A comparison of group learning-style profiles; construction students, law students & student teachers

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Authors
Harfield, T.
Kenley, Russell
Panko, Mary
Davies, Kathryn
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2007
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Conference Contribution - Paper in Published Proceedings
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PEPS factors cognitive learning trainee teachers
cognitive learning
trainee teachers
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Harfield, T., Kenley, R., Davies, K., and Panko, M. (2007). A comparison of group learning-style profiles: construction students, law students and student teachers. In Kenley, R. (Ed). Proceedings 2007 Annual Conference of the Australasian Universities Building Education Association AUBEA 2007. pp 158-167.
Abstract
If the extent of the literature is an indicator, educationalists believe that student learning styles are important (see Coffield et al, 2005 for an extensive review). One stream of the literature argues that within all groups there is a diversity of individual learning-style profiles (Boyle, 2000; Anderson, 1995). Other scholars argue that students who undertake higher education in a defined ‘occupational’ area, such as engineer or chemist, have common learning preferences indicating a ‘group learning-style profile’ (Felder & Brent, 2005; Dalgety & Coll, 2005; Hake, 1998).
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