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Educational Psychology
Learning Styles
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    Studies related to Learning Styles & the instruments used:
     
    • Coping with mismatched courses: students’ behaviour and performance in courses mismatched to their learning styles- By Kinshuk Æ Tzu-Chien Liu Æ Sabine Graf

    • Education Tech Research Dev (2009) 57:739–752
      DOI 10.1007/s11423-009-9116-y
      Felder–Silverman learning style model (FSLSM)
       
    • A cross-cultural study of Taiwanese and Kuwaiti EFL students’ learning styles and multiple intelligences

    • By Shu-hua Wu and Sulaiman Alrabah- Department of English, College of Basic Education, Kuwait
      Innovations in Education and Teaching International- Vol. 46, No. 4, November 2009, 393–403
      Oxford, R. (1998). Style Analysis Survey (SAS): Assessing your own learning and working
      styles. In J.M. Reid (Ed.), Understanding learning styles in the second language
      classroom (pp. 179–186). Upper Saddle River, NJ: Prentice Hall Regents.
        "Oxford (1998) developed an instrument for language teachers to measure the
        learning styles of their students along with directions for how to score and calculate
        the data for each group of learning styles. She divided the instrument into perceptual,
        cognitive, and affective categories of learning styles. The outcome of administering
        the instrument for a group of students can be in the form of a general profile
        for the students’ learning styles that can then be used by the teacher to design activities
        and introduce content that are congruent with that group’s dominant learning
        styles."
        .
    • THE EFFECT OF LEARNING STYLES ON ACHIEVEMENT IN DIFFERENT LEARNING ENVIRONMENTS

    • By Meryem YILMAZ-SOYLU- Department of Computer Education and Instructional Technology
      Hacettepe University, Beytepe/Ankara, Turkey- meryemy@hacettepe.edu.tr
      Buket AKKOYUNLU
      Department of Computer Education and Instructional Technology
      Hacettepe University, Beytepe/Ankara, Turkey- buket@hacettepe.edu.tr
      Kolb’s Learning Style Inventory (LSI)
      .
    • Implementing a case-based e-learning environment in a lecture-oriented anaesthesiology class: Do learning styles matter in complex problem solving over time?

    • By Ikseon Choi, Sang Joon Lee and Jeongwan Kang
      British Journal of Educational Technology Vol 40 No 5 2009 933–947
      doi:10.1111/j.1467-8535.2008.00884.x
      Curry’s onion model- Curry, L. (1983). An organization of learning styles theory and constructs. Paper presented at the annual meeting of American Educational Research Association, Montreal, Quebec. (ED 235
      185)
        "Curry conceptualised learning style models and instruments
        into a three-level system known as the layers of an onion. According to Curry,
        the first and innermost layer is cognitive personality style, which is a relatively permanent
        personality dimension involving adapting and assimilating information. This layer
        is independent of the environment, and thus it is regarded as the most stable level. The
        second layer of the onion is information processing style, which refers to individuals’
        ways of processing information. This layer seems to be stable, but it is also viewed as
        changeable by instructional methods and the surrounding environment. The third and
        outermost layer, instructional preference, refers to individuals’ choices of learning environments.
        Since this layer is directly exposed to the outside environment and can be
        influenced by interaction with the environment, it is considered the least stable layer
        compared with the other two inner layers. Curry’s conceptualisation of learning styles
        was validated by Marshall (1987). Marshall conducted a study to examine the validity
        of Curry’s learning style topology and concluded that, ‘the topology can be used for
        classifying learning style models and instruments into a meaningful structure’ (p. 427).
        ...
        To identify different learning styles, specifically information processing preferences,
        Kolb (1985) developed the Learning Style Inventory (LSI), which suggests a four-stage
        cycle model from concrete experience to reflective observation, abstract conceptualisation
        and active experimentation. Based on Kolb’s model, Felder’s recent model (Felder,
        2002; Felder & Silverman, 1988; Felder & Soloman, 1991/1994b) proposes four
        dimensions related to howstudents perceive, process and organise information (sensing
        or intuitive, visual or verbal, active or reflective and sequential or global). Felder’s model
        has been used and tested for college students (eg, Litzinger, Lee, Wise & Felder, 2007).
        We believe that this model is relevant to the interface design of a case-based e-learning
        environment (Choi, Lee & Jung, 2008). Each dimension of Felder’s model is followed
        (Felder & Spurlin, 2005, p. 103):
        • ‘sensing (concrete thinker, practical, oriented towards facts and procedures) or
        intuitive (abstract thinker, innovative, oriented towards theories and underlying
        meanings);
        • visual (prefer visual representations of presented material, such as pictures, diagrams
        and flow charts) or verbal (prefer written and spoken explanations);
        • active (learn by trying things out, enjoy working in groups) or reflective (learn by
        thinking things through, prefer working alone or with a single familiar partner); and
        • sequential (linear thinking process, learn in small incremental steps) or global (holistic
        thinking process, learn in large leaps)’"
        .
    • LEARNING STYLES AND THE RELATIONSHIP TO ATTACHMENT STYLES AND PSYCHOLOGICAL SYMPTOMS IN COLLEGE WOMEN

    • By Vaughn, Lisa M.; Battle, Julie V.; Taylor, Trisha; Dearman, LauraSource: College Student Journal, v43 n3 p723-735 Sep 2009. 13 pp. (Peer Reviewed Journal)
      Grasha's Learning Style Theory
      Grasha, A. (1996). Teaching With Style: A Practical Guide to Enhancing Learning by Understanding Learning and Teaching Styles. New York: Alliance Publishers.
        "Grasha (1996) specifies six major learning styles related to interactions between a learner and his or her peers and instructors: Avoidant, Collaborative, Competitive, Dependent, Independent, and Participative."
        .
    • Starting from Scratch: Assessment and Instruction for Literacy Programs in Correctional Settings- 1994 (the best available copy is very bad)

    • Corporate Source: Correctional Education Association.
      Sponsoring Agency: National Inst. for Literacy, Washington, DC.
      Journal Code: RIEJAN1995
      Entry Date: 1995
      Accession Number: ED373188
      Barsch Learning Style Inventory


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