Abstract not found

This paper describes the results of a UK research programme evaluating computerbased learning software and determining its suitability in supporting the different learning styles of users. A design taxonomy is proposed that helps designers build software to target multiple specific learning styles. This enables the courseware to be more user-friendly to a much wider audience, rather than just supporting one type of student. Then an example system is built using the taxonomy, supporting four teaching delivery approaches, and student and designers feedback is analysed to determine the accuracy of the taxonomy. Keywords computer-based learning, learning style, teaching delivery approach, simulation, taxonomy

Abstract: With globalization, library educators should address culturally-sensitive instruction design and curriculum, particularly in online learning environments. Hofstede’s cultural dimensions and Bigg’s educational model provide frameworks for addressing cultural impact on library education. Specific techniques are suggested for handling language and online learning issues. Résumé: Avec la mondialisation, les professeurs de bibliothéconomie devraient incorporer les différences culturelles dans leurs cours ainsi que dans le cursus, notamment en milieu d'apprentissage en ligne. Les dimensions culturelles de Hofstede et le modèle éducatif de Bigg offrent un cadre permettant de traiter de l'impact culturel sur l'éducation. Seront présentées différentes techniques pour aborder les questions de langue et d'apprentissage en ligne. 1.

Considerations on various dimensions of learning strategies are always worthy of study and thought. A theme which dominates the research literature is a student’s motivation to learn – where the learner is viewed as the client. Learning strategies are of continued interest to educators wishing to optimise their “clients ” learning experiences. This is especially important, yet difficult to achieve in a sophisticated, multi-national and multicultural world where workers are expected to increase and maximise their skill levels. Further, with today’s combination of cultural myopia and diversity of learning styles, a “single forms ” approach to the delivery of training is not practical, and is certainly not justified. This paper argues that a "client's " learning style and its fit with their “peer group ” or “group norm ” can significantly impact upon a student's ability to benefit from their chosen learning strategies. It further explores the possibility of using the LSQ (Learning Styles Questionnaire) as an interventionist tool to help practitioners determine appropriate educational programs that enable the individual to attain their learning

The Working Papers are a series of manuscripts in their draft form. Please do not quote without obtaining the author's consent as these works are in their draft form. The views expressed in this paper are those of the author and not necessarily endorsed by the School.

A model of the pre-assessment learning effects