Reflective Essay on Honey & Mumford Learning Styles Questionnaire

This essay presents a personal reflection on the results of the Honey & Mumford learning styles questionnaire. The author identifies strongly with the reflector learning style, characterized by careful observation, thorough review, and thoughtful consideration before making judgments. While this approach allows for learning from diverse perspectives, it can also lead to slow decision-making and risk aversion. The author acknowledges the weaker activist learning style and outlines strategies to engage in more spontaneous group discussions to enhance learning agility. The reflection emphasizes the value of understanding personal learning preferences for both academic and professional development, noting that reflective practice is crucial for connecting theory with real-world experiences. The author expresses increased confidence in leveraging their reflector style and improving weaker areas to become a more well-rounded learner.

Learning Styles
NAME OF STUDENT:
COURSE NAME:

Reflection
After completing Honey & Mumford learning styles questionnaires I have found that my
score was highest in reflector learning style and the results clearly indicated that I preferred to
act as an observer and consider to thoroughly review all potential perspectives and outlooks
as well as their implications prior to considering an opinion and coming to final judgement.
Further my score presents that I prefer to spend time listening and observing others and try to
remain always deeply thoughtful before any actions. This helps me reflect on what I learn
from different observations and actions of others, which makes me a reflective learner
(Yousef,. 2018). Mostly I prefer to observe from sidelines. Example, I am a person who
prefer to attend to details which helps me reflect later and I fully agree with this result of my
learning style questionnaire as I always attempt to pay attention to every person in the group
that I lead during my class activities. This possibility of acquiring learning from different
perspectives and angles helps me with my own learning and findings. However a possible
weakness that I have discovered within me as a reflector is that I often take too long time in
coming to a specific decision and in doing certain action. For example, all throughout my
earlier assignment I spent long time to collect data and information before finishing it as
during my preparation phase I took longer time to get prepared and spent large amount of
time in searching for ideas before starting my project which may be due, which indicated that
I often remained more cautious on how I was going to write the assignment project. Although
this helps me remain careful and have clear mindset but I have observed that I do not have
similar opinion and ease when someone else prepare assignment reports during group tasks,
which means that as a reflector I do not prefer to take risks. However sometimes I do like to
cross over my comfort zone to experience new things that I have not done earlier so as to
extend my knowledge. For example, I have chosen to leave my hometown and familiar
surrounding to study in Australia which means that I sometimes take decisions out of my
comfort and secured area to fulfil the expectations of being a successful learner and take
courage to use the opportunity to work towards a preferred condition.
Further, it is essential for me to improve my learning expertise as a reflector for which I have
planned numerous goals to be attained prior to getting enrolled in higher education course as
well as have lined up aims during and following each class activities and projects during my
study programme to support me succeed in this course. Moreover from results of learning
style questionnaire I have discovered that my weaker style is activist learning style so the
initial part of my planning is to establish possibilities to start and get engaged into some fun
1 | P a g e

group discussions within class which will offer me support to lead certain situations or
discussions possibly with no prior requirement for planning during the lectures. These will
give me assistance in discovering learning approaches by working together with other people
thus helping me understand and learn other’s preferences during vital actions, further helping
me maintain the value of learning programme (Qufli & Musa, 2019). The enhanced potential
learning scope and outcome gained from such exploration might offer me supportive impact
during this course and as a student. Upon reflection, again I think that results of this learning
questionnaire has assisted me identify myself and has allowed me recognise how to improve
upon myself. With the results of this quiz, I have noticed significant elements within me to
understand myself better and have learnt from attributes of diverse learning styles of Honey
& Mumford. This has helped me understand various kind of learning preference which are
useful as a student and can further help me develop relevant professional skills for future
career. With this practise of reflector learning style I have found that as an individual this
reflective practice means I use my experience, outlook to assess, realise and study through
not only my life’s experiences but also from responses of others which means I gain most of
my knowledge and learning from encounters. Further in terms of a successful professional as
reflecting practice is vital so I have found that this fundamental quality of mine is intended to
support me further in building connection with theory and actual practice (Hasibuan,
Nugroho, Santosa & Kusumawardani, 2016). So I feel as a student having a reflector
learning style is worthy as it helps me realise the value of my encounters, thus helping me
improve my learning from significant consciousness as well as has boosted my confidence
towards my preferred style, enabling me improve my weaker preferences. I feel more
prepared to use my learning into practise.
References
Hasibuan, M. S., Nugroho, L. E., Santosa, P. I., & Kusumawardani, S. S. (2016). A proposed
model for detecting learning styles based on agent learning. International Journal of
Emerging Technologies in Learning (iJET), 11(10), 65-69. Retrieved
from: https://onlinejour.journals.publicknowledgeproject.org/
Qufli, O., & Musa, M. (2019). Teaching and learning oriented and in function of student’s
learning styles. PHILOSOPHICA International Journal of Social and Human
Sciences, 6(11-12), 29-38. Retrieved from: https://eprints.unite.edu.mk/383/
2 | P a g e

Yousef, D. (2018). Learning style preferences of postgraduate students: The case of the
British University in Dubai, the United Arab Emirates. Journal of International Education in
Business, Vol. 11 No. 2, pp. 291-311. Retrieved from: https://doi.org/10.1108/JIEB-
02- 2018-0006
3 | P a g e