Learning in higher education – how cognitive and learning styles matter
Learning in higher education – how cognitive and learning styles matter
The cognitive and learning styles research domain is a highly complex one which has recently been the focus of rigour–relevance debates (Coffield et al. 2004; Evans and Sadler-Smith 2006; Rayner 2006). There is considerable support for the existence and value of style as a construct (Sternberg 1996) even though further work is needed to evidence greater impact on practice. This paper shares the work and experiences of one international research community – the European Learning Styles Information Network (ELSIN) and its attempts to advance understanding of the theory and application of cognitive and learning styles in higher education and other contexts. In so doing it highlights the principles around the development, collation and integration of research as exemplified by the ELSIN experience and considered by other research domains in higher education. Future directions for cognitive and learning styles research within the context of higher education are outlined along with the role of ELSIN in highlighting and leading on these.
cognitive styles, learning styles, higher education, approaches to learning
467-478
Evans, Carol
feb8235f-ae58-46ab-847e-785137d61131
Cools, Eva
416b4f2d-4d25-4ca2-91f9-b23309be4715
Charlesworth, Zarina M.
d2af9ffc-41d9-4554-80b1-4048a9a6bcc5
7 July 2010
Evans, Carol
feb8235f-ae58-46ab-847e-785137d61131
Cools, Eva
416b4f2d-4d25-4ca2-91f9-b23309be4715
Charlesworth, Zarina M.
d2af9ffc-41d9-4554-80b1-4048a9a6bcc5
Evans, Carol, Cools, Eva and Charlesworth, Zarina M.
(2010)
Learning in higher education – how cognitive and learning styles matter.
Teaching in Higher Education, 15 (4), .
(doi:10.1080/13562517.2010.493353).
Abstract
The cognitive and learning styles research domain is a highly complex one which has recently been the focus of rigour–relevance debates (Coffield et al. 2004; Evans and Sadler-Smith 2006; Rayner 2006). There is considerable support for the existence and value of style as a construct (Sternberg 1996) even though further work is needed to evidence greater impact on practice. This paper shares the work and experiences of one international research community – the European Learning Styles Information Network (ELSIN) and its attempts to advance understanding of the theory and application of cognitive and learning styles in higher education and other contexts. In so doing it highlights the principles around the development, collation and integration of research as exemplified by the ELSIN experience and considered by other research domains in higher education. Future directions for cognitive and learning styles research within the context of higher education are outlined along with the role of ELSIN in highlighting and leading on these.
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Published date: 7 July 2010
Keywords:
cognitive styles, learning styles, higher education, approaches to learning
Organisations:
Southampton Education School
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Local EPrints ID: 373326
URI: http://eprints.soton.ac.uk/id/eprint/373326
ISSN: 1356-2517
PURE UUID: 4b839ad6-26fa-459a-a3c0-a19ebe32d60a
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Date deposited: 14 Jan 2015 17:46
Last modified: 14 Mar 2024 18:52
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Author:
Eva Cools
Author:
Zarina M. Charlesworth
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