This page contains some sources of information used on research on learning modes:
- How Technology Can Improve Post-Secondary Outcomes for Students with Autism
- Helping teachers enhance learning, empowering students to learn in Many Ways, and providing a pathway to an affordable college degree
(contains a Learning Style Test)
- Koester Performance Research
Tools to enhance computer access, particularly for people who are not well-served by the typical keyboard and mouse.
- Scaffolding Comprehension Strategies Using Graphic Organizers
- Grockit & Knewton: Big Bucks for Adaptive Learning Platforms
(on platforms in which the student can adapt learning to his own pace)
- Teenage Usability: Designing Teen-Targeted Websites (NNGroup)
(reflects different approaches to web according to age groups)
- Exploring Metacognitive Habits of Mind
Video that highlights teachers of grades 7, 8, and 9 as they explore metacognitive habits of mind with their students.
- Learning styles test
User's learning style across Visual, Social, Physical, Aural, Verbal, Solitary and Logical dimensions.
- Learning Styles described
- The Philosophy of Data
"(...) many teachers have an intuitive sense that different students have different learning styles: some are verbal and some are visual; some are linear, some are holistic. Teachers imagine they will improve outcomes if they tailor their presentations to each student. But there’s no evidence to support this (...)"
- Forget What You Know About Good Study Habits
"Student traits and teaching styles surely interact; so do personalities and at-home rules. The trouble is, no one can predict how."
- Learning Styles. Concepts and Evidence
"Our review of the literature disclosed ample evidence that children and adults will, if asked, express preferences about how they prefer information to be presented to them. There is also plentiful evidence arguing that people differ in the degree to which they have some fairly specific aptitudes for different kinds of thinking and for processing different types of information. However, we found virtually no evidence for the interaction pattern mentioned above, which was judged to be a precondition for validating the educational applications of learning styles.
(...) However, given the lack of methodologically sound studies of learning styles, it would be an error to conclude that all possible versions of learning styles have been tested and found wanting (...)"