Title
Learning Style and Performance: A Field Study of IS Students in an Analysis and Design Course
Document Type
Article
Publication Date
9-2004
Publication Title
Journal of Computer Information Systems
Publisher
International Association for Computer Information Systems
Volume
45
Issue
1
First page number:
77
Last page number:
85
Abstract
According to Experiential Learning Theory (Kolb, 1984) knowledge is created through the grasping and transforming of experience and students need to traverse a cycle of concrete experience (CE), reflective observation (RO), abstract conceptualization (AC), and active experimentation (AE), in order to learn. Individuals often have a preference for one or more of the four phases, however, producing one of four learning styles: Diverging, Assimilating, Converging, and Accommodating. We assess the importance of learning style for students taking an IS Analysis and Design course. We examine the properties of the Learning Style Inventory (LSI-1999) instrument and then determine whether there is any relationship between learning style and performance in the course (11O words.).
Keywords
Computer science – Study and teaching; Information technology – Study and teaching; Instructional systems – Design; Learning
Disciplines
Community-Based Learning | Community-Based Research | Computer Sciences | Curriculum and Instruction | Education | Science and Mathematics Education
Permissions
Use Find in Your Library, contact the author, or use interlibrary loan to garner a copy of the article. Publisher copyright policy allows author to archive post-print (author’s final manuscript). When post-print is available or publisher policy changes, the article will be deposited
Repository Citation
Moores, T. T.,
Chang, J. C.,
Smith, D. K.
(2004).
Learning Style and Performance: A Field Study of IS Students in an Analysis and Design Course.
Journal of Computer Information Systems, 45(1),
77-85.