Analysis of Business and Management Question And Answer

Introduction

Effective learning and academic success depend on multiple factors, including time management, prioritization, and self-awareness of one’s learning strengths and weaknesses. This paper examines key elements that influence study organization, such as structured scheduling and task prioritization, while also evaluating personal learning strategies through a SWOT analysis of Kolb’s Experiential Learning Theory. Additionally, it explores two prominent learning theories—Behaviorist Learning Theory and Learning Styles Theory—comparing their benefits and real-world applications. By addressing weaknesses through reflective strategies and leveraging theoretical insights, students can enhance their study efficiency and overall academic performance.

Question 1. Analysis Of The Various Factors That Impact The Structuring And Organisation of Study For Students

In today’s time, there are a lot of factors that affect the study and concentration of students in various ways and make it challenging for them to study. Some of them are discussed below:

Time Management

The factor of time management is specifically very crucial for the students to organize their study schedule more effectively and learn more efficiently. Managing their time will help the students to make the best use and benefit most of the time (Baber, 2020). This also supports the students not only in finishing their assignments but also with a higher quality and standard. Time management can also surely relieve the stresses that students may face due to the work pressure in less time duration and also by not completing the assignment by the provided time just like the real-life example when the students come to study after a break between the study their efficiency increases and they learn and remember things more effectively.

There are a lot of various time management and scheduling techniques that students can use for their time management as a great tool and can customize it with their aspects, personalities, and study load. One of the major goals of time management is to enable students to plan their time and studies more effectively and study more efficiently and avoid making any sort of mistake while studying or doing any sort of work or assignments. This also helps them to maintain the quality of their work, assignments, and studies. Students must also manage their time more realistically so that they cannot overload themselves with excessive work and get stressed by the unrealistic expectations they have set for themselves.

Prioritization

Figure 1: Matrix of Urgent and Important Tasks

The students have a huge chance to face a various number of tasks that all vary in importance according to the student for that particular job (Bruggeman et al. 2021). Students should prioritize their work to reduce and avoid the conflicts of the works in the meantime and get stressed over it. Primarily the students have to understand the difference between important and urgent tasks. Important tasks are those that consist of some tasks that have a result that will lead them to accomplish their goals but will not get affected by the passing of time. But the tasks that are considered urgent are mostly the important tasks but are affected by the passing of time.

To-Do-Lists

Creating and maintaining a to-do list can benefit the students in many ways starting from helping them to scheduling their work, managing their time, deciding the urgent and important tasks, and managing the work more efficiently. In this technique, the students have to list all their tasks based on their daily tasks and categorize those tasks as per their importance and urgent levels break the big tasks into different smaller parts, and accomplish them more effectively (Dantas and Cunha, 2020). This technique will let them recognize the urgent tasks and complete them before the not-so-important tasks.

Question 2. Evaluation Of The Strengths And Weaknesses Of A Learning Theory

Figure 2: Kolb’s Learning Cycle Experimental learning theory

To identify my personal strengths and weaknesses while learning the Kolb’s Learning Cycle theory a SWOT analysis is done in this particular research section. During the time of learning Kolb’s theory I have identified that there are different characteristics are present which are my plus points on the other hand, some weaknesses are also identified by me during the studying process of Kolb’s Learning Cycle.

Table 1: Personal SWOT analysis

Summary of the SWOT analysis regarding the Experiential Learning theory of Kolb’s

The first part of this SWOT analysis is the identification of my strengths and plus point between the learning skills and abilities during the time of Experiential learning theory of Kolb’s. This particular theory was proposed by Kolb in 1975 (Heong et al. 2020). While learning this particular theory it was identified that I am an active listener and fast learner. These personal skills have different types of expertise also which can create a wide variety of future possibility in the learning process of this theory (Idkhan and Idris, 2021). These abilities contains various factors such as the fast learning ability, proper ability of learning from the experiences etc. (Dvorsky et al. 2021). Opportunities are mainly considered as the steps or practices that will enable the students to maximize their strengths using them and develop new opportunities for them to level up and improve themselves in all fields (Esra and Sevilen, 2021). 

On the other hand, the weaknesses and limited skills which was identified in the SWOT analysis which was associated with the Kolb’s experiential learning theory (Laeli, 2021). It was found that there are various learning weaknesses of mine are identified such as lack of self-confidence and communication skills. The personal weakness are the insecurity of own self is to share any imaginative thoughts or suggestions, providing any statements to anyone for any particular things and feel awkwardly shy in front of the people (Lamine et al. 2020). It was noticed that there are various types of personal limitations are also present in me such as the fear of getting judge by the society or friends and families (Daugherty et al. 2022). The fear of getting judged by those people and not confident enough to stand for the logic and theories proposed by own self which eventually makes feel under confident and also presents it to the people interacting. It was identified by me that these limitations can produce different types of difficulties during my entire learning course. These potential risks need to be resolved to properly and actively learn the next theories and course outcomes.

