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A 2017 research paper from the UK found that 90% of academics agreed there are "basic conceptual flaws" with learning styles theory, yet 58% agreed that students "learn better when they receive information in their preferred learning style", and 33% reported that they used learning styles as a method in the past year. [73]
Immunity to change – Method of self-reflection and mindset change; Instructional scaffolding – Support given to a student by an instructor; Learning styles – Largely debunked theories that aim to account for differences in individuals' learning; Motivation – Inner state causing goal-directed behavior
In the Spillover-Crossover model (SCM), research and theories on spillover and crossover are combined, resulting in a model that proposes the following: first, experiences in the work domain spill over to the family domain (; [33] [34]). Consequently, through social interaction, the experiences cross over from one partner to the other. As ...
Crossover, sometimes referred to as cross-pollination, is a philosophical presupposition of liberal arts, great books, and integrative learning approaches to education. The value of such crossover is disputed by those who adhere to certain versions of pragmatism , especially John Dewey .
A popular repeated-measures design is the crossover study. A crossover study is a longitudinal study in which subjects receive a sequence of different treatments (or exposures). While crossover studies can be observational studies, many important crossover studies are controlled experiments.
The learning pyramid (also known as “the cone of learning”, “the learning cone”, “the cone of retention”, “the pyramid of learning”, or “the pyramid of retention”) [1] is a group of ineffective [2] learning models and representations relating different degrees of retention induced from various types of learning.
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Kolb integrated this learning cycle with a theory of learning styles, wherein each style prefers two of the four parts of the cycle. The cycle is quadrisected by a horizontal and vertical axis. The vertical axis represents how knowledge can be grasped, through concrete experience or through abstract conceptualization , or by a combination of both.