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In pursuit of a ‘Whole Brain’ approach to undergraduate teaching: implications of the Herrmann brain dominance model

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journal contribution
posted on 2016-02-19, 14:34 authored by Mathew Hughes, Paul Hughes, Ian HodgkinsonIan Hodgkinson
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.

History

School

  • Business and Economics

Department

  • Business

Published in

Studies in Higher Education

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, 42 (12), pp. 2389-2405.

Publisher

© Society for Research into Higher Education. Published by Taylor & Francis (Routledge)

Version

AM (Accepted Manuscript)

Publisher statement

This work is made available according to the conditions of the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0) licence. Full details of this licence are available at: https://creativecommons.org/licenses/by-nc-nd/4.0/

Publication date

2016-02-24

Notes

This is an Accepted Manuscript of an article published by Taylor & Francis in Studies in Higher Education on 24 Feb 2016, available online: http://dx.doi.org/10.1080/03075079.2016.1152463

ISSN

1470-174X

Language

en