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Learning Styles Resources
Here you will find links to various resources regarding learning styles theories.
TEL Articles
Gardner’s Multiple Intelligences:
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Kolb’s Experiential Learning
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Lois Krause’s Cognitive Profile Model
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Dunn & Dunn’s Learning Style Theory
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Felder-Silverman
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Field Dependence/Independence
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Hemisphericity:
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Keirsey Temperament Sorter
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McCarthy’s 4MAT
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Myers-Briggs Type Indicator
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Learning Styles Critiques
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Books
How people learn; brain, mind, experience, and school
Bransford, J., Brown, A., & Cocking, R. (Eds.). 1999
Washington D.C.: National Academy Press.
- Can be read online at http://www.nap.edu/html/howpeople1/
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Uncategorized Information
Multicultural Education and Technology: Perfect Pair or Odd Couple
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This digest examines how technology can support multicultural education. Multicultural education represents an approach to education and the teaching-learning process that is grounded in the democratic ideals of justice and equality. Five critical dimensions of multicultural education are: content integration, knowledge construction, prejudice reduction, equity pedagogy, and empowering school culture and social structure. Content integration is intended to expand the curriculum by incorporating contributions of diverse cultures into traditional disciplines of study. Knowledge construction promotes critical literacy by making explicit the manners in which scholars and scientists contribute to their respective fields of study. Prejudice reduction is about eliminating all forms of bigotry and involves promoting healthy personal identity devoid of the tendency to need to denigrate those who differ from oneself. Equity pedagogy is about equalizing opportunities to learn. It involves incorporating various strategies and techniques that attend to learning styles and intelligence types. Multicultural education proponents contend that in order to provide high quality experiences for all students, many traditional aspects of schools will need to be reconfigured. This is referred to as empowering school culture and social structures. The digest explains how technology can be used to support each of these five dimensions. (Contains 20 references.) (SM)
http://www.eric.ed.gov/ERICWebPortal/Home.portal?_...
Strategies for Identifying the Talents of Diverse Students
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To reduce the possibility that children who do not fit stereotypical profiles of gifted children will be passed over, identifying students from diverse backgrounds for talent should be a multipronged effort. Outreach is especially important in areas when parents may be absorbed in meeting their family's immediate needs. To facilitate identification at school, teacher training programs now provide education about cultural and talent diversity among gifted students and about the ways learning style differences can mask evidence of special talents. The children themselves, and the adults in their lives, may not even be aware of their talents, but schools can use the following methods of identifying giftedness to make sure that students receive fair consideration: (1) standardized tests; (2) observation; (3) self-identification through biographical inventories; and (4) portfolios. Identifying the special talents of students from diverse backgrounds is just the first step toward helping them achieve their full potential. (Contains 12 references.)
http://www.eric.ed.gov/ERICWebPortal/Home.portal?_...
Contextual Factors in Second Language Acquisition
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This digest discusses the contextual factors that affect students' learning of a second language. These individual, social, and societal factors can be considered from the perspective of the language, the learner, and the learning process. These perspectives are discussed as they relate to learning any second language, with a particular focus on how they affect adolescent learners of English as a second language. Issues related to language include language distance, native language proficiency, knowledge of the second language, dialect and register, language status, and language attitudes. Contextual factors related to the learner include the diverse needs of the learners, peer pressure, the absence of role models, and the level of home support. Factors related to the learning process include the following: learning styles, motivation, and classroom interaction
http://www.eric.ed.gov/ERICWebPortal/Home.portal?_...
Attending to Learning Styles in Mathematics and Science Classrooms
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This digest features a review of learning styles research with a focus on the Dunn model of learning styles which delineates five types of stimuli: (1) environmental; (2) emotional; (3) sociological; (4) physical; and (5) psychological. Issues related to practical applications of the Dunn model to mathematics and science education, learning styles, and educational reform are discussed.
http://www.eric.ed.gov/ERICWebPortal/Home.portal?_...
Creating Learning Centered Classrooms. What does Learning Theory Have to Say?
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This Digest of a larger report with the same title examines the application of learning theory to the quality of learning in undergraduate college classrooms. Relevant theories are identified, including theories which address college students' attributions for success or failure, self-efficacy, social constructivism, conscientization, multiple intelligences, and learning styles. The knowledge base supporting these theories, as applied to college students, is briefly summarized. Specific practices which emanate from these theories and promote learning by college students are identified: they include social learning experiences, various instructional models that deviate from the lecture format, varying expectations for student performance, choices that allow students to capitalize on personal strengths and interests, overt use of sociocultural situations and methods that provide authentic contexts, and course material that demonstrates the value of diverse cultures. The digest concludes by posing questions which remain to be answered, such as how an instructor can help students learn by modifying their beliefs and attributions.
http://www.eric.ed.gov/ERICWebPortal/Home.portal?_...
