Using the World Wide Web to Accommodate Diverse Learning Styles

Abstract

sequential (Gregore 1982) Abstract random (Gregore 1982) Processes information primarily through sight Enjoys tasks involving reading, recitation, taking notes, watching videosrandom (Gregore 1982) Processes information primarily through sight Enjoys tasks involving reading, recitation, taking notes, watching videos Processes information primarily through sound Enjoys tasks involving active listening, lecturing, communication, music, narration Processes information through whole body movement and through life experi ences/applications Enjoys tasks involving acting, building, manipulating, cause-effect, designing, playing, field experiences Processes information best within social situations and cooperative groupings Enjoys tasks involving peer collaboration, interactive discussions, debate, interviewing, sharing of stories A linear, sequential thinker who processes information best when it is tangible and grasped by the senses Enjoys tasks involving recognition of cause-and-effect relationships, lab exercises, conducting task analysis, flowcharting, developing arguments, writing or follow ing directions, generating examples, analyzing key ideas A random, multidimensional thinker who processes information best when it is tangible and grasped by the senses Enjoys tasks that include exploration, problem solving, hypothesis generating, independent thinking, synthesizing, idea generating, anticipating problems (what if . . .) A linear, sequential thinker who processes information best when it is invisible to the senses and involves reason and intuition Enjoys tasks involving interpreting textual material, vocabulary building, abstract ing, integrating disparate information, logical analysis, conceptual model building, debate A random, multidimensional thinker who processes information best when it is invisible to the senses and involves reason and intuition Enjoys tasks involving global evaluation, interpersonal interactions, affective analysis, multidimensional analysis, creative, imaginative tasks, mind mapping gy class, or show dramatized, pathologi cal profiles in a psychology course. Learners who have difficulty process ing auditory information in a lecture could benefit greatly by having the pro fessor's written lecture notes (or general class themes) online. To aid the visual learner and those who may have missed lectures, the professor may also wish to convert and archive online overheads or slide presentations according to lecture dates. Students can use the resources as study guides to complement in-class notes and review material before exami nations. Archived material may be used for future semesters and can help formu late the content of future Internet-deliv ered courses that the professor may one day teach.

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