Cognitive learning styles and digital equity: searching for the middle way

Abstract

). For lifelong learning to become 'a reality for all' the Lisbon Strategy (European Commission, 2005) states everyone should have equal and open access to high quality learning opportunities throughout their lives (Reding, 2003). The Lisbon Strategy also emphasises that learning opportunities should be provided in a variety of ways to suit individual needs and this in part has shaped our research. 'Searching for the middle way' is driven by a desire to understand the lifelong learner in the context of styles of learning and the emerging implications of technology enhanced learning for digital equity . We begin with the view that learning is a cognitive process that is intrinsic to the learner in both formal and informal settings (Courtney, 1979). A traditional perspective on learning and education is explained by Merriam & Brockett (1997) who state:"learning can occur both incidentally and in planned educational activities, while, it is only the planned activities we call education."Our research adopts a contemporary lifelong learning perspective of education in both formal and informal settings and our understanding of 'equality for all' is shaped by a critical multicultural perspective (Delpit, 1995;Bennett, 1999;& Gay, 2000) that supports a commitment to learning about peoples' differences. The lifelong learning viewpoint has become an increasingly important perspective through the unprecedented growth of the Web and more recently Web 2.0 and participative social networks. The learning environment, physical and virtual space, is a characterising feature of learning along with the cognitive learning style. The move towards a more holistic use of the term lifelong learning embraces both formal and informal learning and in part is central to the renewed interest in learning styles. Recognizing cognitive learning styles is the first step educators need to take in order to be most effective in working with students of diversity and bridging across formal and informal settings (Tomes, 2008). According to Messick (1976) cognitive style is the inclination people have in processing information in a particular way. This way of processing comes from the individual learners' experiences and develops incrementally over time, and as such it is not easily changed or modified. According to Dunn et. al. (1981) cognitive style cannot be truly assessed or understood outside of the environment to which the learner finds themselves. As such this highlights the importance of research that takes into account not only the environment learners are in but also the social elements of culturally diverse learners and their respective experiences (Gay, 2000; and Neito, 2000). This is supported by Whetton & Cameron (2005) who see the identification and use of cognitive styles as a way for learners to improve their relationships with others as well as developing critical self-awareness. Cognitive style cannot be viewed in isolation, even though cognitive style can be seen as an individual's preferred or usual way of processing and orga...

Data on multicultural education and diagnostic information profiling: Culture, learning styles and creativity

“…The results from this section are able to integrate into Virtual Learner Management Systems to support adaptive content and associated learning. Cognitive styles is closely associated with personality traits [4]. Cognitive styles is associated with how a student organizes and processes data that has particular meaning for them [5].…”

Differences in access to information and communication technologies

“…The characteristics of social exclusion are instrumental in digital exclusion, and continue to shape inequalities and disharmonies in schools and the wider community (Warren, 2007). For the purpose of our research, digital equity is described as equitable ICT access and use for all learners to enable them to enhance their digital knowledge while not being prejudiced by gender, ethnicity, economic or religious differences (Lankshear and Knobel, 2006; Hardaker et al , 2010).…”

Applying student-generated theories about global change and energy demand

“…Within computer-mediated learning, the easier facilitation of collaborative learning has long since been advocated as a key advantage especially over classical learning strategies; easier enactment of taking several roles (Stähli and Gassmann, 2000) and the resulting multi-perspectivity have long since been key tenets within a group of advocates embarking on technology-enhanced learning (Alavi, 1994) in a socially suitable manner while catering for different learning styles (Hardaker et al, 2010).…”