Notes

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Ways of learning; learning theories and learning styles in the classroom, 2d ed. (2009). Reference and Research Book News, 24(3) Retrieved from https://eg21vdo9u-mp02-y-https-www-proquest-com.proxy.lirn.net/trade-journals/ways-learning-theories-styles-classroom-2d-ed/docview/199645180/se-2

En este texto conciso dirigido a los profesores, Pritchard (educación, Universidad de Warwick, Reino Unido) explica los procesos, teorías y estilos de aprendizaje para que puedan mejorar el aprendizaje de los estudiantes. Analiza los enfoques conductistas de principios del siglo XX, las teorías constructivistas, las inteligencias múltiples y las investigaciones recientes sobre el aprendizaje basado en el cerebro. Cada capítulo termina con consejos para el aula. Esta edición ha sido revisada para incluir información actualizada y un nuevo capítulo sobre las dificultades de aprendizaje y las necesidades educativas especiales. Las secciones nuevas y ampliadas abordan el efecto de las emociones en el aprendizaje y otros temas.

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Boström, L., & Lassen, L. M. (2006). Unraveling learning, learning styles, learning strategies and meta-cognition. Education & Training, 48(2), 178-189. doi:https://eg21vdoct-mp02-y-https-doi-org.proxy.lirn.net/10.1108/00400910610651809

The purpose of this paper is to explore the field of learning, learning style, meta-cognition, strategies and teaching by classifying different levels of the learning process. The paper aims to present an attempt to identify how students' awareness of learning style and teachers' matched instruction might affect students' learning and motivation. The paper is a conceptual paper in which a theoretical framework built on empirical research was identified by connecting and systemizing different parts of the learning process. The paper finds that teaching based on individual learning styles is an effective way to ensure students' achievement and motivation. Awareness of learning styles, it is argued, influences meta-cognition and choice of relevant learning strategies. Consciousness of own improvement provides students with new perspectives of their learning potential. Such positive academic experiences may enhance self-efficacy


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Darwish, A. Y. (2018). Learning style preferences of undergraduate students: The case of the american university of ras al khaimah, the united arab emirates. [Learning style preferences] Education & Training, 60(9), 971-991. doi:https://eg21vdod5-mp02-y-https-doi-org.proxy.lirn.net/10.1108/ET-08-2017-0126

The purpose of this paper is to address the use of Honey and Mumford’s Learning Styles Questionnaire (LSQ) to investigate the learning style preferences of undergraduate students at the American University of Ras Al Khaimah (AURAK) in the United Arab Emirates (UAE) culture. It also investigates whether there are significant differences across the four dimensions of learning styles due to students’ demographics.