The role of cognitive styles in e-learning
2003 (English)Report (Other academic)Alternative title
a discussion of literature (English)
Background: several cognitive and learning style models (Curry’s taxonomy,
Gardner, Dunn and Dunn, etc.) and literature related to flexible learning
(Keegan, Moore, Bates).
Purpose of dissertation: To investigate the existence of previous studies relating
to a particular cognitive style of the e-learning student with factors such as an
improved outcome of on-line courses, a preference for e-learning instead of traditional
on-campus education and other relevant questions.
Method: literature review of cognitive styles and distance education followed by
an analysis of the implications of the cognitive styles of the students and their
suitability for on-line courses.
Main results: Although there’s extensive literature related to both cognitive
styles and e-learning in a independent way, a lack of studies and specific theoretical
frameworks relating cognitive styles to the particularities of e-learning
was encountered. Characteristics such as field independence/ level of socialisation
and locus of control may influence the adequacy of the student to e-learning
Place, publisher, year, edition, pages
Högskolan i Borås, Institutionen för pedagogik , 2003.
Skrifter från Institutionen för pedagogik, Högskolan i Borås, ISSN 1404-0905 ; 2003:1
Other Social Sciences
IdentifiersURN: urn:nbn:se:hb:diva-4273Local ID: 2320/2236OAI: oai:DiVA.org:hb-4273DiVA: diva2:883654