The present paper aims at analyzing learning styles at the level of first year students in Higher Education. The target population chosen is represented by the first-year History students at the University of Bucharest, and a group of MA students from various study strands as a comparative cohort. The instrument applied was Kolb's Learning Styles Questionnaire. The primary results seem to indicate certain uniformity in learning styles, but some significant differences are also visible. At the same time the implications for the academic History curriculum are debated.
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