Teaching for Success: Technology and Learning Styles in Preservice Teacher Education ARTICLE
Pamela Solvie, Northwestern College, United States ; Engin Sungur, University of Minnesota, Morris, United States
CITE Journal Volume 12, Number 1, ISSN 1528-5804 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
This study, using mixed methods design research, examined the achievement of third level preservice teachers when advice in the form of text and resources was provided based on students’ identified learning styles. In this study, Kolb’s learning style inventory was used to identify students’ preferred learning style preferences, and an online module was developed to link prepared advice for the completion of course tasks to particular learning style preferences. Advice was provided for grasping and processing stages of the learning cycle and served as a form of scaffolding through coaching provided via the online module. Data sources used to explore the value of advice specific to learning style preferences included student assessment results from the learning style preference advice module, student reflection journals following use of advice software, and student assignment scores. Data analysis indicated positive effects of advice linked to learning style preferences on student achievement.
Solvie, P. & Sungur, E. (2012). Teaching for Success: Technology and Learning Styles in Preservice Teacher Education. Contemporary Issues in Technology and Teacher Education, 12(1), 6-40. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE). Retrieved September 21, 2017 from https://www.learntechlib.org/p/35444/.
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