Honey and Mumford Learning Styles
Learning Styles were developed by Peter Honey and Alan Mumford, based upon the work of Kolb, and they identified four distinct learning styles or preferences: Activist, Theorist; Pragmatist and Reflector. These are the learning approaches that individuals naturally prefer and they recommend that in order to maximise one's own personal learning each learner ought to:
To understand your particular learning style Honey and Mumford have developed a Learning Style Questionnaire [see resources] and with this information you will be in a far better position to do three really useful things [quoting P. Honey]:
Note: However, to be an effective learner you should also develop the ability to learn in other styles too.
The characteristics of the four Learning Styles are summarised in the following table:
Honey and Mumford's original definitions are as follows:
A recent survey by Peter Honey failed to reveal particular 'elearning styles' , although as a result of his research he speculated that 'Activists' (those with an open-minded approach to learning and wish to involve themselves fully in the experience) would want the pace to be faster and the chunks of time to be shorter than 'reflectors' (those that prefer to stand back and view experiences from an number of different perspectives first). He also suggests that Activists might find it more difficult to motivate themselves and find time to complete the tasks than 'Theorists' (who like to analyse and synthesise, drawing new information into a systematic and logical theory) and 'Pragmatists' (experimenters, who try out new ideas and techniques to see if they will work) who are likely to be more disciplined and better at planning it into their schedules. Time management skills are particularly important for effective on-line study.
Web-based approaches can of course offer something for each Learning Style but it would be very challenging to ensure that any individual course delivered on-line offered something for all.
Articles by P. Honey
Richard Mobbs, December, 2003