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Please use this identifier to cite or link to this item: https://dspace.lboro.ac.uk/2134/20358

Title: In pursuit of a ‘Whole Brain’ approach to undergraduate teaching: implications of the Herrmann brain dominance model
Authors: Hughes, Mathew
Hughes, Paul
Hodgkinson, Ian R.
Keywords: Learning styles
Teaching methodologies
Herrmann
Brain dominance model
Undergraduate teaching
Issue Date: 2016
Publisher: © Taylor & Francis (Routledge)
Citation: HUGHES, M., HUGHES, P. and HODGKINSON, I.R., 2016. In pursuit of a ‘Whole Brain’ approach to undergraduate teaching: implications of the Herrmann brain dominance model. Studies in Higher Education, DOI: 10.1080/03075079.2016.1152463
Abstract: The question of ‘how we learn’ continues to direct scholarly debate, yet undergraduate teaching is typically designed to homogenise the learning environment. This is despite heterogeneous learning outcomes ensuing for students, owing to their different learning styles. Accordingly, we examine the relationship between teaching methodologies and learning styles. Drawing on the Herrmann Brain Dominance Instrument and the theory of ‘whole-brain’ teaching, we find a suite of teaching methodologies that are generic across learning styles—tutorials, group work, firm-oriented case studies, game playing, reading journal papers, handouts, PowerPoint slides, in-class examples, in-class short exercises, and videos—and find a group of teaching methodologies—lectures, seminars, people-oriented case studies, creative problem-solving, reading textbooks, guest speakers, in-class small group exercises, homework, role play, problem-based learning, self-directed learning, project-based learning, and class debates—that target and develop specific learning styles. Implications of the ‘whole brain’ model for teaching and learning are discussed.
Description: This paper is embargoed until August 2017
Version: Accepted for publication
DOI: 10.1080/03075079.2016.1152463
URI: https://dspace.lboro.ac.uk/2134/20358
Publisher Link: http://dx.doi.org/10.1080/03075079.2016.1152463
ISSN: 1470-174X
Appears in Collections:Closed Access (Business School)

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