Improving Student Learning in the Communication Classroom Q-Methodology and Learner Preferences
Instructors, challenged by traditional student learning, desire to gain a deeper understanding of how students learn. Utilization of Q-method provides an effective methodology to improve instructor understanding of human subjectivity. This research depicts how Q-methodology can provide the educator...
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Published in | Asia Pacific media educator Vol. 22; no. 2; pp. 179 - 195 |
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Main Authors | , , |
Format | Journal Article |
Language | English |
Published |
New Delhi, India
SAGE Publications
01.12.2012
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Subjects | |
Online Access | Get full text |
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Summary: | Instructors, challenged by traditional student learning, desire to gain a deeper
understanding of how students learn. Utilization of Q-method provides an effective
methodology to improve instructor understanding of human subjectivity. This research
depicts how Q-methodology can provide the educator a rich tool to identify and assess
student learning styles. This paper reports the adaptation of an existing learning styles
instrument to a Q-method analysis in three upper-division communication classes. Four
learning groups emerged from the analysis: Global Conceptualizer, Verbal Learner,
Realistic Visualizer, and Ambiguous Conceptualizer. These four learning groups are
discussed with implications for teaching and learning. The paper concludes that the use of
Q-method can deepen understanding of students’ learning preferences by strengthening
existing approaches of learning styles and improve instructor understanding of
students. |
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ISSN: | 1326-365X 2321-5410 |
DOI: | 10.1177/1326365X13498159 |