Previous research of adaptive learning mainly focused on improving student learning achievements based only on single-source of personalization information, such as learning style, cognitive style or learning achievement. In this paper, an innovative adaptive learning approach is proposed by basing upon two main sources of personalization…

This qualitative study describes the experiences of SI leaders in science courses. Analysis of data using Colaizzi's phenomenological approach has indicated the following advantages of the SI experience for SI leaders: (a) greater appreciation of the diversity of student learning styles, (b) increased understanding of the subject matter, (c)…

Students are characterized by different learning styles, focusing on different types of information and processing this information in different ways. One of the desirable characteristics of a Web-based education system is that all the students can learn despite their different learning styles. To achieve this goal we have to detect how students…

This paper examines an intentional learning theory by identifying the influential factors that foster individual learning differences. A psychological model is included that presents four unique learning orientations, built on a foundation of causal beliefs. This model of intentional learning assimilates the combined influence of conative,…

In the first study, 40 males (grades 7 through 8) with learning disabilities (LD) were compared to a random sample of 40 age matched non LD males using 24 learning style variables drawn from the Learning Style Inventory (LSI). Discriminant analysis revealed that non LD Ss were more persistent and adult motivated than were LD Ss, who preferred to…

Styles are hypothetical constructs that help explain the teaching-learning process. Ten learning styles and six teaching styles are suggested. (Author)

There are many effective styles of instruction; and every teacher should be skilled in at least one, and preferably in several. (Author/MLF)

Describes the experiences of an elementary school teacher as she researches a topic and simultaneously begins to understand her own learning processes. (SRT)

Benefits of a "learning to learn" program of management development are (1) it returns learning to everyday experience, (2) it avoids conceptual explanations of why things happen and helps people understand how they create situations, (3) it accommodates all learning styles, (4) it offers immediate feedback on the job, and (5) it addresses…

This is a detailed introduction to the major theories that lie behind children's learning styles. The book examines how to develop learning situations and how to plan and create the best opportunities for effective and lasting learning. After an introduction, six chapters are presented: (1) What Is Learning?; (2) Behaviourist Approaches; (3)…

Used semistructured interviews to identify memory strategies used by 35 older adults. Asked participants to describe the strategies they would use for various activities. Results indicated (1) the elderly may have limited repertoires of alternative memory strategies, and (2) the types of materials used can significantly affect their performance.…

Describes a method of teaching adult educators about learning through an analysis of their own learning processes. After general discussion about learning principles and differences between adults and children, a diagnostic exercise is used to develop a profile of individual learning styles. (SK)

Traces the evolution of the corporate university, which combines traditional management tools with new learning process models, bridging strategic theory and real-time learning. Advocates the need for movement away from traditional cognitive paradigms, suggesting the use of image simulations and metamanagement thinking. (SK)

Argues that learning can be addressed as a discrete topic. Discusses learning styles and barriers to learning. (JOW)

Reviews feminist thought that promotes consideration of women's ways of thinking and learning. Suggests ways to include this perspective in technology education: restructuring subject matter, revising language, creating a human classroom, and integrating cognitive and affective learning. (SK)