The Influence of Experiential Learning Techniques on Student Recognition of Non-Primary Learning Styles

Abstract

A study was designed to determine if an experiential learning exercise would influence students to recognize the use of learning skills not customarily associated with their primary learning styles. Kolb’s’ (1976) learning style inventory and a post-treatment instrument were used to detect recognition of new learning skills across the four primary learning style groups. Three of the four groups indicated significant differences on selected learning skills not known to be strengths in their self-reported primary learning styles.