Abstract:
The logistics of teaching large courses dictate that they are primarily taught by the lecture method. Knowledge of student learning styles can help in implementing different teaching strategies. Students in a large general education course (n=524) were asked to complete the Myers-Briggs Type Indicator instrument. The primary learning preference for the course (ENFP) was not compatible to learning by the lecture method. Gender differences exist: females strongly preferred the feeling dimension, while males preferred the thinking. A knowledge of personal and student learning style preferences can help in choosing appropriate teaching strategies and identify potential student problems.
Keywords:
learning styles, large classes, gender, academic discipline
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