Bedford, Tas (2006) Learning styles: a review of the english language literature. In: Learning Styles and Learning : A Key to Meeting the Accountability Demands in Education. Nova Science Publishers, Inc., New York, NY., USA, pp. 19-42. ISBN 1594546088
Abstract
This chapter presents an overview of the diverse conceptualizations of learning styles and of the diversity of ways that have been devised for gathering information about individuals' learning styles. The review is limited to work reported in the English language literature since the early 1980's. The major components of models of learning styles, and the main educational issues that have been associated with work on learning styles, are identified from critical analyses of learning styles theory and research that are to be found in the literature. The overview provides a background of information against which some relatively recent developments in learning styles research, theorizing, and instrumentation are examined for their potential usefulness in enhancing the quality of teaching-learning processes and outcomes, particularly in the higher education sector.
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| Item Type: | Book Chapter (Commonwealth Reporting Category B) |
|---|---|
| Refereed: | Yes |
| Item Status: | Live Archive |
| Faculty/School / Institute/Centre: | Historic - Office of Preparatory and Academic Studies |
| Faculty/School / Institute/Centre: | Historic - Office of Preparatory and Academic Studies |
| Date Deposited: | 30 Nov 2007 11:35 |
| Last Modified: | 19 Sep 2016 02:54 |
| Uncontrolled Keywords: | learning style; universities |
| Fields of Research (2008): | 17 Psychology and Cognitive Sciences > 1702 Cognitive Sciences > 170205 Neurocognitive Patterns and Neural Networks 13 Education > 1303 Specialist Studies in Education 17 Psychology and Cognitive Sciences > 1702 Cognitive Sciences > 170204 Linguistic Processes (incl. Speech Production and Comprehension) |
| Socio-Economic Objectives (2008): | C Society > 93 Education and Training > 9301 Learner and Learning > 930102 Learner and Learning Processes |
| URI: | http://eprints.usq.edu.au/id/eprint/9760 |
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