Models for Improving College Teaching: A Faculty Resource
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Based on a longer report with the same title, this digest summarizes what college faculty can do to improve their teaching. It maintains that faculty need to stop viewing college teaching as "covering the content" and start viewing it as "helping students learn." To help faculty achieve such an instructional transformation, numerous faculty development programs and professionals promote the development of expertise in teaching. Six categories of teaching models are highlighted: assessment and feedback, discussion and sharing, dissemination, clinical development, teaching and learning, and instructional planning. The models include Classroom Assessment, the Great Teachers Seminar, the Integration of Teaching and Learning Styles, the Instructional Skills Workshop, Adaptive Control of Thought, Multiple Intelligences and Teaching, Instructional Event Design, and the Five-Step Process for Improving Teaching. These and other models similarly designed to enhance learning offer specific procedures that can be implemented easily, without formal training.
http://www.eric.ed.gov/ERICWebPortal/Home.portal?_...
Literacy Instruction Through Communicative and Visual Arts
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The purpose of this Digest is to explore the evidence suggesting the effectiveness of literacy instruction through communicative and visual arts. It discusses the communicative and visual arts in literacy instruction; television and multiple media as instructional tools; using dramatic activities in language arts classrooms; and teaching language arts through comics. It concludes that when educators expand their methods of literacy instruction to include television, drama, multimedia, comics and other formats, they may be able to reach more students in the language arts classroom and better meet students' different learning styles than would be the case using purely traditional teaching methods.
http://www.eric.ed.gov/ERICWebPortal/Home.portal?_...
Theories of Learning: Teaching for Understanding and Creativity. Selected Papers from the Annual Conference of the Institute for the Study of Postsecondary Pedagogy (4 th)
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This book presents 24 papers dealing with learning theory and its application at the postsecondary level, many stemming from the ideas of Robert Sternberg and Howard Gardner. Articles include: (1) "Introduction" (Richard Kelder); (2) "Teaching Variability in Problem Solving" (Patricia D. Stokes); (3) "Cognitive Theory and Teaching Critical Thinking: The Lawyer's Approach to Postsecondary Education" (Stephen Schoeman); (4) "Is There a Fit Between Critical Thinking Theory and Cognitive Theory" (William R. Brown); (5) "Assessing Assessment" (Judith Entes and Richard L. Larson); (6) "Wrestling With Angels" (Gayle Whittier); (7) "Food For Thought: Writing and the Domain Beyond the Cognitive" (Alice G. Brand); (8) "Crossing Academic and Social Boundaries Through Technology" (Marcia Birken and Anne C. Coon); (9) "Multimedia Instruction: One Solution to the Development of Diverse Learning Environments" (Jeanne Buckley); (10) "Liberal Education and the Implicit Curriculum: Faculty Response and Responsibilities" (Dana S. Dunn, et. al.); (11) "A Student-Centered Pedagogy: Collaborative Learning, Assessment, and Retention" (Carol Ann Dalto et al.); (12) "Reconfiguring Knowledge Relations: A Department's Self-Study Project" (Mark Zuss); (13) "Assessment of Mathematical Problem Solving: Strategies for Teachers" (Elaine Kolitch and Elaine Hofstetter); (14) "Portfolios: Emerging Voices" (Harriet Fayne and Nancy Woodson); (15) "Gateway Psychology at Rutgers: Addressing Retention in a Content Course" (Gary M. Parilis et al.); (16) "Innovations in Group Modes for Adult College Students" (Miriam Tatzel); (17) "Inner Visions/Outer Visions" (Nancy King); (18) "Ways of Knowing in Education and Diverse Learning Styles" (Maxine Morrin); (19) "The Artistic Process: A Model for Teaching and Learning" (Kristin Rauch); (20) "Learning About Thinking by Thinking About 'Art'" (Stephen W. Shipps); (21) "Masks and Maskmaking: Reading and Writing. A Kinesthetic, Learner-Centered Approach for High-Risk Students" (Emma Zevik); (22) "Less is More: Applying Caleb Gattegno's "Words in Color" to Language and Literacy Learning on the College Level" (Bill Bernhardt et al.); (23) "Cultivating Multiple Intelligences Through 'The Living Journal'" (Christian Koontz); and (24) "Creativity Enhances Learning in College Classes: The Importance of Artists and Poets" (Ronald R. Cromwell). (Individual chapters contain references.)
http://www.eric.ed.gov/ERICWebPortal/Home.portal?_...
