Richardson, John T. E.
|DOI (Digital Object Identifier) Link:||https://doi.org/10.1016/j.lindif.2010.11.015|
|Google Scholar:||Look up in Google Scholar|
Learning styles have been construed in different ways but traditionally have been regarded as relatively stable. In contrast, the "student approaches to learning" perspective tends to assume that approaches to studying are contextually driven. This article argues for a rapprochement between these two traditions. First, the evidence that students' perceptions of their context determine their approaches to studying is open to other interpretations. Second, students' approaches to studying depend as much on their conceptions of learning as on contextual factors. Third, students' conceptions of learning seem to be relatively stable, even across an entire degree programme. This suggests that conceptions of learning fit the traditional notion of learning styles. Future research should explore the conceptual and empirical relationships between students' learning styles and their conceptions of learning.
|Item Type:||Journal Article|
|Copyright Holders:||2010 Elsevier|
|Keywords:||approaches to studying; conceptions of learning; learning styles; mental models of learning; perceptions of acedemic contexts|
|Academic Unit/School:||Learning Teaching and Innovation (LTI) > Institute of Educational Technology (IET)
Learning Teaching and Innovation (LTI)
|Interdisciplinary Research Centre:||Centre for Research in Education and Educational Technology (CREET)|
|Depositing User:||John T. E. Richardson|
|Date Deposited:||01 Dec 2010 15:11|
|Last Modified:||07 Feb 2017 11:15|
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