Learning styles theory has been fiercely criticized, however, many educationalists continue to use learning style typologies. This study gives an argument as to why a hermeneutical perspective in the learning styles debate is needed. A critical discourse analysis (CDA) is presented on four critical texts that aim to discourage the use of learning…

By understanding the learning styles of educational researchers we can better understand the policies they promote and the lessons they plan for others. This article is based on an interview study of the beliefs and intentions underlying researchers' and policymakers' views on staff development. (Author/DCS)

Discusses the differences among researchers in learning style definitions, instruments used to identify learning style, and the applications of their research. (Author/MLF)

Introduction: This study reports the application of Ellis's behavioural model to the information seeking behaviour of Jewish studies scholars. Method: A qualitative study in which twenty-five scholars from four universities in Israel were interviewed using a semi-structured interview guide in which participants were encouraged to talk about…

Social context, reinforcement patterns, and cue salience are examined in field dependent and field independent learners to provide an overview of learner analysis research dealing with cognitive styles. Instructional designers are asked to investigate equivalent alternate forms of instruction for these two polar groups. Nine references are listed.…

An abundance of research, by educational researchers and scholars of teaching and learning alike, can be found on the use of ICT to plan design and deliver learning activities and assessment activities. The first steps of the instructional design process are covered quite thoroughly by this. However, the use of ICT and quantitative methods to…

An interview study examined the assumptions about adult learning held by 28 educational policy-makers, researchers, and staff developers. Fifteen assumptions were inferred from the interview data, each forming a dimension that describes learning as experienced by the participants: (1) Adult learning experiences are envisioned as similar for all…