Accommodation of haptic learning style in traditional learning environments
Date
2011
Authors
Swetnam, Sunshine, author
Quick, Donald Gene, advisor
Carlson, Laurie A., committee member
Bright, Alan D., committee member
Journal Title
Journal ISSN
Volume Title
Abstract
This case study intended to help teachers reach their audiences more inclusively. It determined if and how haptic learners, who preferred learning through touch, feeling, doing, and/or sensing; were being accommodated in college classrooms. Three professors were observed for in-class accommodations of haptic learners. Observations accounted teaching methods that were used to accommodate haptic learners. Data included determining learning styles of the students and professors via the Learning and Interpreting Modality Instrument (LIMI) to ascertain haptic volume. Also each professor's teaching preferences and philosophy was determined by the Principles of Adult Learning Scale (PALS) and the Philosophy of Adult Education Inventory (PAEI). The results of the instruments were analyzed to see if their preferences and philosophies affected their choice to accommodate haptic learners in their classrooms. Student Course Surveys were analyzed to see if students felt positive or negative towards their professor. The results lead to the discovery of if and how haptic learners were accommodated in these case studies. At minimum, 42% of each class's students were dominantly haptic learners. All professors effectively accommodated haptic learners as was determined by in-class observations and their Student Course Surveys. The professors used group work, repetition and active review, holding classes in non-traditional classroom settings, and collected student feedback as methods to accommodate the haptic learners. Each professor resided in the PALS learner-centered paradigm. Each showed strength in the secondary PALS categories of climate building and flexibility for personal development. The professors scored two dominant philosophies in their PAEI, and all registering Progressive Adult Education as a dominant teaching philosophy. Two of the three professors were dominantly haptic according to the LIMI, with the third professor as a dominantly visual learner; however he scored as a strong haptic learner. In all cases, the students were pleased with the professors and their courses, which insinuated they felt accommodated within the courses. Practitioner recommendations were made such as using the professor's examples to set a tone for those who wish to accommodate all learning styles by accommodating haptic learners, which in turn accommodate all learning styles inclusively.
Description
Rights Access
Subject
accommodation
haptic
learning
philosophies
preferences
styles