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

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dc.cclicenceCC-BY-NCen
dc.contributor.authorHughes, Mathewen
dc.contributor.authorHughes, Paulen
dc.contributor.authorHodgkinson, Ian R.en
dc.date.acceptance2016-02-02en
dc.date.accessioned2016-12-15T14:15:21Z
dc.date.available2016-12-15T14:15:21Z
dc.date.issued2016-02-24
dc.descriptionThe 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.en
dc.description.abstractThe 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.en
dc.exception.reasonNote that this paper has been uploaded to the Durham University Online Repository within 3 months of acceptance and prior to me joining De Montfort University.en
dc.exception.ref2021codes254aen
dc.explorer.multimediaNoen
dc.funderN/Aen
dc.identifier.citationHughes, 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).en
dc.identifier.doihttps://doi.org/10.1080/03075079.2016.1152463
dc.identifier.urihttp://hdl.handle.net/2086/13097
dc.language.isoenen
dc.peerreviewedYesen
dc.projectidN/Aen
dc.researchinstituteCentre for Enterprise and Innovation (CEI)en
dc.subjectlearning stylesen
dc.subjectteaching methodologiesen
dc.subjectHerrmannen
dc.subjectbrain dominance modelen
dc.subjectundergraduate teachingen
dc.titleIn Pursuit of a 'Whole Brain' Approach to Undergraduate Teaching: Implications of the Herrmann Brain Dominance Modelen
dc.typeArticleen

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