Integrating Students' Learning Styles and Learner Outcome to Develop the Teaching Strategy: A Case Study of the Event Planning Course

DOI

10.2991/icsshe-16.2016.6How to use a DOI?

Keywords

Learning styles, Learner outcome, teaching strategy

Abstract

The major purpose of education is to change the program participants. Therefore, learners are the reason for the learning activity in the first place. The objective of this paper is to discuss how to develop the teaching strategy by way of integrating students' learning style and learner outcome. The paper starts from the survey of the students' learning styles. It shows that among them, 51% are visual learners, 35% are auditory learners and 10% kinesthetic learners. There are very few who are mixed learners. Learner outcome is developed afterwards concerning cognitive, affective, and psychomotor domains. These are the three domains of learning. Research shows that the effective teaching strategy is to begin with an expository approach move on to participatory learning, and end the process with evaluative learning, thus providing students with as many experiences as possible. It is hoped that the findings of the paper will help the facilitators to create and format the successful learning experience for the students in order to achieve the goal of learner outcome. Limitations for further research are also discussed in the paper.

Copyright

© 2016, the Authors. Published by Atlantis Press.

Open Access

This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

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TY  - CONF
AU  - Xuehui Zeng
AU  - Yan Wang
PY  - 2016/07
DA  - 2016/07
TI  - Integrating Students' Learning Styles and Learner Outcome to Develop the Teaching Strategy: A Case Study of the Event Planning Course
BT  - Proceedings of the 2016 2nd International Conference on Social Science and Higher Education
PB  - Atlantis Press
SP  - 21
EP  - 23
SN  - 2352-5398
UR  - https://doi.org/10.2991/icsshe-16.2016.6
DO  - 10.2991/icsshe-16.2016.6
ID  - Zeng2016/07
ER  -