The aim of the 2018 International Association for Development of the Information Society (IADIS) Cognition and Exploratory Learning in the Digital Age (CELDA) conference was to address the main issues concerned with evolving learning processes and supporting pedagogies and applications in the digital age. There have been advances in both cognitive…

The Learning Style Inventory assesses learners' preferences. This study was designed to determine reliability and construct validity of Kolb's original ipsative instrument and an alternate normative form. The alternate version was found as reliable as the original, was equivalent in measuring characteristics, and demonstrated comparable construct…

The uses of a well-made standardized test are identified: as an assessment tool to help students identify their strengths, to improve learning programs, to help colleges select students, to gauge the learning of academic skills, and as an early warning system. (MLW)

The Inventory of Learning Processes (ILP) was developed by Schmeck, Ribich, and Ramanaiah in 1977 as a self-report inventory to assess learning style through a behavioral-oriented approach. The ILP was revised by Schmeck in 1983. The Revised ILP contains six scales: (1) Deep Processing; (2) Elaborative Processing; (3) Shallow Processing; (4)…

Five studies are presented describing the development of a self-report inventory for measuring individual differences in learning processes. Factor analysis of items yielded four scales: Synthesis-Analysis, Study Methods, Fact Retention, and Elaborative Processing. There were no sex differences, and the scales demonstrated acceptable reliabilities…

Used data from a college classroom to demonstrate the value of taking student learning styles into consideration when designing and revising a course. Learning styles were assessed in 58 students using the Inventory of Learning Processes. Casual path analyses revealed relationships between certain evaluation components and certain learning styles.…

Two correlational investigations attempted to establish the construct validity of the dimensions assessed by the Inventory of Learning Processes scales. The scales are Synthesis-Analysis; Study Methods; Fact Retention; and Elaborative Processing. A number of cognitive tests were also administered. (MH)

A study of learner modality in second language learning conducted at a small, private liberal arts university had as subjects 20 freshmen in a second-semester Spanish course. The students' modality strength (visual, auditory, kinesthetic, or mixed) was correlated with Scholastic Aptitude Test measures, grades, and gender. The findings support…

Undergraduates responded to an objective test in electronics and classified each item by domain (one of 14 topics covered in their text), and by type of knowledge (definition, fact, principle, or interpretation). These judgments were compared to their instructor's "standard" judgments. From these data, an index of item-domain divergence…

Describes a study of college students that investigated the interaction between instructional mode and testing mode. Computer learning and testing versus paper-and-pencil methods are compared, and treatments for the experimental and control groups are described. Areas for further research are suggested. (20 references) (LRW)

Argues that new "learning" paradigms are needed to assess new kinds of educational practices. Uses Instruction Model-Learning Model Questionnaire and the Student Evaluation of Teaching Effectiveness to compare traditional vs. interactive teaching methods in a graduate (n=94) public policy analysis course; finds neither effectively measures…

Student learning is a complex incremental cognitive process; assessment needs to parallel this, reporting the results in similar terms. Application of fuzzy sets and logic to the criterion-referenced assessment of student learning is considered here. The constrained qualitative assessment (CQA) system was designed, and then applied in assessing a…

Criticizes the use of test-retest correlations, differences between means, and other group effects in studies attempting to evaluate the relative stability of learning styles. Examines the use of the "Learning Style Inventory" and the "Learning Style Questionnaire." Recommends that researchers directly analyze the stability and…

Noting weaknesses in "standard" methods of measuring listening skills, developes a five-factor model utilizing three different kinds of memory and adding tasks requiring interpretation and concentration. Varying subscales--with the exception of the interpretive task--are found to be sufficiently reliable for research purposes. (NH)

A common thread in contemporary research in student learning refers to the ways in which students go about learning. A theory of learning is presented that accentuates the interaction between the person and the situation. Research evidence implies a form of meta-cognition called meta-learning, the awareness of students of their own learning…