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In my new book, Evidence-based Training Methods (ASTD Press), I conclude my review of research on learning styles with the hope that if readers do nothing else, they abandon time and resources devoted to learning styles in favor of other instructional methods which have much more evidence to support them. In other words, it’s time to drop the learning styles myth. What do you think about learning styles? What makes the learning style idea so compelling?
I’ll devote some future posts to the evidence (or lack thereof) on learning styles that I’ve seen since I wrote my book.
Original Article: http://clarktraining.com/blog/
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Huk and Ludwigs (2008) reported best learning of economic principles from lessons that added both goals (a coffee shop scenario) and reflection exercises to a lesson on supply and demand that included a knowledge section and a business simulation compared to a baseline lesson that omitted the goal orientation and the reflection exercise. Interestingly, lessons with ONLY the goal or ONLY the reflection exercises did not improve learning. But the combination of both resulted in a 39% increase in post test performance compared to the basic lesson. The authors suggest that learning is optimized by a combination of scenario-goals that motivate learners AND cognitive learning support – implemented as reflection exercises in this research. Huk, T & Ludwigs, S. : Combining cognitive and affective support in order to promote learning. Learning and Instruction (in press in 2008).
Original Article: http://clarktraining.com/blog/
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