Question 3. Statement Of Indicating The Practical And Realistic Strategies Addressing The Learning Weaknesses

In the earlier section of this research work the identification of strengths and weaknesses of my personal learning capabilities are identified properly. The limitations of those skills need some effective learning strategies and plans.

What?

use my discount

Using prompts such as "What could you do better next time?” We take past experience, connect it to the present, and chart a path for our future improvement in our weaknesses (Dvorsky et al. 2021). It was identified with the help of the previous SWOT analysis that I have various weaknesses such as lack of self-confidence and fear of public judgements

 So what?

 Reflection involves making sense, building on knowledge gained, and planning for continued learning to improve performance (Long and Gummelt, 2020). It is a systematic approach to understanding, evaluating, and synthesizing information. A crucial education technique that guides people from a superficial comprehension to a deep comprehension. 

 What now?

The weaknesses of mine that was identified in the previous part of this research study can be properly developed with the help of this strategies. In the past sections of this research study I have mentioned what are the weaknesses of mine are present which can create difficulties in the learning process. Also the outcomes of those limitations are described with proper strategies earlier (Heong et al. 2020). These limitations needs to be developed with the help of self-reflections such as perceptions, assumptions and also purposefully analyzing ever situations.  

Question 4. Evaluation Of Two Learning Theories

Behaviorist Learning Theory

Behaviorism mainly concentrates on “classical conditioning” and “operant conditioning” as a method or support to acquire knowledge and skills or change behavior (Iglesias et al. 2021). The two most famous researchers in the sector of psychology are Pavlov (1927) and Skinner (1948) (Sadeghi, 2019). Both of them have conducted research on animals for the presentation of the work process of classical and operant conditioning. 

Benefits of Behaviorist Learning Theory

It was analyzed that this particular learning theory contains different types of beneficial characteristics which includes the classical coordination process and operant learning process (Banihashem and Macfadyen, 2021). This particular theory includes different types of aspects such as proper objectives towards learning, preparation of specific studies and it can increase the chances of success during any learning program.

Learning Styles Theory

Figure 3: Kolb’s Learning Cycle combined with Honey and Mumford’s Learning

The research in the field of learning styles has been linked with the research of Honey and Mumford in 1982. Both of them discovered that learning and its styles are classified into four different phases as per Kolb’s Learning Cycle.

The learning styles according to Honey and Mumford are:

• Activist: These are the learners who prefer to learn by doing things by themselves and practicing (Triono et al. 2020). 

• Reflector: Reflectors are the learners who are more cautious and prefer to do things and proceed with their actions with some sort of planning and thinking before they take any kind of action 

Benefits of Kolb’s Experiential Theory

The learning theory of Kolb’s which includes learning with the help of different real world based scenarios can provide various benefits towards a learner (Villanueva, 2020). It was examined that with the help of this particular theory a scholar can have the opportunity to learn their courses effectively. Also, learners can apply a wide variety of implementations such as various real world based motivating factors to their study.

Real-world applications

Although behavioral theories effectively reinforce behavior in practice through reward systems, they ignore the native motivations that drive human behavior (Behrendt and Machtmes, 2021). Although instruction can be customized to take into account a student’s preferred learning style, most instruction involves a combination of diversity.

Comparison of the theories 

While both theories provide valuable insights into the learning process, they cannot adequately capture the complex and multidimensional nature of human learning Behavioral theories explicitly describe situational dimensions but lack how human actions are difficult to account for. Meanwhile, the theory of training methods is useful for optimizing training, but can facilitate learning by introducing immutable preferences. The learning style theory of Kolb’s and the behavioral theory that was identified in this research work have multiple similarities (Villanueva, 2020). However, the behavioral learning theory does not work on various specific situations such as learning long duration courses.

Need Academic Help Without the Hassle?

Tired of late nights and deadline anxiety? Our Assignment Help service offers expert-written solutions tailored to your subject and requirements. With our fast turnaround, detailed research, and guaranteed originality, you’ll never miss a deadline again. Get top-quality academic support—all in just a few clicks.

