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ERIC Number: EJ1186524
Record Type: Journal
Publication Date: 2017
Pages: 5
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-2373-5082
Learning Styles at the Crossroads of the Laboratory and the Classroom
Lodge, Jason M.; Cottrell, David; Hansen, Louise
Learning: Research and Practice, v3 n2 p183-187 2017
This commentary is a response to those of Hall (2016) and Winebrenner (2016), which in turn were responses to the article the authors wrote on modality preferences and learning styles (Lodge, Hansen, & Cottrell, 2016). There are several key points the authors wish to address in this reply. Most importantly, and aligned with the aims and focus of "Learning: Research and Practice," the authors would like to take the opportunity to discuss why learning styles provide a key example of what happens when the link between research and practice is corroded. [For the original article on modality preferences and learning styles written by the authors, "Modality Preference and Learning Style Theories: Rethinking the Role of Sensory Modality in Learning," see EJ1186493. For the Hall article, "The Tenacity of Learning Styles: A Response to Lodge, Hansen, and Cottrell," see EJ1186525. For the Winebrenner article, "Teaching Students about Their Own Modality Strengths Can Lead to Positive Learning Outcomes," see EJ1186465.]
Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Descriptive; Opinion Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A