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Learning Styles of the Open University Students of Sri Lanka

Charlotte N. Gunawardena, B. Gayathri Jayatilleke, and G.D. Lekamge

[] This paper reports the preliminary results of a study that was conducted to assess the learning styles of adult students who are pur- suing bachelors and post graduate degrees at the Open University of Sri Lanka (OUSL), a distance education institution established in 1980. The main teaching methodology is through specially designed print-based course material. In some courses these materials are

supported by audio and video cassettes. In addition, courses include face-to-face teaching, seminars, workshops, laboratory and field work depending on each program of study. The Open University functions through a net- work of regional study centers which are linked to the central campus. The Open Uni- versity offers a variety of programs leading to certificates, diplomas, bachelors degrees and post graduate diplomas and degrees. The tar- get audience is mostly employed adults over 18 years.

The Purpose of the Study

This study was conducted to examine the learning styles of these adult students and to determine if the Kolb Learning Style Inventory (LSI) (Kolb, 1985), which has been normed on American adult populations, could be applica- ble to a cross-cultural setting.

Two programs: the Bachelor of Science Degree Program (B.Sc.) and the Post Graduate Diploma in Education Program (PGDE) were selected for this study because the learning modes of these two programs are different from one another. The B.Sc. program includes the study of theories as well as a practical com- ponent involving laboratory work, while the PGDE program involves the mastery of skills and the application of theories. The target audience of the B.Sc. program is students who have either passed the General Certificate Examination (G.C.E.) Advanced Level, which is offered after 13 years of schooling, or stu- dents who have followed the foundation pro- gram (which is a two-year program at the OUSL that provides knowledge equivalent to the G.C.E. Advanced level). On the other hand, the students enrolled in the PGDE pro- gram have completed a bachelor's degree from a conventional university and are either teach- ers or aspiring to become teachers.

The objectives of this preliminary descrip- tive study are to:

1. Identify the learning styles of adult stu- dents in the B.Sc. program and the PGDE Program using the LSI;

2. Determine if there is a relationship between

~:I6 k-I'RSK), Vol 44, No. I

demographic characteristics (age, gender and employment) and learning styles, and

3. Examine whether these two groups of stu- dents (B. Sc. and PGDE) are different in their learning styles.

The results of these three objectives will be reported here, The larger study however, attempts to determine if the LSI is suitable for assessing the learning styles of Sri Lankan stu- dents, and analyzes preferences for media and instructional methods by learning styles, as well as gathers self-reported data on prefer- ences for learning modes given specific tasks. The results of this larger study are currently being analyzed and will be published later.

Method

Instruments

Two instruments were administered for this study. One was the revised LSI (Kolb, 1985)

and the second was a questionnaire developed to gather demographic information and infor- mation related to the objectives of this study.

As indicated in Figure 1, the Kolb LSI (Kolb, 1985) is based on a Cartesian coordinate con- sisting of active experimentation versus reflec- tive observation on the x-axis and concrete experience versus abstract conceptualization on the y-axis, yielding four dominant learning styles: Accommodator, Diverger, Assimilator and Converger. Accommodators perceive experi- ence concretely and process it actively. They have the ability to learn primarily from "hands on" experience, and are sensors, feelers and doers. Divergers take in information concretely, process it reflectively, and are best at viewing concrete situations from many different points of view. Assimilators begin with an idea or abstract concept and process it reflectively and are good at understanding a wide range of information and putting it into concise, logical form. Convergers take in experience abstractly and process it actively, and are best at finding practical uses for ideas and theories.

Figure 1 [ ] The Kolb Learning Styles Matrix Concrete Experience (CE)

(Feeling)

Accommodator

Active Experimentation (AE) (Doing)

Converger

Diverger

Reflective Observation (RO) (Watching)

Assimilator

Ad~Npted frmn Kolb (1~s)

Abstract Conceptualization (AC) (Thinking)

INTERNATIONAL REVIEW 117

The LSI was selected because it is based on the experiential model of learning which is rel- evant to many adult learning situations. Kolb (1984) observes that an effective learner requires all of the four abilities: the learner must be able to get completely and openly involved (Concrete Experience: CE); to reflect upon and interpret these experiences (Reflec- tive Observation: RO); to create concepts that integrate these observations into logically sound theories (Abstract Conceptualization: AC); and to use these theories to make deci- sions and solve problems (Active Experimenta- tion: AE). However, he argues that each individual has a preference for one way of approaching learning, a dominant style.

The LSI is one of the most widely used learning style instruments with a variety of adult populations (Gunawardena & Boverie, 1995), and the statistical validity of the LSI has been documented (Kolb 1984). Curry (1983) reported that the LSI has an average test-retest reliability of .58 and an internal consistency of .69, and has concluded that the test-retest reli- ability and internal consistency of the LSI is adequate for its role in cognitive style assess- ment. However, researchers have occasionally challenged the construct validity of the LSI (Fox, 1984). A careful assessment of currently available learning style instruments (Schmeck 1988) and their applicability to this study indi- cated that the Kolb instrument, despite some criticisms related to construct validity, was the most appropriate for the present study. The LSI was administered in English without any mod- ifications as the student populations in both programs at the OUSL were fluent in English.