Learning Styles: Student Preferences vs. Faculty Perceptions
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This study examined the attitudes, beliefs, and experiences of faculty and students about the use of nontraditional pedagogies such as active learning, collaborative/cooperative learning, and the encouragement of student participation and involvement in the learning experience. The data came from two surveys of faculty (n=136) and students (n=676) conducted through the National Center for Postsecondary Improvement at seven institutions during the winter and fall of 2000. The result reveal that both groups agree on the value and desirability of direct involvement in learning, academic collaboration with student peers, and productive, constructive student/faculty relationships. There are substantial, statistically significant differences, however, between how frequently they believe these practices are actually enacted in the classroom. Possible explanations and implications are discussed. (Contains 7 tables and 33 references.)
http://www.eric.ed.gov/ERICWebPortal/Home.portal?_...
Adult Learning Styles and the College Classroom
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Malcolm Knowles, in his theory of adult learning (1972, revised 1980), presents adults as motivated, self-directed learners. Basically, once a person starts seeing himself or herself as an adult, he or she has an expectation of being independent in decision-making, valuing personal experience, and desiring respect. Courses, curriculum, and classrooms can be designed to affirm students in their adulthood, empowering them to draw on their experiences, interests, and self-motivation to learn. There are three types of learning that we must take into consideration: Affective Learning involves formation of attitudes, feelings, and preferences; Behavioral Learning includes the development of competence in the actual performance of procedures, operations, methods, and techniques; Cognitive Learning includes the acquisition of information and concepts related to course content (includes ability to analyze content and apply it to new situations). Shifting one's view of the students we have in the classroom changes the way we put together syllabi, are interactive in the classroom, and include group/team work as part of the course. These changes shift the responsibility onto the student with the professor becoming the facilitator of the learning process. Overall, relationships, creativity, and motivation are enhanced. This paper contains multiple examples of incorporating the principles of adult learning in the college classroom.
http://www.eric.ed.gov/ERICWebPortal/Home.portal?_...
Developing Ourselves through the Use of Midsemester Evaluation
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Most evaluation of faculty takes place at the end of a semester. Because results of this type of evaluation are not available until after the semester is over, an instructor has no opportunity to make changes to a course while it is ongoing. This paper explains how the practice of midsemester evaluation can provide instructors with a formative evaluation tool that allows for changes while a course is in progress. Both faculty and students benefit from midsemester evaluation. Faculty receive suggestions on how to better gear the course to student learning styles. Students are reminded of their instructor's commitment to the teaching process and are also given a chance to see education as a proactive venture. Instructions on how to administer and process a sample midsemester feedback form are provided. Alternatives to the sample form are also addressed
http://www.eric.ed.gov/ERICWebPortal/Home.portal?_...
Learning Style Theory and Computer Mediated Communication
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This paper looks at the low participation rates in computer mediated conferences (CMC) and argues that one of the causes of this may be an incompatibility between students' learning styles and the style adopted by CMC. Curry's Onion Model provides a well-established framework within which to view the main learning style theories (Riding and Rayner, 1998). The outer layer of Curry's model examines instructional preference. This layer is considered to be most observable, least stable, and most easily influenced. The middle layer of Curry's model concerns an individual's intellectual approach to assimilating information and encompasses many of the learning style theories that are currently popular. This layer is considered to be more stable than the outer layer because it does not directly interact with the environment, although it is modifiable by learning strategies. The inner layer of the model examines cognitive personality style, addressing an individual's approach to adapting and assimilating information, and is considered to be an underlying and relatively permanent personality dimension. The Curry model is used in this paper to review the learning style theories, and it is argued that Riding's Cognitive Styles Analysis is the most powerful theory with which to examine educational CMC. A framework for conducting an empirical investigation using this theory is outlined. (Contains 21 references.)
http://www.eric.ed.gov/ERICWebPortal/Home.portal?_...
Learning Styles, Technology Attitude and Usage: What are the Connections for Teachers and Technology in the Classroom?
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The question for educators is no longer how much better do students learn with technology, but how do we integrate technology into our classrooms in a way that benefits students? To study the question of how to encourage instructors to use technology to teach, a survey was used to create connections between teachers' technology attitudes, technology usage, and learning style. Teachers from five elementary schools in a large southern California school district participated in the study. Results suggest that relationships exist among technology attitude, usage outside of work, and usage to teach. Additionally, the descriptive analysis points out differences across age ranges and ethnicity in whether teachers use technology. (Contains 5 tables and 15 references.)
http://www.eric.ed.gov/ERICWebPortal/Home.portal?_...
Learners’ Perceptions and Learning Styles in the Integrated Mode of Web-Based Environment
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This research explores how learners perceive a Web-based learning environment integrated with a traditional classroom, as well as what learning styles are usually identified in this environment. Participants were 156 students at a university in Seoul, Korea, who were surveyed after the semester was over. The majority of them (89.1%) had experienced obstacles in the access and use of the online system on campus--UniverCampus. Findings suggest several strategies for better online instruction: (1) the minority of failing students should be identified and should receive more instructional attention; (2) feedback systems should be considered that will satisfy learners' high expectation and avoid instructions' working overload; (3) there is a strong need for instructional efforts to maintain the proper levels of learning and instructional demand; (4) deliberate strategies may be needed to stimulate learners' serious perception of online instruction; (5) it is desirable and easy demand that learners share with others information and learning outcomes; and (6) especially if multiple "integrated mode" courses are concurrently operated, supporting strategies in various dimensions should be considered in order to ensure learners' confidence. (Contains 14 references.)
http://www.eric.ed.gov/ERICWebPortal/Home.portal?_...
