In recent years, the desire among educators to enhance the learning process for students has led to a growing concern with learning styles. CDTL Brief now presents the first of a two-part discussion on the issues surrounding Learning Styles.
Email Editors |
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| Students’ Learning Styles and Their Implications for Teachers |
| Ms Chandrama Acharya |
| Research Assistant, CDTL |
| With the shift from an instructional to a learning paradigm, there is growing acceptance that understanding the way students learn is the key to educational improvement. To achieve a desired learning outcome, one should provide teaching and counselling interventions that are compatible with the students’ learning styles. Continue reading |
| Productive Diversity in the Classroom: Practising the Theories of Differences in Learning Styles |
| Dr Francis Adu-Febiri |
| Sociology Professor and Diversity Consultant Camosun College and University of Victoria, Victoria, B.C., Canada |
| The classroom in many societies is a representation of people with different social class, gender, age, ability, ableness, sexuality, religious, racial, and/or ethnic backgrounds, as well as different personality types. Continue reading |
| Singapore Adolescents Also Got ‘Style’ |
| Associate
Professor Yeap Lay Leng & Associate Professor Low Guat Tin |
| National Institute of Education, Nanyang Technological University |
| Learning style is an individual’s typical and preferred way of perceiving, thinking, solving problems, drawing inferences, and remembering. It is based on a combination of environmental, emotional, sociological, physiological, and psychological traits that serve as relatively stable indicators of how learners perceive, interact, and respond to the learning environment (Dunn & Dunn, 1993). Continue reading |