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. Attached Files Name Description MIMEType Size Downloads 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 Collections: Faculty of Arts and Education School of Social and Cultural Studies in Education Related Links Link Description Connect to published version Go to link with your DU access privileges     Unless expressly stated otherwise, the copyright for items in DRO is owned by the author, with all rights reserved. Versions Version Filter Type Wed, 25 May 2022, 23:50:38 EST Fri, 17 Oct 2014, 08:05:51 EST Filtered Full Citation counts:   Cited 14 times in TR Web of Science Cited 25 times in Scopus Search Google Scholar Access Statistics: 590 Abstract Views, 0 File Downloads  -  Detailed Statistics Created: Mon, 07 Jul 2008, 07:29:30 EST