"Breakfast With A Purpose"

December 29, 2009

Research on learning styles and importance

Filed under: Newsworthy Notes & More...,Recommended Readings... — bwapadmin @ 9:59 pm

Are cognitive styles still in style?.

By Sternberg, Robert J.; Grigorenko, Elena L.
American Psychologist. Vol 52(7), Jul 1997, 700-712.
Are cognitive styles still in style? The authors assert that they are and, indeed, that they may provide as promising an inroad to predicting school and other kinds of performance as do abilities. First, the authors introduce the concept of cognitive styles and discuss why they have piqued the interest of psychologists for many years and continue to do so. Second, 3 motivations for theory and research on cognitive styles are described. Third, some of the principal literature on cognitive styles is briefly reviewed. Fourth, the authors present their own theory and research, suggesting it may present a particularly promising approach. Finally, they draw some conclusions about styles and make some suggestions regarding profitable directions for future theory and research. (PsycINFO Database Record (c) 2009 APA, all rights reserved)

The implications of the research literature on learning styles for the design of instructional material

Catherine McLoughlin
University of New England

An enduring question for educational research is the effect of individual differences on the efficacy of learning. Aspects of individual differences that have been much explored relate to differences in learning styles, strategies and conceptions of learning. Such differences present a profound challenge for instructional designers, as research has shown that the quality of learning material is enhanced if the material is designed to take into account learners’ individual learning styles (Rasmussen, 1998; Riding & Grimley, 1999). In the context of the present research, learning style is taken to mean a consistent or habitual of mode of acquiring or imparting knowledge through study, experience or teaching (Beishuizen & Stoutjesdijk, 1999). The purpose of this article is to propose ways in which individual differences can be accommodated when designing self-instructional learning materials in print for distance learners. It is advocated that instructional designers turn to research on learning styles to inform the design of adaptive learning material. Kolb’s (1984) learning cycle and associated learning styles are described with a view to providing instructional design guidelines which accommodate (i) each stage of the learning cycle (ii) individual differences between learners in processing and presenting information. Examples of learning activities for each stage of the learning cycle are provided from a tertiary bridging course for adult learners. It is recommended that in designing for a diverse student body, the research literature on learning styles can provide insights that have the potential to improve instructional design.

learning styles info.doc


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