learning styles and student satisfaction vincent e. sollars, ph.d
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Learning Styles and Learning Styles and Student SatisfactionStudent Satisfaction
Vincent E. Sollars, Ph.D.Vincent E. Sollars, Ph.D.
Mind Styles Model TheoryMind Styles Model Theory
Developed by Anthony F. Gregorc, Ph.D.Central idea is that there are four channels though which information is received, processed and expressed.People have differing capabilities and preferences for each of these channels.These capabilities can not be altered.There are two types of preferences
Perceptual: abstract (reason and intuition) or concrete (senses)Ordering: sequential (linear) or random
Comparing Learning StylesComparing Learning Styles
Frames of Reference
CSConcrete
Sequential
ASAbstract
Sequential
ARAbstractRandom
CRConcreteRandom
Key Words Practical Probable Potential Possible
World of Reality
Concrete world of the physical senses
Abstract world of the intellect
Abstract world of feelings and emotions
Concrete world of activity viewed through intuition
Ordering Ability
Step-by-step linear progression
Two-dimensional and tree-like
Web-like and multi-dimensional
3-D patterns and links
Thinking Processes
Instinctive, methodical, deliberate
Intellectual, logical, analytical, correlative
Emotional, psychic, perceptive, holistic
Intuitive, cutting-edge, impulsive independent
Mind Styles and TeachingMind Styles and Teaching
Teaching is a form of thought transmission and requires the learner to adapt their thought processes to the transmission mechanism.Teachers must recognize how they use their personal “mind styles” to transmit specific ideas and how they place special mediation ability demands on the student.Teachers must understand that their mindsets reinforce, support and reward certain mental qualities.Teachers must understand how their natural biases affect their approaches to classes, choices of methods, media and tests, and arrangements in the environment.
HypothesisHypothesis
Those medical teachers that have a “mind style” that is heavily concrete sequential are more likely to have higher student
satisfaction.
MethodMethod
Two variables were measured. Mind styles of faculty - nineteen of 178 faculty were surveyed at the Joan C. Edwards School of Medicine, representing 10.7% of the total faculty.Student satisfaction – overall student evaluation scores.
Overall distribution of mind styles was determined for the faculty surveyed.Regression analysis was performed with student evaluation scores vs. scores in each mind style channel.
Our Faculty
ConclusionsConclusions
We were unable to offer statically significant results to support our hypothesis. However, it still represents the best-fit model when comparing teacher learning styles with student satisfaction. A larger sample size will let us to better test our hypothesis.For more on mind styles theory:
http://gregorc.com/
AcknowledgementsAcknowledgements
Academy of Medical EducatorsDr. Darshana ShahDr. Anthony F. Gregorc
Our Faculty
Our Faculty
Our Faculty
Our Faculty
Our Faculty