Bankovní Institut Vysoká Škola (CZECH REPUBLIC)
About this paper:
Appears in: ICERI2014 Proceedings
Publication year: 2014
Pages: 5242-5249
ISBN: 978-84-617-2484-0
ISSN: 2340-1095
Conference name: 7th International Conference of Education, Research and Innovation
Dates: 17-19 November, 2014
Location: Seville, Spain
Learning represents a complex and complicated process which accompanies each person whole life. Moreover, it is also a subject of interest of many researchers from the fields of psychology, pedagogy, physiology, neuropsychology and other scientific disciplines. Learning or in other words, intentional and purposeful process of obtaining knowledge, abilities, skills, attitudes and habits, was previously associated mainly with the compulsory school education. The rapid development of our society in the recent years, which is proved by the shift from information society to knowledge society, brings inevitable changes even in the field of education.

The knowledge society is an internationally recognized concept of society development and improvement and it is based on active and purposeful education of people throughout their lives. Lifelong education or learning is becoming a part of the lifestyle. Knowledge society is based on knowledge and skills which are needed to efficiently acquire and to use. Therefore, permanent and continuous training and self-education is becoming an essential and normal part of each of us.

Together with growing interest in education, there are a growing number of analyses and researches which deal with the effectiveness of the educational process and with its improvement. However, fewer scholars pay attention to individual preferences and differences of individual learners. In formal education, it is especially the teacher’s teaching style and the student's learning style. The awareness of one’s learning style or learning approach, which a student prefers, largely influences the efficiency and success of learning. People are ordinarily not aware of their learning styles so they do not work actively with them. In spite of that, it is possible to change these learning styles and thus, to achieve better results of learning.
This paper deals with the analysis of learning styles of students of a private university in the Czech Republic. It also deals with the use of the learning styles in the tuition planning and realization and in the preparation of study materials.
Education, Learning Styles, ASI, Approaches to Study Inventory, LSI, Learning Style Inventory.