Subject: (no subject)
From: Jones, Chris (c.r.jones@lancaster.ac.uk)
Date: Mon 29 Nov 1999 - 11:31:19 MET
From: "Jones, Chris" <c.r.jones@lancaster.ac.uk> Date: Mon, 29 Nov 1999 10:31:19 -0000
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I have been following the comments on learning styles and noted with interest
Bob's comments about teachers accomodating to learners styles or trying
to change them.
The approaches to learning research based on Ference Marton's phenomenographic
approach treats learning 'approaches' as stances that students adopt to their
learning. These approaches are contingent rather than fixed aspects of the
person or their personality. That is the student can change them and by
implication the teacher's actions or the design of the learning environment can
also vary the students approach. In this work approaches to learning unlike
learning styles are not to be accomodated to, they are open to evaluation and
intervention to maximise the chances of students adopting an appropriate
orientation for chosen purposes.
There is a large research base to approaches to learning including recent work
that attempts to relate tutors' approaches to teaching with students'
approaches to learning. If readers of the list are interested I will point them
towards some of the available literature. The following web site is a good
starting point for phenomenography:
http://www.ped.gu.se/biorn/phgraph/home.html
Chris
Chris Jones,
c.r.jones@lancaster.ac.uk
Tel: +44 (0) 1524 593421
Centre for Studies in Advanced Learning Technology (CSALT),
Department of Educational Research,
Lancaster University,
Lancaster LA1 4YL,
United Kingdom.
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