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The role of cognitive styles in e-learning
University of Borås, School of Education and Behavioural Science.
2003 (English)Report (Other academic)Alternative title
a discussion of literature (English)
Abstract [en]

Background: several cognitive and learning style models (Curry’s taxonomy, Gardner, Dunn and Dunn, etc.) and literature related to flexible learning (Keegan, Moore, Bates). Purpose of dissertation: To investigate the existence of previous studies relating to a particular cognitive style of the e-learning student with factors such as an improved outcome of on-line courses, a preference for e-learning instead of traditional on-campus education and other relevant questions. Method: literature review of cognitive styles and distance education followed by an analysis of the implications of the cognitive styles of the students and their suitability for on-line courses. Main results: Although there’s extensive literature related to both cognitive styles and e-learning in a independent way, a lack of studies and specific theoretical frameworks relating cognitive styles to the particularities of e-learning was encountered. Characteristics such as field independence/ level of socialisation and locus of control may influence the adequacy of the student to e-learning courses.

Place, publisher, year, edition, pages
Högskolan i Borås, Institutionen för pedagogik , 2003.
Series
Skrifter från Institutionen för pedagogik, Högskolan i Borås, ISSN 1404-0905 ; 2003:1
Keyword [sv]
distansundervisning, lärstilar
National Category
Other Social Sciences
Identifiers
URN: urn:nbn:se:hb:diva-4273Local ID: 2320/2236OAI: oai:DiVA.org:hb-4273DiVA: diva2:883654
Available from: 2015-12-17 Created: 2015-12-17

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CiteExportLink to record
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Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
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Output format
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  • asciidoc
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