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    Onderwijskrant Vlaanderen
    Vernieuwen: ja, maar in continuïteit!
    08-12-2015
    Klik hier om een link te hebben waarmee u dit artikel later terug kunt lezen.Learning Styles and Generational Differences: Do They Matter? Kritiek
    mm

    Learning Styles and Generational Differences:  Do They Matter? (2010)

     Jolly Holden, Ed.D.                                                             Philip Westfall, Ph.D.       
    Associate Professor                                                            Director, Air Technology Network
    American InterContinental University                            Air University

    Background: Beginning in the early 60’s, Lee Cronbach and Richard Snow searched “fruitlessly for interactions of abilities” by looking for aptitudes (characteristics that affects responses to the treatment) that explained how to instruct students one way and not another, i.e., evidence that showed regression slopes that differed from treatment to treatment. Continuing through the 70’s and mid 80’s, Cronbach and Snow continued their research by advocating a closer scrutiny of cognitive processes by focusing on Aptitude Treatment Interactions (ATIs) (Learning Orientation Research, 2004).

    *Simply stated, the research has not revealed a compelling argument as to the impact of learning styles and their effect on predicting learning outcomes

    Postulates learning/cognitive styles have <5% effect on the variability in learning.

    *The majority of research does not support a significant statistical relationship between learning/ cognitive styles and learning outcomes.

    *Low validity and reliability scores of the instruments used to identify specific learning styles raise serious doubts about their psychometric properties, particularly the VAK learning style tests

    _Cognitive science has revealed learners differ in their abilities with different modalities, but teaching to a learner’s best modality doesn't affect their educational achievement.




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