Learning Styles and Electronic Information. Trends and Issues Alerts.

Autor/in	Kerka, Sandra
Institution	ERIC Clearinghouse on Adult, Career, and Vocational Education, Columbus, OH.
Titel	Learning Styles and Electronic Information. Trends and Issues Alerts.
Quelle	(1998), (4 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Reihe	ERIC Publications
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Bibliografie; Adult Education; Adult Learning; Annotated Bibliographies; Cognitive Style; Computer Uses in Education; Educational Trends; Field Dependence Independence; Hypermedia; Information Networks; Information Retrieval; Information Seeking; Information Utilization; Telecommunications; Trend Analysis; World Wide Web + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Adulte education; Bibliography; Bibliographies; Bibliografie; Cognitive styles; Kognitiver Stil; Computernutzung; Bildungsentwicklung; Informationsnetz; Informationserschließung; Informationsnutzung; Telekommunikationstechnik; Trendanalyse; World Wibe Web
Abstract	Emerging research findings demonstrate a relationship between learning styles and approaches to using the World Wide Web and other hypermedia, especially in terms of success with information retrieval. One of the most widely used conceptions of learning styles is Witkin's Field Dependence (FD)/Field Independence (FI). FI individuals perceive details and rely on internal cues, whereas FD individuals use their entire surroundings, including other people, to process information. Although most research findings show that FI's perform more efficient searches in less time and are more comfortable with "surfing" in hyperspace, FD's can use hypermedia as efficiently as FI's can, provided their learning style preferences are accommodated. Accommodations include providing a site guide or a global overview (for example, menus listing all possible choices). Other variables affecting information-seeking processes include the following: motivation; perceived importance or value of information; prior computer experience or subject knowledge; degree of self-direction; and knowledge of interface. The key is to recognize the implications of one's preferred learning style, know how to select and use hypermedia tools to match one's style, and learn to create mental models and use metacognitive strategies. (Includes an annotated bibliography of 22 print and hypertext publications, which comprises more than half of the document.) ) (MN)
Anmerkungen	ERIC Clearinghouse on Adult, Career, and Vocational Education, Ohio State University, Center on Education and Training for Employment, 1900 Kenny Road, Columbus, OH 43210-1090.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01