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Technology student learning preferences and the design of flexible learning programs

Version 2 2024-06-16, 13:25
Version 1 2014-10-27, 16:25
journal contribution
posted on 2024-06-16, 13:25 authored by P Smith
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.

History

Journal

Instructional science

Volume

29

Pagination

237-254

Location

Dordrecht, Netherlands

ISSN

0020-4277

eISSN

1573-1952

Language

eng

Publication classification

C1 Refereed article in a scholarly journal

Copyright notice

2001, Kluwer Academic Publishers

Issue

3

Publisher

Kluwer Academic Publishers

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