Learning styles : implications for higher education

Abstract

Significant changes have taken place in higher education over dte past ten years. Learners are
 more liberated and want to be acknowledged as individuals with differences, and not expected to
 adapt their individual characteristics to fit in with the specific environment of the learning situation.
 A new emphasis is placed upon creating and sustaining learning environments that accommodate
 Ieamer needs and dte process of effective learning. Learners' individual needs include their need
 to learn how to learn and an acceptance of their individual differences as expressed in learning
 styles.
 Active Ieamer participation in dte learning process is necessary for effective learning to take place.
 Only dten can the desired outcome be reached. For a Ieamer to actively participate in the
 learning process, the Ieamer must know how to learn, and how to function as an independent
 Ieamer. To reach these goals, sound knowledge of individual differences in learning st;ytes is
 necessary.
 The impact of individual differences on education and the way they affect educational practice,
 future learning and academic achievement places the emphasis even more strongly on constant
 awareness, updatlng or change, improvement and development of the educational environment.
 The educator, as one of the role players in the educational environment, is the facilitator of
 learning, and should be empowered with a strong knowledge base regarding individual differences
 among both learners and educators, thus becoming more innovative and creative.
 Qualitative non-empirical research was undertaken. The aim of this research was to analyse and
 explore the concept learning style as well as to promote learning style awareness through
 assessment of learning st;ytes, and to provide an organised frame of reference to guide the learning
 process and provide for systematic education.
 Based on insight and knowledge gained through Inductive and deductive reasoning, The Learning
 Style Assessment Tool and a model for learning style promotion in higher education were
 constructed. The instrument enables learners and educators to assess their own learning st;ytes and
 identify their learning characteristics and preferences. The model can serve as a basis for
 acknowledging and accommodating learning styles in higher education. The desired outcome of
 this research is effective learning and quality education.

Health Studes

D. Litt. et Phil. (Advanced Nursing Sciences)