MN3041QA Development for Success in Business

MN3041QA

Development for Success in Business

Assignment 1: Report

Student name    

Student ID no.    

Lecturer    

Contents page

Introduction ………………………………………………………    ________

Learning Styles Analysis ………………………………………...    ________

Self-Analysis ……………………………………………………    ________

Conclusion ………………………………………………………    ________

Bibliography ………………………………………………………    ________

Introduction

Since my interest in learning began in the university academy, my attention has focused on analysing anything that I come across. I always read any text with a hint of disbelief, wondering how much of what is written is true and how much is the product of the imagination of the person who has written. In this way, the question also arises that the author is certain about his/her topic. On the contrary, such experiences brought to the present are nothing more than the memories whose feelings for what has been narrated have passed through the filter of time, which modifies and gives new feelings and meanings to the past. However, wondering about the sincerity and veracity of work can become a useless task since it is likely that not even the author will answer such a thing. In the course of learning the understanding here as a temporal and chronological period in the life of an individual, is that part of our existence where personal reconstruction becomes even more difficult, since what we know in the first person is little, and it has also gone through the time filter. Only vague memories are preserved, which are not very useful when rearming and rebuilding past knowledge. Learning appears as an effort and interest to rescue memory: recognising the value of what is being forgotten, an attempt to bring it to the present (Walker, 2017).

The disparity between theory and practice is then bridged, allowing for the possibility of "learning by doing." Learning leads the student to continue learning through a process of making sense of experiences that, although initially criticised, has the advantage of being relatively easy, as it allows envisioning the learning experience, including the stages the student goes through while learning, as well as the ways wherein new information is acquired and transformed into something else. Individual learning styles, defined as the various ways in which people approach learning, are also included.

Assimilation

Learning Styles Analysis

Learning Styles Theory

Alan Mumford and Peter Honey established their learning styles philosophy to continue works of David Kolb, called empirical culture theory of learning. They recognised four dissimilar learning flairs: "activist," "theoretical," "reflective," and "pragmatic." According to this theory, people normally gravitate towards a specific way of learning style. Consequently, to attain ideal learning, the writers argue that everyone must classify their usual learning style, know it, and learn to accompaniment their elegance.

• Learning styles analysis
• Self-analysis
• Experiential learning
• Information processing theory
• Empirical culture theory of learning
• Activist learning style
• Theoretical learning style
• Reflective learning style
• Pragmatic learning style
• Problem-solving activities
• Online teaching
• Personal reflection
• Critical thinking
• Strategic development

Experiential Learning

First and foremost, immediate and tangible interactions that serve as the foundation for observation.

The person then mulls through his or her findings and develops a general hypothesis about what the data might mean. The learner then constructs abstract concepts and generalisations based on his theories in the next cycle. Finally, the student puts his theories to the test in new circumstances.

Information Processing Theory

This approach may also become a model of online teaching, with a group of people coordinating their learning based on "problem-solving activities," making it a more encouraging and productive process because the adult is confronted based on a direct concern to a problem or actual situation, for a job or personal life, making it a more motivating and productive process. 

Strategic development

One of the distinguishing characteristics of this is the student's direct contact with the phenomena being studied, rather than just an abstract explanation or remote contemplation, resulting in the student being a participant in the process of personal reflection that gives meaning to personal experiences (Harasim, 2017). The disparity between theory and practice is then bridged, allowing for the possibility of "learning by doing." Learning leads the student to continue learning through a process of making sense of experiences that, although initially criticised, has the advantage of being relatively easy, as it allows envisioning the learning experience, including the stages the student goes through while learning, as well as the ways wherein new information is acquired and transformed into something else. Individual learning styles, defined as the various ways in which people approach learning, are also included.

Self-Analysis

I perform research and present findings from your point of view. I tend to engage in activities that encourage them to consider their options before acting. I prefer lectures and demonstrations, as well as study and community discussions (Harasim, 2017). I appreciate gathering data (both directly and indirectly) and extensively analysing it before reaching a choice. This will cause me to put off making a decision. Rather than leaping into motion, I learn by watching. I do not make snap judgments. I think that I am thoughtful and tend to watch people in action rather than participate in debates. I found that my learning style is reflective; I enjoy taking a step back from a situation. As a substitute of vigorously joining in debate or affair, thoughtful people prefer to take the weight off and listen to see effects from several viewpoints. I am a strong listener who considers all points before expressing my own opinions. Questionnaires, interviews, feedback, and evaluation are the best ways for them to understand. Before concluding, I take time to consider. According to Dolnicar, the material. I enjoy reflecting on my past encounters and seeing things from various angles. 

A man walking alone ink paintings 

Before, during, and after a course is conducted, critical thinking entails questioning one's underlying beliefs about education and learning, as well as their compatibility with real classroom practice. I am more comfortable in the reflective group if I like teamwork, but I do not like the excessive risk. As a good learner, This self-evaluation method necessitates data collection, analysis, and strategic development as I think that I listen, and I like to be clear in the instructions, but I adapt to the environment in general. 

Conclusion

Mumford and Honey indicate that the active and pragmatists are better oriented "doing" and the reflective and theorists "thinking"; This leads to the assumption that students will have a variety of learning interests in the classroom, such as videos, conversations, presentations, visual image readings, and games, among others. Since learning style has its strengths and limitations, which enable students to learn in different ways, knowing learning styles is not a complete solution for student success, but it will allow the instructor to apply various educational tools related to their learning. On the other hand, students perform more effectively when taught using techniques tailored to their preferred learning styles. The diagnosis of learning styles is stated in many publications, but only in a small number. They do say, however, that getting interactions does not guarantee successful learning. The experience should be analysed, conclusions drawn, and steps taken to implement the findings. However, a variety of class techniques is essential to increase all students' success, including those who study differently and maybe in the minority. This emphasises the importance of expanding teaching strategies, which broadens the spectrum of learning in constructing information.

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Bibliography

Harasim, L. (2017). Cognitivist learning theory. Learning Theory and Online Technologies, 48-60. https://doi.org/10.4324/9781315716831-4

Harasim, L. (2017). Behaviourist learning theory. Learning Theory and Online Technologies, 32-47. https://doi.org/10.4324/9781315716831-3

Walker, S. (2017). Introduction to learning theory. Learning Theory and Behaviour Modification, 1-21. https://doi.org/10.4324/9781315206622-1