A conceptual diagnostic learning styles questionnaire framework

Khuzzan, SMS

Abstract

Education and training is widely acknowledged to be one of the key factors for
leveraging organisational success. In the specific context of education and
training perse, 'traditional' education and training delivery approaches are now
going through a paradigm shift in order to provide learners with a better overall
learning experience. In this respect, Personalised Learning Environments
(PLEs) are now being used to specifically address learners' needs and
preferences (learning styles) using mature technological solutions such as
managed Virtual Learning Environments (VLEs). Moreover, evidence garnered
to date has shown that learners can learn better with a bespoke PLE, as the
deployment of teaching and learning material is augmented towards their
individual needs. Therefore, from an organisational perspective, efficiency gains
have also been acknowledged, as learners are more readily engaging in
managed learning environments - hence are generally more productive. In this
respect, there is an exigent need for organisations to envelop these new
approaches into their organisational strategy, so that business strategies and
goals can be more efficiently executed. However, part of this process requires
decision-makers to fully understand the core nuances and interdependencies of
functions and processes within the organisation, along with Critical Success
Factors (CSFs) and barriers. For example, it is important to appreciate how
organisational strategy 'drives' education and training through organisational
systems and procedures in order to procure organisational success.
This research developed a conceptual Diagnostic Learning Styles
Questionnaire (DLSQ) Framework to help organisations better leverage
organisation resources more effectively. The core raison d'etre for this research
is to help key decision-makers diagnose learners' learning styles in order to
better align the learning process with learners' needs, whilst maximising the
deployment of teaching and learning resources. In this respect, a Positivist
approach was taken to develop this framework by amalgamating three widelyacknowledged
models of learning styles using a structured case study
methodology. Research findings identified four principal learning styles
categories (A, B, C, D), along with six interrelated dependencies (Business
Strategy; Pedagogy; Process; Resources; Systems Development; Evaluation).
Stage I of the case study used learners as the main unit of analysis to
statistically explore and confirm the validity and reliability of the Diagnostic
Questionnaire (DQ), and the correlation of the DQ with the existing models of
learning styles. Stage II of the development process was used to capture
organisational requirements (pedagogical effectiveness and core organisational
drivers) in order to help develop the holistic framework. Research findings
indicated Cronbach's alpha results ranging from 0.57-0.80 for the learning
styles within the DQ. Furthermore, the validation and testing process with
domain experts highlighted that the overall DLSQ Framework had the potential
to help organisations better optimise, structure and align their resources to
operational goals. In this respect, this work provides a deeper understanding
into the realms of organisational theory and the foundations of strategic
management.

• Thesis Type: Thesis
• Deposit Date: Aug 18, 2021
• Award Date: Dec 1, 2009