Strategies for accommodating individuals` styles and preferences in flexible learning programmes Sadler-Smith, Eugene and Smith, Peter J. 2004, Strategies for accommodating individuals` styles and preferences in flexible learning programmes, British journal of educational technology, vol. 35, no. 4, pp. 395-412, doi: 10.1111/j.0007-1013.2004.00399.x. Attached Files Name Description MIMEType Size Downloads Title Strategies for accommodating individuals` styles and preferences in flexible learning programmes Author(s) Sadler-Smith, Eugene Smith, Peter J. Journal name British journal of educational technology Volume number 35 Issue number 4 Start page 395 End page 412 Publisher Wiley-Blackwell Publishing Ltd. Place of publication Oxford, England Publication date 2004-07-20 ISSN 0007-1013 1467-8535 Keyword(s) cognitive styles flexible learning learning preferences learning strategies learning styles Summary There has been a considerable growth in the use of flexible methods of delivery for workplace learning and development. However, in designing programmes of flexible learning there is often the assumption that learners will exhibit uniformity in the ways in which they process and organise information (cognitive style), in their predispositions towards particular learning formats and media (instructional preferences) and the conscious actions they employ to deal with the demands of specific learning situations (learning strategies). In adopting such a stance one runs the risk of ignoring important aspects of individual differences in styles, preferences and strategies. Our purpose in this paper will be to: (i) consider some aspects of individual difference that are pertinent to the delivery of flexible learning in the workplace; (ii) identify some of the challenges that extant differences in styles and preferences between individuals may raise for instructional designers and learning facilitators; (iii) suggest ways in which models of flexible learning design and delivery may acknowledge and accommodate individual differences in styles and preferences through the use of an appropriate range of instructional design, learning and support strategies. Notes Published Online: 20 Jul 2004 Language eng DOI 10.1111/j.0007-1013.2004.00399.x Field of Research 130306 Educational Technology and Computing HERDC Research category C1 Refereed article in a scholarly journal Copyright notice ©2004, British Educational Communications and Technology Agency Persistent URL http://hdl.handle.net/10536/DRO/DU:30006492 Document type: Journal Article Collections: Faculty of Arts and Education School of Education Related Links Link Description Connected to published version (restricted access) 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 Fri, 13 Feb 2009, 11:02:18 EST Fri, 13 Mar 2009, 14:59:23 EST Mon, 16 Mar 2009, 10:26:01 EST Mon, 24 May 2010, 14:22:15 EST Mon, 31 May 2010, 08:45:42 EST Mon, 16 Jun 2014, 08:00:48 EST Fri, 17 Oct 2014, 08:49:38 EST Filtered Full Citation counts:   Cited 53 times in TR Web of Science Cited 86 times in Scopus Search Google Scholar Access Statistics: 758 Abstract Views, 2 File Downloads  -  Detailed Statistics Created: Thu, 31 Jul 2008, 10:39:56 EST