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Distribution of Learning Styles and Preferences for Learning Environment Characteristics Among Emergency Medical Care Assistants (EMCAs) in Ontario, Canada

Published online by Cambridge University Press:  28 June 2012

Anthony G. Campeau
Anthony G. Campeau*
Affiliation:
Certificate of Advanced Studies in Adult Education, Manager, Education Services Section, Emergency Health Services Branch, Ontario Ministry of Health, Ontario, Canada
*
c/o Ontario Ministry of Health, Emergency Health Services Branch, 5700 Yonge St. 6th floor, North York, Ontario, Canada, M2M 4K5
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Abstract

Introduction:

In Ontario, Canada, Emergency Medical Care Assistants (EMCAs) have many opportunities for continuing education. However, little is known about how EMCAs learn.

Objectives:

The intent of this study was to explore the distribution of learning styles, preferences for major learning environment characteristics, and the associations between these two factors among the EMCA population in Ontario, Canada.

Methods:

Following review of the literature, a 32-item survey of learning environment characteristics was constructed to measure the respondents' preferences. Using a random number generator, 386 EMCAs were selected for participation. Each received: a) an explanatory cover letter; b) a copy of the Kolb Learning Style Inventory (LSI) questionnaire; c) a second questionnaire consisting of learning environment characteristics; and d) a stamped, return addressed envelope. Completed surveys were scored to determine the respondent's Learning Style. The LSI and Learning Environment survey results were entered into a data base and subjected to Dual Scaling analysis in order to 1) Identify the distribution of learning styles; and 2) Explore associations between styles and environmental characteristics.

Results:

A total of 75 completed surveys were returned, each of the four styles of learning (Converger; Diverger; Assimilator; and Accommodator) were identified in the sample. Dual Scaling analysis indicated a noteworthy association (R(jt) correlation >0.300) between learning style and 10 of the 32 environmental characteristics. The data describe the usefulness of each of the learning styles.

Accommodators believed courses with a strong emphasis on practical applications and working in groups to be very useful, but were less interested in courses with a strong emphasis on theory. Assimilators felt lectures and courses with a strong emphasis on theory very useful, but were less interested in providing input into course objectives. Divergers found that a lot of verbal explanation is useful, but were less interested in working with teachers who act as coaches. Convergers believed that working with teachers who act as coaches is useful. They also preferred courses with a strong emphasis on practical applications, but were less interested in courses with a strong emphasis on theory.

Conclusion:

The findings in this study, provide some additional insight into the connections between learning style and elements of the learning environment, and their application may contribute to operationalizing learning theory.

Keywords

abstract conceptualizationaccommodatoractive experimentationassimilatorconcrete experiencescontinuing educationcovergerdivergereducationdual scalingeducation researchemergency medical care assistantsemergency medical servicesemergency medical technicianslearnerslearning environmentlearning modeslearning preferenceslearning stylesreflective observation
Type
Original Research
Information
Prehospital and Disaster Medicine , Volume 13 , Issue 1 , March 1998 , pp. 47 - 54
Copyright
Copyright © World Association for Disaster and Emergency Medicine 1998

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