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Gregorc Learning Styles | |
| Anthony Gregorc based his learning styles on brain hemisphere
research. The learning styles measured by the Gregorc Style Delineator fall on a continuum
rather than being polar extremes.
The style represents two types of preferences:
Combining them leads to four types of learners: Concrete Sequential Learner These learners prefer direct, hands-on activities, haptic (tactile) methods, step-by-step instructions, and real life examples. Instructional methods: workbooks with detailed instructions, diagrams, flowcharts, computer-assisted instruction, documentation, and hands-on activities. Concrete Random Learner These learners prefer a trial-and-error approach, with breakthroughs through intuitive insight. They like a stimulus rich environment. They thrive on competition, especially if they can use their wits. These learners rarely accept anything on outside authority. They are implementators of change and tend to be impulsive. They don't like to read directions and dislike structure. Instructional methods: independent study, computer games and simulations, multimedia, and "playing" with software. Abstract Sequential Learner These learners prefer a highly verbal, logical and analytical approach based on intellect. Their motto is "knowledge is power." They like solitude, prefer well-organized material, and are highly skeptical. They have trouble picking up subtle nonverbal cues and dislike distractions. They will accept change only after much deliberation. They like written, verbal, and visual instruction. Instructional methods: lectures, reading, outlines, conducting Internet searches, email, listservs, and audiotapes. Abstract sequential learners may enjoy searching the Internet for information as well as asynchronous communication because they have time to think about their responses. Abstract Random Learner These learners like to focus on relationships and their emotions. They respond to visual methods of instruction, group discussion, and time for reflection. They may be uncomfortable with distance education because it does not include the emotional involvement of meeting face to face, unless the instructor is careful to build rapport as part of the learning experience. They enjoy evaluating personal experiences. Instructional methods: video clips, group discussion, videoconferencing, television, case studies, chatrooms, and guest speakers. One study found that students with an abstract-random style did poorly on computer-assisted instruction, which is characterized by self-paced learning. Students with a sequential style did better. The researchers concluded that computer-mediated learning may be difficult for some students. (See Ross, J. & Schulz, R. [1999]. Can computer-aided instruction accommodate all learners equally? British Journal of Educational Technology, 30 [10], p. 5-24.) |