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    Influence of students' learning styles on the effectiveness of instructional interventions

    Access Status
    Fulltext not available
    Authors
    Lehmann, T.
    Ifenthaler, Dirk
    Date
    2012
    Type
    Conference Paper
    
    Metadata
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    Citation
    Lehmann, T. and Ifenthaler, D. 2012. Influence of students' learning styles on the effectiveness of instructional interventions, in Sampson, D. et al (ed), Proceedings of the International Conference on Cognition and Exploratory Learning in Digital Age (CELDA), Oct 19-21 2012, pp. 180-188. Madrid, Spain: IADIS.
    Source Title
    IADIS International Conference on Cognition and Exploratory Learning in Digital Age, CELDA 2012
    Additional URLs
    http://www.proceedings.com/18108.html
    ISBN
    9781627483377
    School
    DVC Education
    URI
    http://hdl.handle.net/20.500.11937/4779
    Collection
    • Curtin Research Publications
    Abstract

    This research contributes to answer the question whether learning/cognitive styles of students serve as a justified starting point for creating target-group appropriate instruction. The study was realized in a self-regulated problem-based learning environment. Data of 56 participants on their individual learning styles, their acquired problem solution and their increase in declarative knowledge were collected. Results indicate that a consideration of learning styles to design a matching instruction or learning environment does not transfer into higher quality problem solutions or an enhanced increase in declarative knowledge.

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