Learning and Teaching Styles for Teaching Effectiveness: An Empirical Analysis

Learning and Teaching Styles for Teaching Effectiveness: An Empirical Analysis

Anshu Saxena Arora (Savannah State University, USA), Reginald Leseane (Savannah State University, USA) and Mahesh S. Raisinghani (Texas Woman’s University, USA)
Copyright: © 2013 |Pages: 13
DOI: 10.4018/978-1-4666-2023-0.ch005
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Students do not have homogeneous learning patterns, their learning styles and preferences vary, their cognitive abilities vary; similarly instructors employ different teaching methods. This research explores the linkages between learning and teaching styles by using the Felder-Solomon Index of Learning Styles and CORD’s teaching style inventories to match and expand the learning and teaching styles interpretation from the learners’ perspective. This research provides practical implications for educators to think about how their students learn and what would be the best instructional methods for their learners.
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Felder-Silverman Learning Style Model (Fslsm) Theory

The Felder-Silverman learning style model (FSLSM) is tested using the Felder and Soloman’s Index of Learning Styles (ILS) (Felder & Soloman, 2003). The five dimensions of learning preferences are Sensing/Intuitive, Active/Reflective, Visual/Verbal, Sequential/Global, and Intuitive/Deductive dimension. The ILS scale only measures the first four bipolar continua (Hawk & Shah, 2007) and consists of a 44-item questionnaire. Gravernhorst (2007) describes the dimensions and modalities of each assumption.

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