In recent years it has become prevalent to attach learning style labels to groups. It is the contention of this paper that this practice may lead learning style labels being attached to groups that are either incorrect or unrepresentative of that group. Or if they have been correctly applied they may lead to preferred methods of teaching and learning being overlooked as they are considered to be preferred by a different learning style.
This paper considers the learning styles model of Honey and Mumford in relation to applying it to national cultures. The paper uses research that examines the learning preferences of a group of Chinese students and compares them with learning preferences that are ascribed to different learning styles using the analysis of Honey and Mumford.
The paper concludes that applying learning style labels to national groups may be lead to misdescription of the group. It may lead to preferred learning and teaching activities being overlooked while learning and teaching activities that are disliked are used.
|Keywords:||Learning Styles, National Cultures, Learning and Teaching|
Faculty Learning, Teaching and Assessment Co-ordinator, Faculty of Organisation and Management, Sheffield Hallam University, Sheffield, South Yorkshire, UK
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