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Books > Social sciences > Education > Teaching skills & techniques
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Styles of Practice in Higher Education - Exploring approaches to teaching and learning (Hardcover)
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Styles of Practice in Higher Education - Exploring approaches to teaching and learning (Hardcover)
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This book highlights important discussions occurring within the
styles field that have direct relevance for the development of
effective twenty-first century learning environments. Styles
research in this context is used as an umbrella term to encompass
cognitive styles, learning styles, and approaches to learning, as
well as student and teacher beliefs and conceptions of learning and
teaching. Styles have the capacity to influence instruction in the
ways that an educator chooses to design and deliver the curriculum.
However, the potential of styles to inform teaching and learning,
and vice-versa remains under-explored. Furthermore, the frequent
misuse and misinterpretation of styles has led to over simplistic
assumptions and practices including the labelling of learners as
one style or another and the focus on matching mode of instruction
to style of learner. A fundamental challenge, therefore, remains
the dissemination of clear guidance on the effective ways of using
styles research in practice; this is the core aim of the Education,
Learning, Styles, Individual differences Network, whose members
have contributed chapters to this book. The volume provides a major
contribution to the knowledge base on enhancing the application of
styles research to practice within both educational and workplace
settings and is of considerable value to those involved in the
design and delivery of effective learning environments within
higher education. Relationships between styles variables and other
individual learning differences are considered across a range of
subject domains (medicine, science, teacher education) and cultural
contexts. The key themes discussed include the potential of
constructivist environments to effect change in learning
behaviours; the notion of deep approaches to learning;
relationships between approaches to learning and self-regulated
learning; the varied learning and teaching responses of
students/teachers to specific constructivist interventions
including the identification of specific patterns of responses that
are characteristic of highlighted groups; relationships between
conceptions and approaches to learning and teaching This book was
originally published as a special issue of Research Papers in
Education.
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