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ERIC Number: ED201299
Record Type: RIE
Publication Date: 1980-Oct
Pages: 19
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
Computer-Based Instruction and Cognitive Styles: Do They Make a Difference?
Cosky, Michael J.
Cognitive style is a potentially rich, but typically overlooked, source of individualization in computer based instruction (CBI). Using information about learners' cognitive styles in the design, development, and evaluation phases of CBI production can maximize individualization. In the design phase, for example, learners' cognitive styles can be assessed, using existing devices, and preliminary decisions can be made about what cognitive styles might be particularly important to the learner in accomplishing the learning objectives. Also in the design phase, the distribution of cognitive styles in the target population can be determined as a basis for decisions about the nature, grouping, and sequencing of instructional subtasks. In the development phase, cognitive styles can be matched with instructional strategies and activities, instructional media, and assessment tools. Finally, in the evaluation phase, a determination can be made about the extent to which the earlier matches between learning task demands and learners' cognitive styles, which were specified in the design and development phases, were appropriate. (LLS)
Publication Type: Opinion Papers; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: N/A
Note: Paper presented at the National Conference on Computer-Based Education (Bloomington, MN, October 23-25, 1980).