Non-Traditional Teaching Styles in Physics
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The last two decades have witnessed a growing trend away from the traditional modes of instruction in physics courses at all levels, from high schools through universities. The reasons for this, as well as some commentary on several non-traditional styles of physics instruction, are presented in this paper. The article does not attempt to promote any one style over another because it is clear from numerous sources that almost any form of interactive learning produces improved conceptual understanding. The purpose of this paper is to discuss some of what is currently being done in physics education and to impart some quantitative results. The paper also reports on the following non-traditional teaching/learning styles: (1) Peer Instruction (Lectures consisting of short presentations on key points followed by a Concep Test, which students formulate answers for and discuss with each other); (2) Collaborative Instruction (Students taught using a non-traditional style make use of collaborative exercises based upon lecture materials); (3) Overview Case Studies and Active Learning Problem Sets; (4) Tutorials; (5) Workshop Physics; and (6) Expert versus Student Problem Solving. Overall assessment and recommendations for community colleges are presented at the end of the paper. (Contains 42 references.)
http://www.eric.ed.gov/ERICWebPortal/Home.portal?_...
An Examination of the Relationship between Learning Style and Technology Use
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The relationship between students' learning styles and Internet use was studied in a college course in which technology was infused. The setting was a large multisection undergraduate education course on lifespan human development. The course was a traditional on-campus course in which technology was infused through an interactive course Web site, online substantive course material, and the use of online discussion rooms. All students were trained in the use of campus technology resources. The sample was approximately 300 undergraduate students, but only 139 students completed all 3 surveys over the course of the semester. Learning style was assessed through the Learning Style Inventory (D. Kolb, 1999), and measures of exposure to the Internet and computers and "Internet-focused style" were also administered. The study demonstrated that students preferred different styles when using the Internet than when learning in general. Regardless of their general learning style preferences, students moved toward more active dimension and mode styles when using the Internet. Previous research has suggested that a preference for an active learning style has a positive relationship with attitudes toward and performance on computer tasks. The results of the current study complement those findings. (Contains 3 tables and 19 references.)
http://www.eric.ed.gov/ERICWebPortal/Home.portal?_...
Instructional Design
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This document contains the papers on instructional design from the SITE (Society for Information Technology & Teacher Education) 2001 conference. Topics covered include: an adaptive e-framework for teacher training; assessing the integration of technology into the curriculum; promoting instructional planning; learning and using World Wide Web page construction to teach preservice teachers how to develop and design integrative middle school curricula for early adolescents; innovative course design as action research; designing Web-based inquiry simulations; principles for designing online instruction; effective presentation design; letting teachers interact with the idea of "interactivity"; qualitative data analysis to ascertain the benefits of a Web-based teacher oriented project; Yekioyd statistics and their interpretation; gLearning--the new e-learning frontier; orchestrating virtual learning; constructing an enhanced instructional presentation; metaphorical representation within a distributed learning environment; implementation of an electronic tutorship support system in a school of business administration; activities for integrating the Internet in teacher education classes; the results of a learning software competition; interactivity as the key to successful Web-based learning environment; scripting a lesson; analysis of large Web-based courses at the University of Central Florida; learners' perceived differences in learning and application; online delivery of multimedia courseware; teaching with geographic information technology; developing Web pages to supplement courses in higher education; toward an adaptive e-framework for teacher education; problem-based learning using Web-based discussions; adapting critical thinking models to a technological approach; sharing teaching experiences in different countries through information and communications technology (ICT); cognitive design of instructional databases; potentials and possibilities in Web-mediated courses; effective online learning at Western Governor's University (Washington); interactive training video as software for staff development; sequence independent structure in distance learning; edu-effectiveness and distance education; assessing student statistical problem-solving skills using interactive Java applets; the formative evaluation of a computer-managed instruction module; online teaching tools; a model to design technology for a teacher training program; designing Web-based constructivist learning environments; using ICTs to develop a learner-centered approach with preservice elementary school teachers; a model for the implementation of socio-constructivist principles in multiple classrooms; Web-based pedagogical strategies; incorporating research on attention into e-design; strategies to reduce online cheating; learning styles of student in traditional Web-based courses; and successful implementation in educational and curriculum integration. Most papers contain references.
http://www.eric.ed.gov/ERICWebPortal/Home.portal?_...
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Found by Pam Gades:
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