The questionnaire was also administered in English and consisted of demographic ques- tions (Q.1-8); rank ordered questions (Q.9-12), which solicited information on learning modes, and preferences for media and meth- ods of instruction; and open-ended questions (Q. 13-16), which requested self-reported infor-

mation on learning styles used in learning three types of knowledge and skills.

A pilot study was carried out with 30 stu- dents who were following the Masters in Edu- cation Program at the OUSL to identify the applicability of the LSI and modify the o p e n - ended questions to suit the learning culture of Sri Lankan students.

The instruments were distributed and col- lected during face-to-face sessions when the students attended discussion groups at the Open University premises.

Subjects

As indicated in Table 1, 146 subjects returned questionnaires in the B. Sc. Program; 48 were male and 98 were female, with an age range between 20-48 years. In the PGDE program, 101 subjects returned the questionnaires, and of them 33 were male and 68 were female with an age range of 28-50 years. In both programs the proportion of females was double to that of males. Of the 146 B.Sc. subjects in this group, 57 were employed and 87 were not employed. All PGDE students were employed.

Results and Discussion

As indicated in Table 2, the learning style that emerged as the dominant style in the entire population consisting of both B.Sc. and PGDE students was that of Assimilator. This was fol- lowed by both the Converger and Diverger learning styles. The least frequent style was that of Accommodator. The pattern is similar for both males and females.

The dominant Assimilator style to a certain degree reflects the traditional ways in which students are taught in Sri Lanka, in a face-to- face lecture-style classroom where the acquisi- tion of theory, facts, and abstract knowledge is of primary concern.

Table 1 [ ] Respondents by program affiliation

Program Male Female Total Age Range

B. Sc. 48 98 146 20-48 yrs. PGDE 33 68 101 28-50 yrs.

118

Table 2 I-1 Learning slyles cross-tabulated by gender

ETR&D, Vol 44, No. 1

To~lPopu~t~n Ma~ Fema~ % % %

Accommodator 18.0 17.0 19.0 Diverger 24.0 27.0 23.0 Converger 26.0 26.0 26.0 Assimilator 32.0 30.0 32.0

Total N = 247; Males = 81; Females = 166

Table 3 [ ] Learning style analyzed by program and gender

B. Sc. Program PGDE Program Total Male Female Total Male Female

% % % % % %

Accommodator 23.0 21.0 23.0 12.0 12.0 12.0 Diverger 30.0 29.0 31.0 15.0 21.0 12.0 Converger 14.0 27.0 08.0 43.0 24.0 53.0 Assimilator 33.0 23.0 38.0 30.0 43.0 23.0

B. Sc. Total N = 146 PGDE Total N = 101 B. Sc. Male N = 48 PGDE Male N = 33 B. Sc. Female N = 98 PGDE Female N = 68

Table 3 presents learning style analyzed by the type of p rogram the s tudents were en- rolled in, and by gender. In both programs the propor t ion of female s tudents who responded to the survey was double the propor t ion of male s tudents , thus indicating a larger sample of female s tudents than male students. Results related to gender mus t be considered with this fact in mind.

In the B.Sc. program the majority of the stu- dents were Assimilators, with females com- pris ing a larger propor t ion of the Assimilator g roup than males. Divergers fol lowed as the next largest group, with a more even propor- t ion of males and females. For the B.Sc. pro- gram, Table 3 indicates a more even dis tr ibut ion of the four learning styles among males, while the females were predominant ly Assimila tors and Divergers. There were very few Convergers among the females.

While the Assimilators were predominant in the B.Sc. program, the predominant learn- ing style for the PGDE program was that of

Converger. The majori ty of s tudents who were Convergers were females, which is the oppo- site of what was observed for the B. Sc. pro- gram. The next largest propor t ion of s tudents fell into the Assimilator category with the pro- por t ion of males more dominan t than females. In the B.Sc. program, on the other hand, there were more females in the Assimilator category than males.

When comparing the two programs, analy- sis of learning styles by gender does not indi- cate a predominant pat tern for males vs. females. This may be due to the fact that in Sri Lankan society women play a very prominent role in education, work, family, communi ty and in planning and decision making related to their everyday lives. To a large extent, females receive the same quality of educat ion as males. The differences seen in learning styles between the two programs may be due to a difference in the nature of the two pro- grams. The Assimilators were predominant in the B. Sc. program which emphasizes theories,

INTERNAllONAL R~EW 119

facts and the grasping of abstract knowledge. Assimilators are good at understanding a wide range of information and putting it into con- cise, logical form. In the B.Sc. program, the Assimilators were closely followed by the Divergers. This reflects the nature of the pro- gram which requires processing of both abstract and concrete information reflectively from many different points of view and engag- ing in experimentation. The PGDE program, on the other hand, emphasizes application of theories, and the majority of students in this program were Convergers followed closely by Assimilators. Thus the differences seen in this analysis seem to reflect the nature of the two programs rather than gender.

