Cognitive style and Computer-Assisted Learning: problems and a possible solution

Clarke, John

doi:10.3402/rlt.v1i1.9472

Cited by 18 publications

(9 citation statements)

References 19 publications

(15 reference statements)

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“…Moreover, Pask [16] To recap, the most popular cognitive style models (Wikin's model and Riding and Cheema model) and learning approaches theory have been included in FSLSM. This confirms the conclusion of Clarke [39] that these styles "differ in name than nature". Building on the above discussion, we use LS in this paper as a general concept to include CS as well.…”

Section: Overlap Between Ls and Cs Modelssupporting

confidence: 80%

“…Cognitive style was also defined by Hayes and Allinson [32] as "individual differences in information processing". Furthermore, Clarke [39] defined it as "essentially means the unique and preferred way in which individuals process information". Investigating these definitions clearly indicates that both of them have been defined as a preferred way of learning, processing and organising information.…”

Section: Definitions Of Lsmentioning

confidence: 99%

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State of The Art of Learning Styles-Based Adaptive Educational Hypermedia Systems (Ls-Baehss)

Al-Azawei

Badii

2014

IJCSIT

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Section: Overlap Between Ls and Cs Modelssupporting

confidence: 80%

Section: Definitions Of Lsmentioning

confidence: 99%

State of The Art of Learning Styles-Based Adaptive Educational Hypermedia Systems (Ls-Baehss)

Al-Azawei

Badii

2014

IJCSIT

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“…Selection of the participants using a questionnaire adapted from the Study Preference Questionnaire (SPQ) developed by Ford as revised by Clarke [11]. Data were collected by task-based interviews where the task contains a combinatorial problem.…”

Section: Methodsmentioning

confidence: 99%

Students’ metacognitive activities in solving the combinatorics problem: the experience of students with holist-serialist cognitive style

Trisna

Budayasa

Siswono

2018

J. Phys.: Conf. Ser.

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Abstract.Metacognition is related to improving student learning outcomes. This study describes students' metacognitive activities in solving the combinatorics problem. Two undergraduate students of mathematics education from STKIP PGRI Banjarmasin were selected as the participants of the study, one person has a holist cognitive style and the other a serialist. Data were collected by task-based interviews where the task contains a combinatorial problem. The interviews were conducted twice using equivalent problem at two different times. The study found that the participants showed metacognitive awareness (A), metacognitive evaluation (E), and metacognitive regulation (R) that operated as pathways from one function to another. Both, holist and serialist, have metacognitive activities in different pathway. The path of metacognitive activities of the holist is AERCAE-AAEER-ACRECCECC-AREERCE with the AERAE-AER-ARE-ARERE pattern, while the path of metacognitive activities of the serialist is AERCA-AAER-ACRERCERC-AREEEE with the AERA-AER-ARERER-ARE pattern. As an implication of these findings, teachers/lecturers need to pay attention to metacognitive awareness when they begin a stage in mathematical problem solving. Teachers/lecturers need to emphasize to students that in mathematical problem solving, processes and results are equally important.

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“…All this produces a confusing picture of different learning styles, strategies and approaches. Clarke (1993) (together with the authors of this paper) suggests bravely that these styles 'differ more in name than nature' and that they 'can be classified into either a preference for a reasonable degree of structure and guidance [serial] ... or a preference for considerable freedom to explore [holistic]'.…”

Section: The Problem Of Catering For Different Learning Stylesmentioning

confidence: 99%

“…The front-end of multimedia presentations contains 13 items suggested by Clarke (1993) taken from Ford's original 18-item Study Preference Questionnaire (SPQ) (Ford, 1985). This gave us an opportunity to test the effectiveness of Clarke's refinement made to the SPQ.…”

Section: Experimental Study With Front-end Applied Multimedia Presentmentioning

confidence: 99%

Catering for different learning styles

Kwok¹,

Jones²

2011

Research in Learning Technology

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Cognitive style and Computer-Assisted Learning: problems and a possible solution

Cited by 18 publications

References 19 publications

State of The Art of Learning Styles-Based Adaptive Educational Hypermedia Systems (Ls-Baehss)

State of The Art of Learning Styles-Based Adaptive Educational Hypermedia Systems (Ls-Baehss)

Students’ metacognitive activities in solving the combinatorics problem: the experience of students with holist-serialist cognitive style

Catering for different learning styles

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