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Coping with Mismatched Courses: Students' Behaviour and Performance in Courses Mismatched to Their Learning Styles
Kinshuk, Tzu-Chien Liu and Sabine Graf
Educational Technology Research and Development
Vol. 57, No. 6, Special Issue on Cognition & Learning Technology (Dec., 2009), pp. 739-752
Published by: Springer
Stable URL: http://www.jstor.org/stable/40388663
Page Count: 14
You can always find the topics here!Topics: Learning styles, Sequential learning, Students, Active learning, Learning, Educational activities, Educational environment, Visual learning, Verbal learning, Electronic learning
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Although learning styles are considered as an important factor in education, students often have to learn in courses that do not support their learning styles. A challenge for technology facilitated learning is therefore to assist and help students to cope with courses that do not match their learning styles by training and developing their less preferred skills. In this paper, the interactions between students' learning styles, their behaviour, and their performance in an online course that is mismatched regarding their learning styles were analysed. The results show which learners need more help in mastering mismatched courses, help in getting a better understanding about how students with good performance record and poor performance record learn with respect to their learning styles, and provide information about how to identify learners who might have difficulties in learning based on their behaviour.
Educational Technology Research and Development © 2009 Springer