In Pursuit of a 'Whole Brain' Approach to Undergraduate Teaching: Implications of the Herrmann Brain Dominance Model

Date

2016-02-24

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Type

Article

Peer reviewed

Yes

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

The file attached to this record is the author's final peer reviewed version. The Publisher's final version can be found by following the DOI link.

Keywords

learning styles, teaching methodologies, Herrmann, brain dominance model, undergraduate teaching

Citation

Hughes, M., Hughes, P. and Hodgkinson, I.R. (2017) In Pursuit of a ‘Whole Brain’ Approach to Undergraduate Teaching: Implications of the Herrmann Brain Dominance Model. Studies in Higher Education, awaiting publication (accepted February 2016).

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Research Institute

Centre for Enterprise and Innovation (CEI)