Literaturnachweis - Detailanzeige
Autor/inn/en | Ford, Nigel; Chen, Sherry Y. |
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Titel | Matching/Mismatching Revisited: An Empirical Study of Learning and Teaching Styles. |
Quelle | In: British Journal of Educational Technology, 32 (2001) 1, S.5-22Infoseite zur Zeitschrift |
Sprache | englisch |
Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
ISSN | 0007-1013 |
Schlagwörter | Cognitive Style; Computer Assisted Instruction; Graduate Students; Higher Education; Outcomes of Education; Teaching Methods; World Wide Web Cognitive styles; Kognitiver Stil; Computer based training; Computerunterstützter Unterricht; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Hochschulbildung; Hochschulsystem; Hochschulwesen; Lernleistung; Schulerfolg; Teaching method; Lehrmethode; Unterrichtsmethode; World Wibe Web |
Abstract | Presents results of a study of postgraduate students who were asked to create Web pages using HTML in order to explore the relationship between matching and mismatching instructional presentation style (breadth-first and depth-first) with students' cognitive style (field dependence-independence) in a computer-based learning environment. Findings show significant effects on learning outcomes. (Author/LRW) |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |