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Technology student learning preferences and the design of flexible learning programs

Smith, Peter 2001, Technology student learning preferences and the design of flexible learning programs, Instructional science, vol. 29, no. 3, pp. 237-254, doi: 10.1023/A:1017540131602.

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Title Technology student learning preferences and the design of flexible learning programs
Author(s) Smith, Peter
Journal name Instructional science
Volume number 29
Issue number 3
Start page 237
End page 254
Publisher Kluwer Academic Publishers
Place of publication Dordrecht, Netherlands
Publication date 2001-05
ISSN 0020-4277
1573-1952
Keyword(s) Flexible delivery
Flexible learning
Field dependent-field independent
Learning preferences
Learning styles
Technology students
Wholist/analytic
Summary The learning preferences of three hundred and thirty eight technology students enrolled in sub-degree programs at an Australian institution of Technical and Further Education were tested using the Canfield Learning Styles Inventory (CLSI). The results have been interpreted in a learning preferences framework and provide supportive evidence for the preferences factors of print-nonprint, collaborative, dependent,and autonomous learning identified by Sadler-Smith & Riding (1999). Although there search focussed on learning preferences the analysis also indicated support for the Wholist-Analytic cognitive style proposed by Riding & Cheema (1991). Gender differences were shown for the Interest subscales of the CLSI. Age-group differences were shown for several Conditions of Learning and Modes of Learning subscales. Implications for the design of training programs, and the skills that may need to be developed in technology learners to enable effective use of flexible delivery, are also discussed.
Language eng
DOI 10.1023/A:1017540131602
Field of Research 130212 Science, Technology and Engineering Curriculum and Pedagogy
HERDC Research category C1 Refereed article in a scholarly journal
Copyright notice ©2001, Kluwer Academic Publishers
Persistent URL http://hdl.handle.net/10536/DRO/DU:30001065

Document type: Journal Article
Collection: School of Social and Cultural Studies in Education
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