The purpose of this study was to investigate the effects of CBI lesson sequence type and cognitive style of field dependence on learning from Computer-Based Cooperative Instruction (CBCI) in WEB on the dependent measures, achievement, reading comprehension and reading rate. Eighty-seven college undergraduate students were randomly assigned to…

The authors discuss the results of their study into the behavior, values, and attitudes of students and teachers. They found that each person has a particular approach to learning or teaching that is most comfortable for them. Four learning/teaching channels are detailed: concrete sequential, abstract sequential, abstract random, and concrete…

Results from a Gregorc Style Delineator completed by 99 underclass business majors, 65 upperclass business majors in an area other than marketing, and 101 marketing majors show that the dominant learning styles for upperdivision marketing students were Concrete Sequential and Abstract Random. Implications for instruction are discussed. (SLD)

The quality reform of higher education in Norway has generally recommended a substitution of classroom teaching with more active forms of learning in higher education. This study reveals that ignoring the student's personality type may be in conflict with the purpose of the reform. The student's personality type affects both the most effective…