Table 4 presents an analysis of learning style by age. Assimilators, who were the majority in the whole population, are dominant in the over-40 age group which comprises 13.4% of the students surveyed. Assimilators are also dominant in the 26-30 age group which com- prises 20.6% of the population surveyed, and fairly dominant in the 21-25 age group which comprises the largest percentage of students surveyed (36.9%). Therefore, Assimilators remain fairly dominant across age groups.

An interesting pattern was observed for Divergers in Table 4. While Divergers were dominant in the 21-25 age group, the number of Divergers in the older age groups gradually declined. Either the education system or work experience seems to stifle the creative charac- teristics exhibited by Divergers. Table 5 indi- cates that the largest proportion of unemployed students in the B. Sc. program was Divergers and that the Diverger proportion was much lower in employed students compared to

Table 4 [ ] Learning style by age

Assimilators. This may be attributed to the fact that when students are younger and unem- ployed they are more imaginative and would like to become observers rather than decision

makers. With age they become more responsible and participate in decision making. We can infer that in the B.Sc. program there would be a gradual shift from the Diverger to Assimilator as students age and obtain employment. There- fore, work experience and age may be factors in molding the learning styles of these students.

Convergers gradually increase with age, with the 31-35 age group indicating the high- est number of Convergers, as observed in Table 4. It is quite likely that for the adults in this population, the type of educational pro- gram and work experience play a role in influ- encing their learning styles.

As indicated in Table 5, in the B. Sc. program, the largest proportion of employed students was Assimilators followed by Accommodators and Divergers, with the least number in the Conver- ger category. On the other hand, the largest number of employed students in the PGDE pro- gram was Convergers, and was followed by Assimilators. The PGDE program is a teacher- training program which mainly deals with psy- chology, learning theories, and teaching methodologies. Students following this program should be able to apply these ideas regularly if they wish to become effident teachers. Con- vergers score high on abstract conceptualization (AC) and active experimentation (AE), (Figure 1), and they are good at applying ideas. Therefore, one is likely to find more Convergers in the PGDE program. In this case, the type of program and type of employment seem to influence the predominant learning style.

Age Group 20 & under 21-25 26-30 31-35 36--40 Over 40 Total %

Accommodator 23.0 10.0 15.0 23.0 15.0 17.8% Diverger 33.0 24.0 17.0 17.0 18.0 24.3% Converger 100.0 13.0 31.0 44.0 30.0 27.0 26.3% Assimilator 31.0 35.0 24.0 30.0 40.0 31.6% Total (%) .4% 36.9% 20.6% 16.6% 12.1% 13.4% 100.0%

N = 247

120 ETR~, Vol 44, No. I

Table 5 I-1 Learning style by employment for B, Sc. and PGDE PrOgrams

B. Sc. Program PGDE Program Employed Unemployed Employed Unemployed

% % % %

Accommodator 30.0 17.0 12.0 0.0 Diverger 21.0 37.0 15.0 0.0 Converger 12.0 16.0 43.0 0.0 Assimilator 37.0 30.0 30.0 0.0

N = 247

In the entire sample, there were few Accom- modators compared to the other learning styles. Accommodators score high on concrete experi- ence (CE) and active experimentation (AE), (Fig- ure 1), so that their strength is in doing things, trying out new experiences, and taking risks, The low number of Accommodators in the sam- ple may indicate that the majority of learners do not learn from hands-on experience and are cau- tious of risk taking or getOng involved in new and challenging experiences. Most learners seem to adapt to the traditional classroom where cog- nitive learning is emphasized.

Charlotte N. Gunawardena, Ph.D., is associate professor of distance education and instructional technology in the Training and Learning Technolagies Program, College of Education, The University of New Mexico, Albuquerque, New Mexico 87131. Gayathri Jayatilleke and Dr. G.D. Lekamge are at the Educational Technology Division of The Open University of Sri Lanka, Nawala, Nugegoda, Sri Lanka. The authors wish to thank Dr. Buddhi Weerasinghe, Director of the Educational Technology Division, OUSL, for supporting this study, and Mr. S. Somaratne of the Department of Botany, OUSL, for statistical analysis.

Conclusions

This s tudy presented an analysis of leaming styles of a sample of Sri Lankan Open Univer- sity students using the LSI. Results indicate that the program of s tudy is more likely to influence learning style than gender. It could also be assumed that the older students who were employed specifically in the PGDE pro- gram were influenced by the type of employ- ment they were engaged in, as well as by the type of program they were enrolled in.

Although the use of the LSI with this popu- lation was not incongruent, one of the ques- tions that remains to be answered in order to better understand learning styles is related to the appropriateness of the LSI for this cultural context. It is hoped that the completion of the larger s tudy described earlier will yield more useful information in this regard. [ ]

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Fox, R.D. (1984). Learning styles and institutional preferences in continuing education for health professionals: A validity study of the LSI. Adult Education Quarterly, 35, 72-85.

Gunawardena, C.N., & Boverie, P. (1995, April). Impact of adult learning styles on media, method of instruction, and group functioning in interactive tech- nology-based distance learning. Paper presented at the Annual Meeting of the American Educational Research Association, San Francisco, California.

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