LIS Student Learning Styles and Web-Based Instruction Methods

This article looks at learning styles of library and information science (LIS) students. Felder and Solomon's "Index of Learning Styles" was administered to 108 LIS students between 2001 and 2002. These results were analyzed with respect to results from learning style assessments admi...

Ausführliche Beschreibung

Gespeichert in:
Bibliographische Detailangaben
Veröffentlicht in:Journal of library & information services in distance learning Jg. 2; H. 1; S. 5 - 26
Hauptverfasser: Brown-Syed, Christopher, Adkins, Denice, Tsai, Hui-Hsien
Format: Journal Article
Sprache:Englisch
Veröffentlicht: Binghamton Taylor & Francis Group 01.01.2005
Routledge
Taylor & Francis Ltd
Schlagworte:
Aptitude Treatment Interaction
CAI
Cognitive Style
College students
Computer assisted instruction
Conventional Instruction
Distance Education
Distance learning
distance learning students
Information Science
Information Science Education
Interest Inventories
Intermode Differences
Learning style
learning styles
Librarianship
Library and information science
Library students
LIS education
Professional education
Students
Teaching
Teaching Methods
Web Based Instruction
World Wide Web
ISSN:1533-290X, 1533-2918
Online-Zugang:Volltext
Tags: Tag hinzufügen
Keine Tags, Fügen Sie den ersten Tag hinzu!
Beschreibung
Zusammenfassung:This article looks at learning styles of library and information science (LIS) students. Felder and Solomon's "Index of Learning Styles" was administered to 108 LIS students between 2001 and 2002. These results were analyzed with respect to results from learning style assessments administered in the 1980s. Learning style preferences were compared between students in traditional and distance education courses. Teaching suggestions are offered for maximizing LIS student learning in Web-based instruction.
Bibliographie:ObjectType-Article-1
SourceType-Scholarly Journals-1
ObjectType-Feature-2
content type line 14
ObjectType-Article-2
ObjectType-Feature-1
content type line 23
ISSN:1533-290X
1533-2918
DOI:10.1300/J192v02n01_02