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Our flexible friend: The implications of individual differences for information technology teaching
16 references·0 citing·39 second hop
Our flexible friend: The implications of individual differences for information technology teaching (2005)Our flexible friend: The implications of …The Experience of Learning (2013)The Experience of LearningCognitive Styles and Learning Strategies (2013)Cognitive Styles and Learning…Should we be using Learning Styles? What research has to say to practice (2004)Should we be using Learning S…Mapping the Learning Styles “Jungle”: An overview of the literature based on citation analysis (2004)Mapping the Learning Styles “…Learning Styles: An overview of theories, models, and measures (2004)Learning Styles: An overview …Multiple goals, motivation and academic learning (2003)Multiple goals, motivation an…Promoting creative thinking through the use of ICT (2002)Promoting creative thinking t…ImpaCT2: the impact of information and communication technologies on pupil learning and attainment (2002)ImpaCT2: the impact of inform…Theorising the Machine: Gender, education and computing (2001)Theorising the Machine: Gende…Pupil‐centred learning, ICT, and teacher behaviour: observations in educational practice (2001)Pupil‐centred learning, ICT, …Cognitive style, gender and learning from multi‐media materials in 11‐year‐old children (1999)Cognitive style, gender and l…Measuring learning styles with questionnaires versus direct observation of preferential choice behavior in authentic learning situations: the visualizer/verbalizer behavior observation scale (VV-BOS) (1998)Measuring learning styles wit…The relationship between cognitive style and personality in further education students (1997)The relationship between cogn…Frames of Mind: The Theory of Multiple Intelligences (1984)Frames of Mind: The Theory of…Beyond the two disciplines of scientific psychology. (1975)Beyond the two disciplines of…Education and Employment (1971)Education and EmploymentThe Myers-Briggs Type Indicator: Manual (1962). (1962)ON QUALITATIVE DIFFERENCES IN LEARNING: I—OUTCOME AND PROCESS* (1976)Cognitive Styles—an overview and integration (1991)Cognitive styles in the context of modern psychology: Toward an integrated framework of cognitive style. (2007)1. Foundations of Educational Theory for Online Learning (2008)The Theory and Practice of Online Learning (2008)An Attributional Theory of Motivation and Emotion (1986)A social-cognitive approach to motivation and personality. (1988)The Role of Goal Orientation in Self-Regulated Learning (2000)Complex skills and academic writing: a review of evidence about the types of learning required to meet core assessment criteria (2005)Exploring students’ reflective thinking practice, deep processing strategies, effort, and achievement goal orientations (2009)Quantitative and Qualitative Relations Between Motivation and Critical-Analytic Thinking (2014)Construct validity in psychological tests. (1955)Minnesota studies in the philosophy of science (1956)Criteria for assessing the trustworthiness of naturalistic inquiries (1981)1. Toward a Theory of Culturally Relevant Pedagogy (1995)A cognitive-affective system theory of personality: Reconceptualizing situations, dispositions, dynamics, and invariance in personality structure. (1995)The Interpretation of Cultures (2017)Interactive whiteboards: boon or bandwagon? A critical review of the literature (2005)The undergraduate experience of blended e-learning: a review of UK literature and practice (2006)The Scientific Status of Learning Styles Theories (2015)A Threefold Model of Intellectual Styles (2005)The impact of ICT in schools - a landscape review (2007)A Contribution To Validation Of Score Meaning For Felder Soloman's Index Of Learning Styles (2020)Study Habits, Skills, and Attitudes: The Third Pillar Supporting Collegiate Academic Performance (2008)Using student-centred learning environments to stimulate deep approaches to learning: Factors encouraging or discouraging their effectiveness (2010)What the student does: teaching for enhanced learning (2012)Cognitive Modeling of Student Learning in Web-Based Instructional Programs (2004)Cognitive style, hypermedia navigation and learning (2004)The effectiveness of multimedia programmes in children's vocabulary learning (2008)Analysing the use of interactive technology to implement interactive teaching (2007)Effects of ICT: Do we know what we should know? (2007)New Technology in Schools: Is There a Payoff? (2007)Narrative configuration in qualitative analysis (1995)Development and validation of a measure of emotional intelligence (1998)Individual differences in reasoning: Implications for the rationality debate? (2000)Psychiatric morbidity among adults living in private households, 2000 (2003)Education policy as an act of white supremacy: whiteness, critical race theory and education reform (2005)Educational psychology and the effectiveness of inclusive education/mainstreaming (2007)
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References

  • 1984Frames of Mind: The Theory of Multiple Intelligences13,636 cited
  • 1975Beyond the two disciplines of scientific psychology.2,096 cited
  • 2004Learning Styles: An overview of theories, models, and measures999 cited
  • 2013The Experience of Learning991 cited
  • 1971Education and Employment852 cited
  • 2013Cognitive Styles and Learning Strategies545 cited
  • 2004Should we be using Learning Styles? What research has to say to practice442 cited
  • 2002ImpaCT2: the impact of information and communication technologies on pupil learning and attainment251 cited
  • 2003Multiple goals, motivation and academic learning238 cited
  • 1999Cognitive style, gender and learning from multi‐media materials in 11‐year‐old children136 cited
  • 2002Promoting creative thinking through the use of ICT122 cited
  • 2001Theorising the Machine: Gender, education and computing112 cited
  • 2001Pupil‐centred learning, ICT, and teacher behaviour: observations in educational practice93 cited
  • 2004Mapping the Learning Styles “Jungle”: An overview of the literature based on citation analysis88 cited
  • 1998Measuring learning styles with questionnaires versus direct observation of preferential choice behavior in authentic learning situations: the visualizer/verbalizer behavior observation scale (VV-BOS)

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84 cited
  • 1997The relationship between cognitive style and personality in further education students84 cited
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