Learning Styles

1. Anderson, James A. and Maurianne Adams. "Acknowledging the Learning Styles of Diverse Student Populations: Implications for Instructional Design." Teaching for Diversity. Eds. Laura L. B. Border and Nancy Van Note Chism. San Francisco: Jossey-Bass, 1992.

Abstract: This chapter discusses the issues concerning learning styles and diverse student populations. The interplay of social and cultural diversity with learning styles, curriculum content, and instructional styles are examined.

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2. Dunn, Rita and Shirley A. Griggs (eds.). Practical Approaches to Using Learning Styles in Higher Education. Westport, CN: Bergin & Garvey, 2000.

Abstract: The focus of this collection of essays is on new approaches to teaching in higher education. Selections are organized in five sections; the first section focuses on learning styles, while the remaining sections focus on applications in various academic disciplines.

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3. Dyer, James W., et al. "Analysis of Three Study Skills: Notetaking, Summarizing, and Rereading." Journal of Educational Research 73.1 (1979).

Abstract: Analyzes the study skills of college students through different teaching strategies used by the professor in the United States. Improvement of recall in both notetaking and rereading strategies; Importance of original text for further learning; Use of notetaking and rereading in reaching the learning objectives.

For full text: http://search.epnet.com/direct.asp?an=4903513&db=tfh

4. Felder, Richard M. and Rebecca Brent "Navigating the Bumpy Road to Student-Centered Instruction." College Teaching 44.2 (1996).

Abstract: Student-centered instruction is a broad teaching approach that includes substituting active learning for lectures, holding students responsible for their learning, and using self-paced and/or cooperative (team-based) learning. Other ways to center our teaching on students include assigning open-ended problems and those requiring critical or creative thinking, reflective writing exercises, and involving students in simulations and role-plays. When properly used, this approach enhances motivation to learn, retention of knowledge, depth of understanding, and appreciation of the subject being taught.

For full text: http://search.epnet.com/direct.asp?an=9605306609&db=tfh

5. Grasha, Anthony F. "An Integrated Model of Teaching and Learning Style." Teaching with Style: a Practical Guide to Enhancing Learning by Understanding Teaching and Learning Styles. Pittsburgh: Alliance Publishers, 1996.
Abstract:
This chapter the author develops an integrated model for using information about teaching and learning styles. Several learning styles are examined to form one integrated style. The model evolved from the author's work over two decades using the Grasha-Riechmann Student Learning Style Scales.

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6. Howell, Cynthia Lake. "Facilitating Responsibility for Learning in Adult Community College Students." ERIC, 2001. ED 451841.

Abstract: His digest discusses adult students in community colleges, focusing on their learning expectations and needs. In 1997, nearly a third of community college students were age 30 or older. Adult students often have realistic, practical goals for their education and bring valuable life experience to the community college classroom. However, adults attending community colleges for the first time are sometimes inadequately prepared both academically and psychologically for what college-level learning will entail. According to one of the most widely known models of instruction for adult learners, Knowles' (1984) Model of Andragogy, five factors are significant in helping adults learn: (1) movement from dependent to independent, self-directed learning; (2) a growing reservoir of experience as a resource for learning; (3) a readiness to learn related to social roles; (4) immediacy of application replacing future application; and (5) internal rather than external motivation. This article also discusses Beane's conditioned learning styles--avoidance, dependent, and competitive--as barriers to traditional methods of teaching. Also in relation to instruction, Lawler's (1991) nine principles of facilitating learner-centered education are presented, including: (1) creating a physical and social climate of respect; (2) encouraging collaborative modes of learning; and (3) generating a participative learning.

For full text: http://search.epnet.com/direct.asp?an=ED451841&db=eric&tg=AN

7. Laughbaum, Edward D. "In Context: Enhancing the Processes of Teaching and Learning in Community College Mathematics." Community College Journal of Research & Practice 25.5-6 (2001).

Abstract: Teaching in context can be defined as teaching a mathematical idea or process by using a problem, situation, or data to enhance the teaching and learning process. The same problem or situation may be used many times, at different mathematical levels to teach different objectives. A common misconception exists that assigning/teaching applications is teaching in context. While both use problems, the difference is in timing, in purpose, and in student outcome. In this article, one problem situation is explored thoroughly at different levels of understanding and other ideas are suggested for classroom explorations.

For full text: http://search.epnet.com/direct.asp?an=4647591&db=tfh

8. Ross, Jonathan L. and Robert A. Schulz. "Using the World Wide Web to Accommodate Diverse Learning Styles." College Teaching 47.4 (1999).

Abstract: Highlights the potential of the Internet as a tool that teachers can use to reach students with diverse learning needs. Logistical issues in creating an Internet-based classroom; Ways by which the Internet can be used to accommodate students with diverse preferences for processing sensory information; How to use the Web to challenge cognitive learning style groups.

For full text: http://search.epnet.com/direct.asp?an=2516392&db=aph&tg=AN

9. Stage, Frances K. "Creating Learning Centered Classrooms. What Does Learning Theory Have To Say?" ERIC, 1998. ED 422788.

Abstract: 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.

For full text: http://search.epnet.com/direct.asp?an=ED422777&db=eric&tg=AN