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A completely different Learning Styles Inventory is associated with a binary division of learning styles, developed by Felder and Silverman. [39] Their model interprets learning styles as a balance between pairs of extremes, and the four scores provided by a questionnaire describes these balances. [40]
Multisensory learning is different from learning styles which is the assumption that people can be classified according to their learning style (audio, visual or kinesthetic). However, critics of learning styles say there is no consistent evidence that identifying an individual student's learning style and teaching for that style will produce ...
Visual learning is a learning style among the learning styles of Neil Fleming's VARK model in which information is presented to a learner in a visual format. Visual learners can utilize graphs, charts, maps, diagrams, and other forms of visual stimulation to effectively interpret information.
Electronic learning or e-learning is computer-enhanced learning. A specific and always more diffused e-learning is mobile learning (m-learning), which uses different mobile telecommunication equipment, such as cellular phones. When a learner interacts with the e-learning environment, it is called augmented learning. By adapting to the needs of ...
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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.
The problem is no one has bothered to write about learning styles from a neutral pov. Furthermore, there are as many views as there are (competing) learning styles models. ELSIN and its journal could be a starting point. I've understood that the idea of learning styles is now rejected by most researchers, but it's popular among the masses.
Auditory learning or auditory modality is one of three learning modalities originally proposed by Walter Burke Barbe and colleagues that characterizes a learner as depending on listening and speaking as a main way of processing and/or retaining information.