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Instruction and the Structure of Content
Lawson, Tom E. – Educational Technology, 1974
A look at the two dimensions of the structure of content for instructional purposes: 1) psychological; and, 2) logical. (HB)
Descriptors: Dimensional Preference, Educational Technology, Instruction, Instructional Design
Learning Styles and Student Diversity.
Peer reviewed Peer reviewed
Loper, Sue – Educational Leadership, 1989
A teacher reports on helpful advice she received from a colleague when she started teaching: to teach students in the cognitive mode in which they learn best (auditory, visual, kinesthetic, or tactile). (TE)
Descriptors: Cognitive Style, Dimensional Preference, Diversity (Student), Elementary Secondary Education
Promotion and Prevention Orientations in the Choice to Attend Lectures or Watch Them Online
Peer reviewed Peer reviewed
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Bassili, J. N. – Journal of Computer Assisted Learning, 2006
When presented with the option to use a new instructional technology, students often face an approach-avoidance conflict. This study explored promotion and prevention orientations, concepts linked to approach and avoidance in Higgins's regulatory focus theory, in the choice to attend lectures or watch them online. Openness, a core disposition in…
Descriptors: Personality Assessment, Internet, Teaching Methods, Individual Differences
Does Modality Preference Make a Difference? The Results of a Three-Year Study--Literature Review.
Austin, Mary C.; Donovan, Margaret A. – 1978
The inconclusive results of research comparing beginning reading methodologies in the 1960s led many schools to change their approaches to beginning reading instruction. In the 1970s the focus has shifted from the belief in a single method as superior for all children to the attempt to match methodology to the needs of individual children. A…
Descriptors: Beginning Reading, Dimensional Preference, Elementary Education, Learning
Does Modality Preference Make a Difference? The Results of a Three-Year Study--Empirical Data.
Donovan, Margaret A.; Austin, Mary C. – 1978
A study of the effects of modality preferences and teacher competencies on reading achievement was undertaken using three different programs for initial reading instruction. The major purposes of the study were to determine differences in reading achievement when first grade children are placed in programs congruent or noncongruent with their…
Descriptors: Beginning Reading, Dimensional Preference, Learning, Learning Modalities