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Impact of learning styles on learning-skill development in higher education
https://iuj.repo.nii.ac.jp/records/427
https://iuj.repo.nii.ac.jp/records/427d72cac90-af1a-48ba-bb29-ec041e1638b2
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
EMS_2010_09 (232.7 kB)
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| Item type | 紀要論文 / Departmental Bulletin Paper(1) | |||||
|---|---|---|---|---|---|---|
| 公開日 | 2010-07-01 | |||||
| タイトル | ||||||
| タイトル | Impact of learning styles on learning-skill development in higher education | |||||
| タイトル | ||||||
| タイトル | Impact of learning styles on learning-skill development in higher education | |||||
| 言語 | en | |||||
| 言語 | ||||||
| 言語 | eng | |||||
| キーワード | ||||||
| 主題Scheme | Other | |||||
| 主題 | Learning styles | |||||
| キーワード | ||||||
| 主題Scheme | Other | |||||
| 主題 | learning-skill development | |||||
| キーワード | ||||||
| 主題Scheme | Other | |||||
| 主題 | Kolb's learning theory | |||||
| キーワード | ||||||
| 主題Scheme | Other | |||||
| 主題 | higher education | |||||
| キーワード | ||||||
| 言語 | en | |||||
| 主題Scheme | Other | |||||
| 主題 | Learning styles | |||||
| キーワード | ||||||
| 言語 | en | |||||
| 主題Scheme | Other | |||||
| 主題 | learning-skill development | |||||
| キーワード | ||||||
| 言語 | en | |||||
| 主題Scheme | Other | |||||
| 主題 | Kolb's learning theory | |||||
| キーワード | ||||||
| 言語 | en | |||||
| 主題Scheme | Other | |||||
| 主題 | higher education | |||||
| 資源タイプ | ||||||
| 資源タイプ識別子 | http://purl.org/coar/resource_type/c_6501 | |||||
| 資源タイプ | departmental bulletin paper | |||||
| 著者 |
山崎, 佳孝
× 山崎, 佳孝× Yamazaki, Yoshitaka |
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| 抄録 | ||||||
| 内容記述タイプ | Abstract | |||||
| 内容記述 | The aim of this study was to examine how learning styles impact the development of 12 learning skills in higher education by using Kolb's learning theory. The results revealed that two learning abilities in the dialectical dimension of concrete experience and abstract conceptualization significantly affected development in three interpersonal and three\nanalytical skills. However, two learning abilities in the other dialectical dimension of reflective observation and active experimentation had a marginal influence on related skill development. Further, more balanced learning styles of the freshmen sample hindered the development of three analytical skills and one perceptual skill. In conclusion, university students should learn by specializing in learning abilities to develop their concomitant learning skills except for three perceptual skills. Additionally, students should avoid learning by balancing two dialectical learning abilities, especially concrete experience and abstract conceptualization in order to develop analytical skills in higher education. | |||||
| 書誌情報 |
en : Economics & Management Series 発行日 2010-07-01 |
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