Learning Styles and Distance Education

Paper Summary:

This paper outlines the various central issues that relate to the many learning styles and student perceptions of these styles in terms of learning facility and educative value. This paper focuses on the what are the characteristic elements of the various learning styles which can be seen to be advantageous to learning in the distance education environment; and conversely what characteristics tend to act negatively in terms of learning in this environment.

Outline:
Introduction
An Overview of the Importance of Learning Styles in Contemporary Education
Distance Education
The Importance of Learning Styles in Distance Education
Learning Styles
Brief Review on General Tendencies in Research
Variables and Variations Affecting Learning Styles
An Overview of Cognitive Learning Styles
Kolb and Experiential Learning Styles
Case Studies
Conclusion

From the Paper:

"This finding suggests that the field independent learner may be more suited to the distance learning environment and that the learning style that would be appropriate in this case would stress more imaginative and challenging teaching methods that would stimulate this particular learning style preference. Another cognitive style of learning that is important for the understanding of learning sties is the Holist-Analytic dichotomy. "The holists tend to view a situation as a whole, while the analytics tend to view a situation as a collection of parts and often stress only one or two aspects at a time. Intermediates will have the advantage of both styles." Liu Y. and Ginther D. (1999) A further cognitive distinction that is valuable in terms of assessing learning styles is the verbal-imagery dimension. A number of associations and generalizations as to learning style can be derived from studies of this distinction and preference among students. For example, "Generally, the imagers tend to be internal and passive, while the verbalizers tend to be external and stimulating." Liu Y. and Ginther D. (1999)"

Sample of Sources Used:

• Anderson, J. A. (1995). 4 Toward a Framework For Matching Teaching and Learning Styles for Diverse Populations. In The Importance of Learning Styles Understanding the Implications for Learning, Course Design, and Education, Sims, S. J. & Sims, R. R. (Eds.) (pp. 69-77). Westport, CT: Greenwood Press. Retrieved October 9, 2006, from Questia database: http://www.questia.com/PM.qst?a=o&d=14256457
• Appelhans, B. M., & Schmeck, R. R. (2002). Learning Styles and Approach versus Avoidant Coping during Academic Exam Preparation. College Student Journal, 36(1), 157+. Retrieved October 9, 2006, from Questia database: http://www.questia.com/PM.qst?a=o&d=5000740501
• Belenky, M., Clinchy, B., Goldberger, N., & Tarule, J. (1986). Women's ways of knowing. New York: Basic Books
• Bonne, W. J. 1996. Developing distance education classrooms. T.H.E. Journal 24(1): 61-4.
• Brusilovsky, P. 1996. A tool for developing electronic textbooks on the WWW. Proceedings of the 1996 World Conference of the Web Society, 64-9.

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