International students do a lot of learning in a relatively short time. It cannot only be rather tiring but some are more successful than others. Besides a general difference in IQ, why are some better at academic learning and others better at practical stuff?

David Kolb (1984) argues that students develop preferences for different learning styles in the same way that they develop any other sort of style, i.e. - management, leadership, raising of their children etc. Kolb identified the next four personal learning styles: Activist, Reflector; Theorist; Pragmatist. As with any behavioural model, this is a guide not a strict set of rules. Nevertheless most students clearly exhibit strong preferences for a given learning style. The ability to use or 'switch between' different styles is not one that we should assume comes easily or naturally to many students. To put it simply: Students  who have a clear learning style preference, for whatever reason, will tend to learn more effectively if learning is orientated according to their preference. Kolb believes that the following contradiction exists in every person:

• Diverging (feeling and watching - CE/RO) - These students are able to look at things from different perspectives. They are sensitive. They prefer to watch rather than do, tending to gather information and use imagination to solve problems. They are best at viewing concrete situations several different viewpoints. Kolb called this style 'Diverging' because these students perform better in situations that require ideas-generation, for example, brainstorming. Students with a Diverging learning style have broad cultural interests and like to gather information. They are interested in people, tend to be imaginative and emotional, and tend to be strong in the arts. Students with the Diverging style prefer to work in groups, to listen with an open mind and to receive personal feedback.
• Assimilating (watching and thinking - AC/RO) - The Assimilating learning preference is for a concise, logical approach. Ideas and concepts are more important than people. These students require good clear explanation rather than practical opportunity. They excel at understanding wide-ranging information and organising it a clear logical format. Students with an Assimilating learning style are less focused on people and more interested in ideas and abstract concepts. Students with this style are more attracted to logically sound theories than approaches based on practical value. These learning style is important for effectiveness in information and science careers. In formal learning situations, students with this style prefer readings, lectures, exploring analytical models, and having time to think things through.
• Converging (doing and thinking - AC/AE) - Students with a Converging learning style can solve problems and will use their learning to find solutions to practical issues. They prefer technical tasks, and are less concerned with people and interpersonal aspects. Students with a Converging learning style are best at finding practical uses for ideas and theories. They can solve problems and make decisions by finding solutions to questions and problems. They are more attracted to technical tasks and problems than social or interpersonal issues. A Converging learning style enables specialist and technology abilities. They like to experiment with new ideas, to simulate, and to work with practical applications.

Accommodating (doing and feeling - CE/AE) - The Accommodating learning style is 'hands-on', and relies on intuition rather than logic. These students use other student's analysis, and prefer to take a practical, experiential approach. They are attracted to new challenges and experiences, and to carrying out plans. They commonly act on 'gut' instinct rather than logical analysis. Students with an Accommodating learning style will tend to rely on others for information than carry out their own analysis. This learning style is prevalent and useful in roles requiring action and initiative. They prefer to work in teams to complete tasks. These students set targets and actively work in the field trying different ways to achieve an objective.

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