Faculty across departments describe the same ideal learning style for students¶

Claim · All claims
Evidence · 1 study · associational r1 · q2
Currency · newest study 1979 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 1984: baselines and conditions change
Evidence quality · No study behind this claim is a peer-reviewed article with a DOI: it rests on an ERIC document (a report, conference paper or thesis). It is kept because a design page cites it; treat it as a lead to check, not an established finding.

Subclaims¶

q2 i? When asked to describe the ideal learning style of students likely to do well in their department, virtually no significant differences were found on any of the six LSI scales across departments, ranks, experience levels, or divisions. → Bue 1979

Evidence¶

Bue 1979¶

Bue, T. W. (1979). Teaching and Learning Styles in Higher Education: Match or Mismatch? https://eric.ed.gov/?id=ED172635

q2 · i? · the article prints no effect size for this finding · associational · r1

Faculty (N=41) completed the LSI for an ideal student in their department. Only one significant alpha occurred, on the Concrete Experience score where Division I faculty preferred this type compared to Division III faculty.

"When faculty were asked to describe the "ideal" learning style of a student likely to do well in their department, virtually no significant differences were found on any of the six scales of the Learning Style Inventory."

Discussion¶

Related Claims¶

• Significant mismatches exist between faculty ideal learning styles and actual student learning styles — related
• Student learning styles differ significantly by department, particularly on Concrete Experience and Abstract Conceptualization — related
• Student subject matter orientation differs significantly from faculty perceptions of departmental characteristics — related