:53:59Z
dc.date.issued	2022-01-01
dc.identifier.citation	Educational Studies, 2022
dc.identifier.issn	0305-5698
dc.identifier.issn	1465-3400
dc.identifier.uri	http://hdl.handle.net/10453/165225
dc.description.abstract	Notwithstanding the neuromyth controversy, the malleability of learning style preferences impacts the validity of the measurement instrument and the effectiveness of the associated model of learning. This study investigates the test–retest reliability and underlying dynamics of Kolb’s Learning Style Inventory (KLSI). It surveys 245 college-level students in Australia, over three rounds of data collection at 7-week intervals. Results show that over 75% of participants are incorrectly categorised, and more than 50% materially changed their category of learning style between rounds. The study reveals that individuals roam freely, rapidly, and extensively across learning style categories. Thus, the categorical differences measured by the KLSI lack meaningful purpose. Whether or not learning styles are a neuromyth, this study indicates that the act of learning, as an act of agency, is fluid with potentiality and choice. The more meaningful focus for teaching and learning practice would then be on student commonalities, not categorical difference.
dc.language	English
dc.publisher	ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
dc.relation.ispartof	Educational Studies
dc.relation.isbasedon	10.1080/03055698.2021.2025044
dc.rights	info:eu-repo/semantics/embargoedAccess
dc.rights	“This is an Accepted Manuscript of an article published by Taylor & Francis in Sidney Newton & Rui Wang (2022) What the malleability of Kolb’s learning style preferences reveals about categorical differences in learning, Educational Studies, DOI: 10.1080/03055698.2021.2025044
dc.subject	13 Education
dc.subject.classification	Education
dc.title	What the malleability of Kolb’s learning style preferences reveals about categorical differences in learning
dc.type	Journal Article
utslib.for	13 Education
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Design, Architecture and Building
pubs.organisational-group	/University of Technology Sydney/Faculty of Design, Architecture and Building/School of Built Environment
utslib.copyright.status	open_access	*
utslib.copyright.embargo	2023-07-08T00:00:00+1000Z
dc.date.updated	2023-01-19T04:53:58Z
pubs.publication-status	Published

Abstract:

Notwithstanding the neuromyth controversy, the malleability of learning style preferences impacts the validity of the measurement instrument and the effectiveness of the associated model of learning. This study investigates the test–retest reliability and underlying dynamics of Kolb’s Learning Style Inventory (KLSI). It surveys 245 college-level students in Australia, over three rounds of data collection at 7-week intervals. Results show that over 75% of participants are incorrectly categorised, and more than 50% materially changed their category of learning style between rounds. The study reveals that individuals roam freely, rapidly, and extensively across learning style categories. Thus, the categorical differences measured by the KLSI lack meaningful purpose. Whether or not learning styles are a neuromyth, this study indicates that the act of learning, as an act of agency, is fluid with potentiality and choice. The more meaningful focus for teaching and learning practice would then be on student commonalities, not categorical difference.

Please use this identifier to cite or link to this item:

http://hdl.handle.net/10453/165225