The learning styles of community college art students.ppt

The learning styles of community college art students Introduction(1/2) Community colleges have witnessed a changing student body during the past several decades (Cohen Brawer, 1996). The nontraditional students, also known as new students (Cross, 1971), include women, minorities, older adults, the academically underprepared, and those in lower socioeconomic strata. To accommodate the distinctiveness of new students, community colleges will need to assess the instructional techniques of their faculty to determine the congruence between teaching strategies and students learning styles. Introduction(2/2) Matching learning styles with teaching styles is particularly appropriate in working with poorly prepared students (Claxton Murrell, 1987). Literature review(1/2) The Kolb Learning Style Inventory (1985) was the instrument selected for this study because of its readability and ease of scoring. Literature review(2/2) Methods(1/3) The purpose of the study described in this report was to determine a demographic profile and the learning styles of community college art students. 200 students from 5 community colleges in southern Illinois Kolb Learning Style Inventory regularly scheduled two-dimensional studio and art history/appreciation classes One hundred students were enrolled in transfer courses, and 100 were in noncredit community education classes. Methods(2/3) The LSI is a 12-item, self-report questionnaire that asks respondents to rank order four sentence endings with each item. The sentence endings are ranked, 4 to 1, with 4 being the most characteristic of the persons learning style and 1 the least characteristic. The LSI generates four raw scores emphasizing the persons preference for CE, RO, AC, and AE, plus two combination scores that indicate the extent to which the person emphasizes abstractness over concreteness (AC-CE) and the extent to which a person emphasizes action over reflection (AE-RO). Methods(3/3) Results(1/2) It was hypothesi