Learning Style in Accountancy and Law - Essay Example

Running Head: LEARNING STYLE Learning Styles of the of the Learning Styles Learning Style in Accountancy and LawA “learning style” can be thought of as habitual patterns in how a person learns or in how a person prefers to learn, a subject like accountancy or law. The manner in which people think, learn, and process information is often influenced by their attitudes, feelings, and preferences. Furthermore, the nature of this influence differs from person to person. Both preservice and in-service teachers are socialized to be sensitive to the unique educational needs of learners for which they have responsibility (Brundage, Keane, Mackneson, 2003, 131). Teachers are often encouraged to individualize instruction, as much as possible, within their classrooms. This climate has led to an interest in the learning styles of students. There are four main styles of learner, identified by Kolb and developed his Learning Style Inventory (LSI) to establish an individuals relative emphasis on each of the four styles. Kolbs LSI is based on the work of John Dewey, Kurt Lewin, and Jean Piaget. John Dewey emphasized the need for learning to be grounded in experience. Kurt Lewin stressed the importance of active learning, and Jean Piaget articulated a theory of intelligence as the result of the interaction of a person and his or her environment (Jarvis, Holford, Griffin, 2003, 171). Kolbs learning style model separated learners on the basis of four steps of learning defined from a two-dimensional model. The first dimension is based on task, and the second dimension is based on the soul or ego. The dimension based on task ranges from performing tasks to observing tasks. The model is usually shown with the task dimension displayed horizontally and the soul dimension displayed vertically. The four resulting quadrants are labeled with four steps to learning and four personal learning styles. The four steps to learning are labeled (1) concrete experience, (2) reflective observation, (3) abstract conceptualization, and (4) active experimentation. The four personal learning styles are (1) theorists, (2) pragmatists, (3) activists, and (4) reflectors (Race, 2005, 52). 2. Personal Learning Style The personal learning style labeled theorist represents a person who likes to learn using abstract conceptualization and reflective observation. Theorists strength lies in the ability to create theoretical models. They prefer case studies regarding Accountancy or law, theory readings, and thinking alone. This learning style is characteristic of those gravitating toward basic science and mathematics. The theorist adapts and integrates observations into complex but logically sound theories. They think problems through in a vertical, step-by-step, logical way and assimilate disparate facts into coherent theories. They tend to be perfectionists who wont rest until things are tidy and fit into a rational scheme. They like to analyze and synthesize and are keen on basic assumptions, principles, theories, models, and systems of thinking. Their philosophy prizes rationality and logic (Mailick, Stumpf, 2002, 65). Questions they frequently ask are “Does it make sense?” “How does this fit with that?” and “What are the basic assumptions?” They tend to be detached, analytical, and dedicated to rational objectivity rather than anything subjective or ambiguous. Their approach to problems is consistently logical. This is their “mental set,” and they rigidly reject anything that doesnt fit with it. They prefer to maximize certainty and feel uncomfortable with subjective judgments, lateral thinking, and anything flippant (Brundage, Keane, Mackneson, 2003, 132). An underlying assumption of learning style theories is that individual differences in learning preferences are positive and useful and that both learners and teachers will benefit from becoming aware of, and understanding, learning style information about themselves and others. Also implicit in these theories isthe idea that it is important to acknowledge learner diversity and to customize and individualize learning so the needs of all learners are met. When learners understand how they prefer to learn, they can seek preferred learning settings and learn to cope with settings that do not align to their learning preferences. Teachers, administrators, and program planners of Accountancy law curriculum can use learning style information when planning teaching strategies and learning activities, evaluating learning, and developing programs and curricula. Teacher education about learning styles will help teachers recognize their preferred learning and teaching styles and provide alternative ideas and strategies to help teachers incorporate multiple teaching strategies to facilitate the needs of individuals with different learning styles (Race, 2005, 53). Many models assert that the process of self-awareness of how one learns may be the most useful part of learning style information. In many models learning style information is seen as a key component in “learning to learn.” When learners understand how they prefer to learn and find ways to incorporate their learning preferences into a variety of learning settings, they can become more effective learners. Thus, the purpose of learning style information is to increase learner awareness about how they prefer to learn, so that they can learn more effectively. Learners who understand their own learning styles can also recognize and seek learning situations that match their preferences and learn to develop skills and strategies for success in conditions that do not match their learning preferences. Individual differences in learning style can be seen as preferences or as stable traits. In most learning style models, a learning preference is not thought to be the same as a trait or ability. However, in some theories, learning styles are thought to be relatively fixed characteristics or traits inherent within individuals. When learning styles are seen as relatively stable or unchanging, the theorys emphasis is on the need for teachers and trainers to adapt learning strategies and settings to accommodate the needs of learners with different learning styles. Within these models, it is often proposed that it is essential for teachers to be aware of all learning styles and to be able to accommodate them. Teachers are encouraged to present the same information in multiple formats and to provide optional learning assignments and options (Mailick, Stumpf, 2002, 66). Conclusion Some models place learning styles within steps or stages of a learning process. In these models, learning is usually conceptualized as a multistep process. Learning style is seen as a preference for a particular step within the learning process. Because learning requires all steps in these models, learners are encouraged to expand and develop learning skills and strategies to complete the nonpreferred parts of the learning process. However, matching learning to the learners style is not always possible. Most theories tend to see learning style as somewhat adaptable and assert learners can succeed in a variety of learning tasks, settings, and situations. In these models, learners are encouraged to identify their learning preferences and utilize strategies aligned to their learning style to maximize their learning. Learners are also encouraged to identify learning situations that are challenging and then develop learning skills and strategies to manage their learning in these situations. In models that conceptualize learning style as modifiable, often the focus is on becoming aware of preferences while, at the same time, recognizing and learning to adapt to learning tasks and situations that do not align with an individuals learning style. References Jarvis, P., Holford, J. and Griffin, C. (2003). ”Types of Learning”: in: Theory & practice of learning: 2nd ed. London: Kogan Page: p171-184 Race, P. (2005). “Five Factors Underpinning Successful Learning”: in: Making learning happen: a guide for post-compulsory education: London : Paul Chapman: p52-69 Brundage, D., Keane, R. and Mackneson, R. (2003). “Application of Learning Theory to the Instruction of Adults”: p131–144 in The Craft of Teaching Adults: edited by T. Barer-Stein, ed. and J. A. Draper, ed. . Toronto, Canada: Culture Concepts. Mailick, S.; Stumpf, S. (2002). Learning Theory in the Practice of Management Development: Evolution and Applications. Westport, CT: Quorum Books: p65-98 Bibliography Thomas F. Hawk, Amit J. Shah (2007) "Using Learning Style Instruments to Enhance Student Learning" Decision Sciences Journal of Innovative Education Jackson, C. J. (2009). Using the hybrid model of learning in personality to predict performance in the workplace. 8th IOP Conference, Conference Proceedings, Manly, Sydney, Australia, 25-28 June, 2009 pp 75-79. Jackson, C. J. (2005). An applied neuropsychological model of functional and dysfunctional learning: Applications for business, education, training and clinical psychology. Cymeon: Australia Jackson, C. J. (2008). Measurement issues concerning a personality model spanning temperament, character and experience. In Boyle, G., Matthews, G. & Saklofske, D. Handbook of Personality and Testing. Sage Publishers. (pp. 73 – 93) Read More