Cognitive Style and Modality of Instruction

ID: 48556 Type: Full Paper: Conceptual & Empirical Study
  1. Martin Graff, University of South Wales, United Kingdom

Wednesday, June 29 10:30 AM-11:00 AM Location: Junior Ballroom B

No presider for this session.

Abstract: Arguments exist suggesting that individuals learn effectively when instructional modality is matched with their cognitive style. This paper presents an analysis of attempts to match instructional modality to the cognitive style of learners on a face-to-face basis, before considering the argument that hypertext environments could be profitably utilised in aligning instructional modality with an individual’s style. The paper will then consider several context specific issues which arise, in employing hypertext, such as how users possessing certain styles use hypertext; whether hypertext architecture may be matched to an individual’s style to facilitate learning; and whether differences in the ways in which learning is measured is also a factor for consideration. It is concluded, that intellectual style has an effect on the success with which hypertext can be utilised, and that individual differences in style should be considered when designing hypertext as an instructional medium.


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