Using analytics to detect differences in learning styles amongst business students
Lang, Michael
Lang, Michael
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2023_Lang_IAM.pdf
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Publication Date
2023-08-23
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conference paper
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Citation
Lang, M. (2023). Using analytics to detect differences in learning styles amongst business students. In Proceedings of the Irish Academy of Management Conference (IAM ‘23), Galway, Ireland, August 23–24.
Abstract
This paper presents an analysis of expected behaviour, as suggested by the Honey and Mumford Learning Styles Model (H&M LSM), and compares it against actual behaviour on a Learning Management System (LMS). The Honey and Mumford Learning Styles Questionnaire was distributed to 252 business students at an Irish university. A response rate of 25% yielded 67 usable responses. Descriptive statistical analysis, cross-tabulations and hierarchical clustering techniques were executed, revealing a number of distinctive learning styles. The most common learning style found was ‘Reflector’ or variants thereof. Evidence of the existence of the ‘Pragmatist’, ‘Activist’ and ‘Theorist’ learning styles was also discovered. Overall, the study found sufficient evidence to suggest that the H&M LSM is a reasonable predictor of student behaviour on a LMS, notwithstanding its flaws and shortcomings. Interesting preliminary findings are presented that can guide the design of enhanced learning management systems which are capable of intelligently adapting and tailoring content delivery and presentation to satisfy individual preferences. Business classrooms are very diverse environments and educators must suitably adapt their teaching styles to accommodate the rich diversity of individual learning styles exhibited by their students. Very few previous studies have looked at the relationship between expressed learning style preferences and actual behaviour on a learning management system. The approach and analysis presented in this work-in-progress paper creates a useful foundation upon which future research can be built.
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Publisher
Irish Academy of Management
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CC BY-NC-ND