Original Research

The stability of, and relationship between, learning orientation and learning style

C. J. H. Blignaut, H. Kriel
SA Journal of Industrial Psychology | Vol 13, No 2 | a463 | DOI: https://doi.org/10.4102/sajip.v13i2.463 | © 1987 C. J. H. Blignaut, H. Kriel | This work is licensed under CC Attribution 4.0
Submitted: 30 April 1987 | Published: 30 April 1987

About the author(s)

C. J. H. Blignaut, Rand Afrikaans University, South Africa
H. Kriel, Rand Afrikaans University, South Africa

Full Text:

PDF (1MB)

Abstract

The stability of learning orientation, as formulated by Knowles, and of learning style, as conceptualised by Kolb, was investigated. Attempts were also made to determine whether a relationship exists between orientation and style. The results showed that significant changes in learning style occurred. Under acceptable task conditions an andragogical orientation dominated whilst under unacceptable task conditions significant shifts to a pedagogical orientation were discerned. Although learning style changed significantly, no significant relationship between learning orientation and learning style could be found. Theoretical and practical implications of the findings are briefly discussed.

Opsomming
Die stabiliteit van leerorientasie, soos deur Knowles geformuleer, en van leerstyl, soos deur Kolb gekonsep- tualiseer, word in die studie ondersoek. Daar is ook 'n poging aangewend om te bepaal of daar 'n verband tussen orientasie en styl is. Die resultate dui daarop dat leerorientasie betekenisvol verander het. By 'n aanvaarbare leertaak was 'n andragogiese orientasie dominant, terwyl 'n betekenisville verandering na 'n pedagogiese orientasie by 'n onaanvaarbare leertaak waargeneem is. Ofskoon leerstyl ook betekenisvol verander het, kon 'n beduidende verband nie tussen leerorientasie en leerstyl gevind word nie. Die teoretiese en praktiese implikasies van die bevindinge word kortliks bespreek.


Keywords

Learning orientation; Learning style

Metrics

Total abstract views: 3383
Total article views: 3015


Crossref Citations

No related citations found.