چکیده (انگلیسی):

Researchers have pointed out that students learn effectively in a harmonic environment and by
using teaching aids which match the students’ learning style preferences (Li et al., 2008). The
learning styles literature is having a revival during last years. Although learning styles have been
heavily researched (Coffield et al., 2004; Reynold & Vince, 2007; Welsh et al., 2007; Hornyak et
al., 2007; Herbert & Stenfors, 2007; Sievers, 2007; Hyde, 2007; Kayes A.B., 2007; Kayes D. C.,
2007; Garcia et al., 2007; Demirbas & Demirkan, 2007; Armstrong & Mahmud, 2008; Li et al.,
2008), little is known about Slovenian students’ learning styles, especially in the field of
management education. The aim of study is to present and explore the learning styles of students
enrolled in the course Economics of education at the University of Ljubljana, Faculty of
Economics (FELU) in Slovenia. Another purpose is to better understand the different learning
styles among management students in order to develop appropriate teaching strategies for
improving management education at FELU. Additionally, the intention of this research is to
develop a valid and reliable research questionnaire for further research processes and to set up
research instruments as supportive mechanisms in management education and in the development
curriculums and syllabuses of new courses. This study method included both a descriptive and an
exploratory perspective. In the first part the qualitative meta-analysis method was used to
overview the literature background. In the empirical part the factor analysis using the Principle
Axes Factoring method was used to extract learning styles. The adapted versions of Honey and
Mumford’s (1992) Learning Style Questionnaire (LSQ) and Dunn & Dunn’s (2003) VAK Learning
Style Theory (Coffield et al., 2004) were used as instruments in the questionnaire to determine
Slovenian students’ learning styles. Findings of the study outline, that for the educators in higher
education institution, the challenge is to provide meta-cognitive support for students, enabling
them to reflect not just on what they learn but also how and why.