Learning in higher education - how cognitive and learning styles matters
Evans, Carol Cools, Eva Charlesworth, Zarina M.
Evans, Carol
Cools, Eva
Charlesworth, Zarina M.
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Publication Type
Journal article with impact factor
Editor
Supervisor
Publication Year
2010
Journal
Teaching in Higher Education
Book
Publication Volume
15
Publication Issue
4
Publication Begin page
469
Publication End page
480
Publication Number of pages
Collections
Abstract
The cognitive and learning styles research domain is a highly complex one which has recently been the focus of rigour–relevance debates (Coffield et al. 2004; Evans and Sadler-Smith 2006; Rayner 2006). There is considerable support for the existence and value of style as a construct (Sternberg 1996) even though further work is needed to evidence greater impact on practice. This paper shares the work and experiences of one international research community – the European Learning Styles Information Network (ELSIN) and its attempts to advance understanding of the theory and application of cognitive and learning styles in higher education and other contexts. In so doing it highlights the principles around the development, collation and integration of research as exemplified by the ELSIN experience and considered by other research domains in higher education. Future directions for cognitive and learning styles research within the context of higher education are outlined along with the role of ELSIN in highlighting and leading on these.
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Keywords
Cognitive Styles