Published studies of hypermedia as an educational technology that have emphasized quantitative and empirical assessment of outcomes were reviewed. The evidence to date suggests that hypermedia benefits in education are limited to learning tasks depending on repeated manipulation and searching of information. Implications for instruction and…

Reports on a survey of 25 higher education departments indicating 56% provided mentoring of various types and styles. Each type results in learning of different kinds and quality. Outlines a mentor training program that should help mentors understand mentoring as part of a developmental strategy. (SK)

Scores of 118 of 341 participants in a leadership development program on measures of critical thinking and adaptive flexibility were used to revise a model of critical thinking and reflective judgment in leaders. Two paths were identified: (1) confirmatory relearning corroborating an existing model of meaning and (2) developmental learning…

Training for 561 executives in the use of information and communications technologies was based on a model, the Executive Learning Ladder. Results indicated that sense making was accelerated when conducted in peer groups before being extended to less-experienced managers. Learning preference differences played a role. (Contains 38 references.) (SK)

A study of the learning style preferences of 133 graduate students found differences among age cohorts and between men and women. Ways to construct accommodating learning environments were identified. (SK)

Illustrates how to support and incorporate different student learning styles into teaching. Presents example materials pertaining to laboratory diagnosis of liver disease in a veterinary medical curriculum and demonstrates how a body of material can be adapted to multiple presentation formats. (EV)

There are differences between how adults learn and how they want to learn. Adaptive conjoint analysis, a technique that deconstructs products and services into discrete elements, can provide insight on what, how, where, and when people want to learn and how likely they are to choose some programs over others. (JOW)

Reviews literature on the natural learning approach as it pertains to spelling instruction, which focuses on incidental and informal methods of learning to spell. Emphasizes there is only partial support for the inherent assumptions of the approach and reports young children who receive little or no spelling instruction do as well as their…

Australian apprentices (n=389) expressed a preference for well-structured training with clear expectations in social learning contexts. Results were at odds with current flexible delivery methods that unstructured, self-directed, and independent learning approaches. (Contains 41 references.) (SK)

Uses a Confucian-Socratic framework to analyze culture's influence on academic learning, comparing and contrasting ideals for learning that are culturally more Chinese (Confucian) with those that are more western (Socratic). Discusses expressions of these approaches in modern postsecondary contexts, noting the effects of these approaches on…

Half of a group of 46 younger and 45 older adults watched a slide sequence once (one-trial learning), the other repeatedly (criterion learning). Three weeks later, they were asked questions with misleading information. When event memory was poor for older adults in the criterion group, they were more suggestible. In one-trial learning, younger…

The Kolb Learning Styles Inventory and a training survey were administered to 165 employees. Those with the converger style (n=37) preferred computer-based delivery; assimilators (n=46) preferred print. Regardless of learning style, the overall preference was for classroom delivery. (SK)

Had adult students in South Africa complete the Herrmann Brain Dominance Instrument to determine their thinking preferences based on Hermann's four quadrant whole brain model. Found a diversity of thinking style preferences and non-preferences for the four quadrants. (EV)

Georgia secondary business teachers (n=25) and business teacher educators (n-22) completed Canfield's Instructional Styles Inventory and Learning Styles Inventory. Both groups preferred well-organized and logical learning situations, working with people, and hands-on activities. Both preferred teaching in an organized, logical manner, using…

Refutes the myths surrounding gifted students that may still influence how they are educated. Suggests ways to improve the classroom learning experience for these students. (Contains 12 references.) (PKP)