Learning Styles: Considerations for Technology Enhanced Item Design

Autor/inn/en	Adkins, Deborah; Guerreiro, Meg
Titel	Learning Styles: Considerations for Technology Enhanced Item Design
Quelle	In: British Journal of Educational Technology, 49 (2018) 3, S.574-583 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-1013
DOI	10.1111/bjet.12556
Schlagwörter	Cognitive Style; Elementary Secondary Education; Models; Learner Engagement; Technology Uses in Education; Student Evaluation; Academic Ability + Suchen Sie Ihr Suchwort? Cognitive styles; Kognitiver Stil; Analogiemodell; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Schulnote; Studentische Bewertung
Abstract	Learning styles (LS) have been used for classifying students by their preferences relative to taking information in, processing it and demonstrating their ability in the context of education. This paper investigates the role of LS in K-12 education by considering the manner in which student LS are assessed and the extent to which they have informed K-12 instruction. The paper illustrates the impact of LS on teachers, pedagogy, student engagement and assessment. The theoretical framework of LS theory is discussed. Furthermore, this paper identifies a gap in the literature regarding LS and assessment; specifically the development of assessments based on LS. The authors suggest adapting student assessment utilizing technology-enhanced items (TEIs) developed based on students' LS may provide a more reliable measure of student ability. Implications for practice and limitations are discussed. (As Provided).
Anmerkungen	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01