GRSLSS: Additional Information
| Information: | About LTS | Workshops In-Brief | LTS Team | Fees |
| Resources: | LTS Documents | Learning Style Inventory | LTS Home |
Background
The idea that people learn differently is venerable and probably had its origin with the ancient Greeks (Wratcher, Morrison, Riley & Scheirton, 1997). Educators have, for many years, noticed that some students prefer certain methods of learning more than others. These dispositions, referred to as learning styles, form a student's unique learning preference and aid teachers in the planning of small-group and individualized instruction (Kemp, Morrison & Ross, 1998, p. 40). Grasha (1996), has defined learning styles as, "personal qualities that influence a student's ability to acquire information, to interact with peers and the teacher, and otherwise participate in learning experiences" (p. 41).
The Grasha-Riechmann Student Learning Style Scales (GRSLSS), an instrument developed in the early 1970s, has been used to identify the preferences learners have for interacting with peers and the instructor in the classroom setting (Grasha, 1996).
Description of Styles
The six social learning styles identified by this model are the Independent, Dependent, Competitive, Collaborative, Avoidant, and Participant. The Independent learner prefers independent study, self-paced instruction and would prefer to work alone on course projects than with other students. Dependent learners look to the teacher and to peers as a source of structure and guidance and prefer an authority figure to tell them what to do. Competitive learners learn in order to perform better than their peers and to receive recognition for their academic accomplishments. Collaborative learners learn by sharing and by cooperation with teacher and peers. They prefer lectures with small group discussions and group projects. Avoidant learners are not enthused about attending class or learning class content. They are typically uninterested and are often overwhelmed by class activities. The Participants enjoy class and make good class citizens. They are interested in class activities and discussion and eager to do class work.
The styles described by the GRSLSS refer to a blend of characteristics that apply to all students (Grasha, 1996, p. 127). Each person possesses a bit of each of the learning styles. Ideally, one would have a balance of all the learning styles; however, most people gravitate toward one or two of the learning style preferences. Learning preferences are likely to change as one encounters new life and educational experiences. In fact, Grasha (1996) has suggested that particular teaching styles might encourage students to adopt certain learning styles (p. 177).Using the GRSLSS for Online Research
Of the different learning style instruments available the GRSLSS seems ideal for assessing student learning preferences in a college-level distance education setting. First, the GRSLSS is one of the few instruments designed specifically to be used with senior high school and college/university students (Hruska-Riechmann & Grasha, 1982). Second, the GRSLSS is a relevant scale to use for distance research since it addresses the social dynamic that serves as the main difference between the distance and traditional groups. The scales focus on how students interact with the instructor, other students, and with learning in general; thus, the scales address one of the key distinguishing features of a distance class: the relative absence of social interaction between instructor/student and student/student. Third, the GRSLSS promotes an optimal teaching/learning environment by helping faculty design courses and develop sensitivity to student/learner needs. Fourth, the GRSLSS promotes understanding of learning styles in a broad context by spanning six categories. Since students possess all of six learning styles to a greater or lesser extent, this system of classification prevents learning style stereotyping and provides incentive for growth in underused learning style areas.
Riechmann and Grasha (1974) described the process for collection of construct validity data on the initial versions of the GRSLSS. Test-retest reliabilities (seven-day interval between testings) ranged (across scales) from .76 for the Dependent scale to .83 for the Independent scales (N = 269, Males = 119, Females = 150).
To learn more about this learning style instrument contact: Tony Grasha, Ph.D, Professor of Psychology, Department of Psychology, University of Cincinnati, Cincinnati, OH 454221.
| Information: | About LTS | Workshops In-Brief | LTS Team | Fees |
| Resources: | LTS Documents | Learning Style Inventory | LTS Home |
