Testiranje Dunnove & Dunnove te Honeyeve & Mumfordove teorije o stilovima učenja: Slučaj slovenskog sustava visokog obrazovanja

The learning styles literature con be considered as going through a revival during the several past years. Although learning styles have been heavily researched, little is known about Slovenian students’ learning styles, especially in the field of management education. The aim of the study is to explore the learning styles of students enrolled in the Economics of Education course at the FELU (University of Ljubljana, Faculty of Economics) The study method included both a descriptive and an exploratory perspective. A qualitative method was used to overview the literature background. Factor analysis, using the “Principle Axes Factoring” method, was used to extract learning styles. The adapted versions of Honey and Mumford’s Learning Style Questionnaire and Dunn & Dunn’s Learning Style Theory were used as research instruments in the questionnaire. The findings outline that for the educators in higher education, the challenge is to provide meta-cognitive support for students, enabling them to reflect not just on what they learn but also how and why.Literatura iz područja stilova učenja u posljednjih nekoliko godina sve je brojnija. Iako su se stilovi učenja do sada intenzivno proučavali, malo se zna o stilovima učenja slovenskih studenata, posebno u obrazovanju iz područja menadžmenta. Cilj ovog rada je utvrditi stilove učenja studenata upisanih na predmet Ekonomika obrazovanja na Ekonomskom fakultetu u Ljubljani. Metodologija istraživanja temeljila se na deskriptivnim i eksploratornim perspektivama. Prilikom izrade pregleda literature korišten je kvalitativni pristup. Za utvrñivanje stilova učenja korištena je faktorska analiza, temeljena na pristupu Principle Axes Factoring, dok su za prikupljanje podataka korišteni anketni upitnici izrañeni prilagodbom Honeyovog i Mumfordovog anketnog upitnika o stilu učenja, te Dunnove i Dunnove teorije stila učenja. Rezultati istraživanja pokazuje da bi nastavnici u visokom obrazovanju trebali pružati meta-kognitivnu podršku studentima, omogućujući im promišljanje ne samo o tome što uče, već i kako i zašto uče