Educational Implications of Learning Style for Australian Indigenous University Students
Professor Gillian
Boulton-Lewis Lynn Wilss, Queensland University of Technology,
Australia
Aim
1.To analyse research on thinking and cognitive styles and approaches to learning.
2.To use this analysis to examine aspects of learning for Australian Indigenous University
students.
Method
An analysis of learning 'styles' literature was undertaken. Additionally empirical data
regarding formal learning experiences was collected from 22 Aboriginal and Torres Strait
Islander University students as part of a phenomenographic investigation. They were also
asked about the strategies they used to learn and their experiences of informal learning.
Background Literature
Sternberg's (1997) approach to styles involves three functions of thinking styles:
legislative, executive, and judicial and two levels, global or local. Riding (1997)
developed two cognitive style dimensions: Wholist-Analytic which is concerned with whether
someone processes information as a whole or in parts and Verbal-Imagery which relates to
whether information is represented either verbally or in pictures when thinking.
Inventories that measure approaches to learning were developed by Biggs (1987). He
identified deep, surface and achieving approaches. A surface approach entails adopting
strategies with the intention to meet minimum requirements and a deep approach relies on
intrinsic interest and the intention to understand.
Results
Thinking Styles (cf. Sternberg, 1997). The Indigenous students reported informal learning
experiences such as independently developing practical skills by active problem solving
and independently seeking information in areas of interest by finding appropriate
resources. These activities would require relational thinking and analysis which fits the
judicial function of think style. Christie (1985) found that Aboriginal children learn by
trial-and-error in traditional settings. This indicates a legislative style of thinking as
children explore their own ways of doing something.
Cognitive Styles (cf.Riding, 1997). It could be argued that these students exhibited an
Analytic-Imager (Riding, 1997) cognitive style. Analytics prefer to have control over
their learning and this was evident in their informal learning practices. Many of the
Indigenous students also reported a preference for learning by observation which matches
the Imager style of learning.
Approaches to Learning (cf. Biggs, 1987). Formal learning strategies were many and varied.
Some students evidenced a surface approach by reading over and over information and
rewriting notes. A deep approach was also evident as students wrote information in their
own words, questioned themselves, and related informal to formal knowledge.
Educational Significance
The findings of this study show that Aboriginal students exhibit a range of cognitive and
thinking styles that are similar to those found for other students. They also use
strategies that are similar to those used by others. These results differ from some
studies that state Aboriginal students exhibit a style of learning that is unique to their
culture and traditional background. Further research is needed to consolidate the findings
apparent in this study.
References
Biggs, J. (1987). Student approaches to learning and studying. Melbourne: Australian
Council for Educational Research.
Christie, M.J. (1985). Aboriginalizing post primary curriculum The Aboriginal Child at
School, 22(2), 86-94.
Riding, R.J. (1997). On the nature of cognitive style. Educational Psychology,
17(1&2), 29-49.
Sternberg, R.J. (1997). Are cognitive styles still in style? American Psychologist, 52(7),
700-712.