The Impact of Pedagogy on Learning Style

• In Event: 15.059 - Fairmont Royal York Roundtable Session One
  In Roundtable Session: 15.059-3 - Learning Style, Personalization, STEM, and Instruction

Abstract

This study assessed the impact of a problem-based learning curriculum on a students’ learning style preference. We analyzed the learning styles preferences of five cohorts of physician assistant students at three assessment points enrolled in two different curricular tracks; problem-based learning and traditional lecture-based learning, using the Kolb Learning Style Inventory. Result reveals that at the initial assessment there was little difference between PBL and LBL student preferences, but in later assessments the PBL students were significantly more involved in planning, problem solving and decision-making when learning through a PBL pedagogy than their peers in the traditional LBL pedagogy.

Authors

• Qian Wang, Iowa Department of Education

• Brooks Applegate, Western Michigan University

• Catherine Sonia Wardley, Western Michigan University