Felder-Soloman's Index of Learning Styles: Internal Consistency, Temporal Stability, and Factor Structure
Felder-Soloman's Index of Learning Styles: Internal Consistency, Temporal Stability, and Factor Structure
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DOI：
10.1080/10401334.2010.512832
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发表时间：
2010-01-01
影响因子：
2.5
通讯作者：
Siders, William A.
中科院分区：
文献类型：
--
作者：
Hosford, Charles C.;Siders, William A.
背景：促进学习的策略包括利用学生学习风格偏好的知识来告知学生和他们的老师。目的：本研究的目的是评估的因素结构，内部一致性和时间稳定性的医学生的反应指数的学习风格（ILS），并确定其适当的医学教育的工具。研究方法：ILS在四个维度上评估偏好：感知/直觉信息感知，视觉/言语信息接收，主动/反射信息处理和顺序/全局信息理解。进入2002-2007年课程的学生完成了ILS;有些学生在2年和4年后再次完成ILS。结果：响应分析支持ILS的预期结构和中等的可靠性。学生有中等偏好的感觉和视觉学习。结论：本研究提供的证据支持ILS评估医学生的学习风格偏好的适当性。
Background: Strategies to facilitate learning include using knowledge of students' learning style preferences to inform students and their teachers. Purpose: Aims of this study were to evaluate the factor structure, internal consistency, and temporal stability of medical student responses to the Index of Learning Styles (ILS) and determine its appropriateness as an instrument for medical education. Methods: The ILS assesses preferences on four dimensions: sensing/intuitive information perceiving, visual/verbal information receiving, active/reflective information processing, and sequential/global information understanding. Students entering the 2002-2007 classes completed the ILS; some completed the ILS again after 2 and 4 years. Results: Analyses of responses supported the ILS's intended structure and moderate reliability. Students had moderate preferences for sensing and visual learning. Conclusions: This study provides evidence supporting the appropriateness of the ILS for assessing learning style preferences in medical students.