The learning journal provides a growing knowledge of a subject or experience and it is "to aid academic inquiry also to create a brief history of learning for students to explore ideas, ask questions and respond personally with their experiences with reflection" (Popp, 1997). Daudelin (1996) state governments "reflection is the process of stepping back from an experience to ponder, carefully and persistently, its meaning to the self applied through the development of inferences; learning is the creation of interpretation from past or current occasions that functions as a guide for future behaviour". This meaning explicitly captures the relationship of reflection to learning and shows that reflection is important to learning when learning is defined as making sense of earlier experience to understand and have an impact on future experience.
Learning Style
Prior to the analysis of my skills development it is very important to establish and reflect on my dominating learning style. By using Kolb's et al (1984) 'Learning Style Inventory' (LSI) and Myres-Briddgs Type Indication (MBTI) theory I have already been able to evaluate my aptitude and learning styles with the results illustrated in 'Appendix 1'.
Kolb's 'Learning Style Inventory' illustrated in 'physique 1' is designed to help individuals identify the way they study from experience. Zanich (1991) states the training Style Inventory is "a straightforward self-description test, predicated on experiential learning theory, designed to assess your weaknesses and advantages as a learner".
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Source: Kolb et al. (1984)
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The results of my LSI test in 'appendix 1' show that I have an orientation towards 'Abstract Conceptualization'. This suggests I am a 'theorist' and concentrate on logical research of ideas and respond on intellectual understanding of a situation. Kolb (1999) however goes on to say it is the combo of the results from the inventory that will illustrate an individual's learning style most accurately. As shown in 'figure 2' the combination of my results (a higher rating in AE and AC) show I've a 'converging' learning style.
Individuals with a converging learning style are thought to use their hypothetical-reasoning to solve a problem and find solutions to practical issues (Syed-Khuzzan & Goulding, 2009). In addition they like facts, working independently and can seek to make things productive by causing small and careful changes (Kolb, 1979). In addition to this Tobei (2009) suggests that those with this style "learn through conversation which computer-based learning works more effectively with them than other methods". That is exact in its representation of my learning style as my learning desire is learning through contact and computer systems however preferring to work alone to find answers to solutions. Kolb (1984) states the effectiveness of those with a converging learning style is that they think about things and then try their suggestions to see if they work in practice. This is motivating as my amount of study (Economics Bsc) is dependant on statistical theory and approaches for application in economic theory.
The Myers-Briggs Type Indicator (MBTI) was also designed to examine personality types and interpersonal working and has been commonly used in identifying learning styles (Golay, 1982). The results from my MBTI test go with my LSI credit score. Myers (1990) suggest that people that have the INTP learning style are quiet, adaptable, "theoretical and interested more in ideas than in cultural conversation with the unconventional ability to focus in depth to solve problems in their area of interest" and can frequently be sceptical or critical. I am in contract with both models of results when i am more of a 'thinking' orientated learner and prefer to solve problems using reasoning and working independently. Both tests exhibiting a similar effect and interpretation of my learning style therefore it can be concluded that both are accurate.
Kolb et al (1984) also mentions that we now have talents and weaknesses associated with each style and this it may change from time to time and situation to situation. This idea is supported in my own LSI results where I have a high orientation towards an 'Active Experimentation' (AE) style nevertheless the rating of my 'Reflective Observation' (RO) and 'Concrete experience' (CE) style desire have little difference between them. This shows that although I favor 'thinking' and 'doing' I am ready to look at and adapt my learning style to add 'watching' and 'sense'. Kolb features that individuals who prefer a learning style will have a tendency to learn more effectively if learning is orientated corresponding to their choice however also acknowledges that limiting students to learning in one preferred style tends to "prevent them from expanding their full learning potential" and that it is more effective to create a curriculum engaging learners of every learning style (Delahoussaye, 2002).
Many studies have outlined the effectiveness of identifying learning styles regarding individual development so that I will be basing my learning development on my identified learning style there is a need to be aware of the criticisms of such ideas. An non-peer-reviewed literature review critiques Kolb's learning style inventory and other learning style models by disputing their consistency stating there is certainly "no facts that 'matching' enhances academic performance in further education" (Coddielt et al, 2004) and Kolb (1984) himself admits that LSI is not definitive or always correct. Learning styles can however be very useful to students to gain self-awareness (Evans et al, 1998) and I and many other students feel that this is true.
Skills Development
My second season at university has been specifically one of reflection and development as I've become more self-aware about my advantages and weaknesses. I've chosen to evaluate with the application of learning theory my development within the undergraduate programme, how I am nearing the upcoming assessment period and the abilities Personally i think are most significant for a successful job after graduation from college or university. Throughout my skills development I've used Kolb's Learning Cycle theory (illustrated in 'figure 3') that i learnt about in my own first year at school. Kolb's learning cycle has enabled me highlight and solve my weaknesses while increasing my skills.
