A comparison of group learning-style profiles; construction students, law students & student teachers
Loading...
Supplementary material
Other Title
Authors
Harfield, T.
Kenley, Russell
Panko, Mary
Davies, Kathryn
Kenley, Russell
Panko, Mary
Davies, Kathryn
Author ORCID Profiles (clickable)
Degree
Grantor
Date
2007
Supervisors
Type
Conference Contribution - Paper in Published Proceedings
Ngā Upoko Tukutuku (Māori subject headings)
Keyword
PEPS factors cognitive learning trainee teachers
cognitive learning
trainee teachers
cognitive learning
trainee teachers
ANZSRC Field of Research Code (2020)
Citation
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).
Publisher
Permanent link
Link to ePress publication
DOI
Copyright holder
Author
Copyright notice
All rights reserved