PREFERRED LEARNING STYLES OF STUDENTS OF CREATIVE SPECIALTIES AND THE PROJECT METHOD IN THEIR TRAINING
DOI:
https://doi.org/10.31110/2616-650X-vol12i1-006Keywords:
creative specialities, project method, Index of Learning Style by Felder-Soloman, learning styles, active style, reflective style, correlation of learning stylesAbstract
The article describes the results of surveys to determine the learning styles that prevail among students of creative (graphic design, design) and related (vocational education "design" and "technology of light industry products") specialities of two higher education institutions: Kyiv National University of Technologies and Design and the Institute of Computer and Information Technologies and Design. In the research, the Index of Learning Style tool by R. Felder – B. Soloman was used to determine the learning styles preferred by respondents. It was found that students of the three specialities have different style preferences. The maximum levels were for active style – 75% for professional education students, sensing – 71% for graphic design, visual – 100% for design and sequential – 75% for professional education students. According to the degree of development of reflective thinking, which involves learning by the project method, the respondents were divided into three groups: active, reflective, and balanced. The research demonstrated that the preferred learning styles of the respondents of the three groups correlate with each other in the act-ref and vis-vrb dimensions for active students, ref-act and vis-vrb for reflective students, and vis-vrb and glo-seq for balanced students. The results of the surveys showed a significant difference between the subgroups in the dimensions of vis-vrb and act-ref. We analysed the subgroups of active, reflective and balanced students formed on learning preferences in the act-ref dimension. The statistical difference between the subgroups of students was found to be significant. The significant difference in the act-ref dimension is demonstrated between the following subgroups: balanced and reflective, balanced and active, and active and reflective, with a value of p < 0.001. In the dimension of vrb-vis, a significant difference is observed in two cases: balanced and reflective – p = 0.032 and active and reflective – p < 0.001. Effective ways of organising project-based learning activities are formed for active and reflective respondents based on identifying preferred learning styles of students of creative specialities.
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