Learning Style and Performance: A Field Study of IS Students in an Analysis and Design Course
Journal of Computer Information Systems
International Association for Computer Information Systems
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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.).
Computer science – Study and teaching; Information technology – Study and teaching; Instructional systems – Design; Learning
Community-Based Learning | Community-Based Research | Computer Sciences | Curriculum and Instruction | Education | Science and Mathematics Education
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Moores, T. T.,
Chang, J. C.,
Smith, D. K.
Learning Style and Performance: A Field Study of IS Students in an Analysis and Design Course.
Journal of Computer Information Systems, 45(1),