This issue of CDTL Brief presents the last instalment of a two-part discussion on the issues surrounding Learning Styles.
Email Editors |
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| Applying Learning Style in Instructional Strategies | ||
| Associate Professor Lim Lum Peng | ||
| Department of Preventive Dentistry Associate Director, CDTL |
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| With a shift in emphasis from teaching to learning at all levels of education, a variety of active learning strategies have been advocated to optimise learning. It is also well recognised that how best a person learns may be influenced by social, psychological, emotional, environmental, and physical factors, as well as the individual’s learning style. Continue reading | ||
| NUS Students and Biggs’ Learning Process Questionnaire | ||
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| In Semester I of 2001–2002, the Learning Process Questionnaire (LPQ) (Biggs, 1993) was given to a total of 475 students from three science-based modules, namely GEM1503K Chemistry in Space, FST2102 Chemistry of Food Components, and BL1306 General Biology. At the same time, an earlier version of Biggs’ questionnaire was also given to students studying GEM1503K. Continue reading | ||
| A Matter of Style | ||
| Associate Professor Daphne Pan | ||
| Department of English Language & Literature Director, CDTL |
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| It is generally recognised that learners differ in their preferred learning styles. What is less certain is the degree to which teaching is tailored to cater for the variety in order to produce optimal learning outcomes for the greatest number. Continue reading | ||