Originally published as Education + Training Volume 48 Number 2/3, 2006
ISBN: 1 84544 936 3
Guest edited by: Eugene Sadler-Smith, University of Surrey, UK & Carol Evans, Durham University, UK.
The application of learning styles theory and research continues to hold great promise for practitioners in both education and training as a potentially powerful mechanism for enabling pupils, students and trainees to better manage their own learning throughout their educational and working lives.
The selection of papers from the 10th annual European Learning Styles Information Network conference (held in July 2005 at the School of Management, University of Surrey) presented here raise a number of pertinent issues which are significant in the ongoing debate regarding the value of cognitive and learning styles in education and training practice.
Contents:
Learning styles in education and training: problems, politicisation and potential
This paper looks at problems and developments in the application of style and potential styles for practice in the area of cognitive and learning styles in education and training practice, with a brief look at the papers within this issue.
Managerial intuition across cultures: beyond a “West-East dichotomy”
The article provides an overview of the various concepts of intuition and methods of measuring it across cultures. It seeks to understand how various epistemological assumptions incorporated in the research affected the results obtained. An aspect under particular scrutiny in the article is the concept of cognitive style, which is employed frequently in management studies.
Students' questions: building a bridge between Kolb's learning styles and approaches to learning
The purpose of this study is to identify the types of questions that students ask during the learning of chemistry; discuss the role of students' questions in the process of constructing knowledge, and investigate the relationship between students' questions, approaches to learning, and learning styles.
Internationally-educated health professionals: a distance education multiple cultures model
This paper aims to explore issues that must be addressed in post-secondary educational planning and delivery such that social cultural factors within the learning environment are recognized in ways that affirm the learner's cultural traditions.
Using concept maps to reveal conceptual typologies
The purpose of this paper is to explain and develop a classification of cognitive structures (or typologies of thought), previously designated as spoke, chain and network thinking by Kinchin et al.
Constructing and maintaining an effective hypertext-based learning environment: Web-based learning and cognitive style
This paper aims to review the literature on the utility of employing the construct of cognitive style in understanding behaviour in web-based learning environments.
Course experience, approaches to learning and academic achievement
The present study seeks to compare scores on factors from the Course Experience Questionnaire (CEQ) with scores on an abbreviated version of the Approaches and Study Skills Inventory for Students (ASSIST) and examination grade among undergraduate psychology students. The purpose is to investigate the relationship between course experience and approaches to learning, and to examine their relative importance as predictors of academic achievement.
Learning style and student self-assessment skill
In the light of the growing emphasis on independent learning and non-technical skills in education and employment, this study aims to examine the relevance of learning style to student self-assessment skill.
Unraveling learning, learning styles, learning strategies and meta-cognition
The purpose of this paper is to explore the field of learning, learning style, meta-cognition, strategies and teaching by classifying different levels of the learning process. The paper aims to present an attempt to identify how students' awareness of learning style and teachers' matched instruction might affect students' learning and motivation.
About Education + Training
Are we witnessing a fundamental shift in the way in which we view institutional learning; moving away from education and towards training? The focus of this major journal is the growing understanding of the critical relationship between what is taught in schools, colleges and universities and what is actually learnt at these institutions. The intended outcome being individuals prepared for training received in industry and for a career involving lifelong learning. Education & Training addresses vocational learning and highlights the changing nature of the partnership between the worlds of work and education.
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