References

Journals

Baber, H., 2020. Determinants of students’ perceived learning outcome and satisfaction in online learning during the pandemic of COVID-19. Journal of Education and e-learning Research, 7(3), pp.285-292.

Banihashem, K. and Macfadyen, L.P., 2021. Pedagogical design: Bridging learning theory and learning analytics. Canadian Journal of Learning and Technology, 47(1).

Behrendt, M. and Machtmes, K., 2021. Exploring the catalyst energizing the Kolb learning cycle. Experiential Learning & Teaching in Higher Education, 4(1), pp.73-80.

Benzaghta, M.A., Elwalda, A., Mousa, M.M., Erkan, I. and Rahman, M., 2021. SWOT analysis applications: An integrative literature review. Journal of Global Business Insights, 6(1), pp.55-73.

Bruggeman, B., Tondeur, J., Struyven, K., Pynoo, B., Garone, A. and Vanslambrouck, S., 2021. Experts speaking: Crucial teacher attributes for implementing blended learning in higher education. The Internet and Higher Education, 48, p.100772.

Dantas, L.A. and Cunha, A., 2020. An integrative debate on learning styles and the learning process. Social Sciences & Humanities Open, 2(1), p.100017.

Daugherty, K., Morse, R., Schmauder, A.R., Hoshaw, J. and Taylor, J., 2022. Adjusting the Future of Adaptive Learning Technologies via a SWOT Analysis. Intersection: A Journal at the Intersection of Assessment and Learning, 3(2), p.n2.

Dvorsky, J., Belas, J., Gavurova, B. and Brabenec, T., 2021. Business risk management in the context of small and medium-sized enterprises. Economic Research-Ekonomska Istraživanja, 34(1), pp.1690-1708.

Ellis, R., Skehan, P., Li, S., Shintani, N. and Lambert, C., 2020. Task-based language teaching: Theory and practice. Cambridge University Press.

Esra, M.E.Ş.E. and Sevilen, Ç., 2021. Factors influencing EFL students’ motivation in online learning: A qualitative case study. Journal of Educational Technology and Online Learning, 4(1), pp.11-22.

Heong, Y.M., Ping, K.H., Hamdan, N., Ching, K.B., Yunos, J.M., Mohamad, M.M., Jiar, Y.K. and Azid, N., 2020. Integration of learning styles and higher order thinking skills among technical students. Journal of Technical Education and Training, 12(3), pp.171-179.

Idkhan, A.M. and Idris, M.M., 2021. Dimensions of students learning styles at the university with the kolb learning model. International Journal of Environment, Engineering and Education, 3(2), pp.75-82.

Idkhan, A.M. and Idris, M.M., 2021. Dimensions of students learning styles at the university with the kolb learning model. International Journal of Environment, Engineering and Education, 3(2), pp.75-82.

Iglesias-Pradas, S., Hernández-García, Á., Chaparro-Peláez, J. and Prieto, J.L., 2021. Emergency remote teaching and students’ academic performance in higher education during the COVID-19 pandemic: A case study. Computers in human behavior, 119, p.106713.

Laeli, A.F., 2020. Behaviorism: Psychological Theory of Learning. ELLITE: Journal of English Language, Literature, and Teaching, 5(2), pp.87-93.

Lamine, E., Thabet, R., Sienou, A., Bork, D., Fontanili, F. and Pingaud, H., 2020. BPRIM: An integrated framework for business process management and risk management. Computers in Industry, 117, p.103199.

Leithwood, K., Sun, J. and Schumacker, R., 2020. How school leadership influences student learning: A test of “The four paths model”. Educational Administration Quarterly, 56(4), pp.570-599.

Long, E.M. and Gummelt, G., 2020. Experiential service learning: Building skills and sensitivity with Kolb’s learning theory. Gerontology & geriatrics education, 41(2), pp.219-232.

Morris, T.H., 2020. Experiential learning–a systematic review and revision of Kolb’s model. Interactive learning environments, 28(8), pp.1064-1077.

Sadeghi, M., 2019. A shift from classroom to distance learning: Advantages and limitations. International Journal of Research in English Education, 4(1), pp.80-88.

Triono, M.A.A., Harahap, S.C. and Sihombing, H., 2020. Identification Finance Students Learning Style through Honey and Mumford Theory in Disruptive Era.

Villanueva, F., 2020. The Use of Kolb's Learning Styles Inventory (LSI) in School Settings. BU Journal of Graduate Studies in Education, 12(1), pp.42-45.

Website

[Retrieved From: https://ldatom.epearl.co.uk/study-material/4913/59117] [Retrieved On: 17.12.2023]