ERIC Number: EJ623598
Record Type: Journal
Publication Date: 2001
Reference Count: N/A
Matching/Mismatching Revisited: An Empirical Study of Learning and Teaching Styles.
Ford, Nigel; Chen, Sherry Y.
British Journal of Educational Technology, v32 n1 p5-22 Jan 2001
Presents results of a study of postgraduate students who were asked to create Web pages using HTML in order to explore the relationship between matching and mismatching instructional presentation style (breadth-first and depth-first) with students' cognitive style (field dependence-independence) in a computer-based learning environment. Findings show significant effects on learning outcomes. (Author/LRW)
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Authoring Institution: N/A