Learning style and learning strategies in a multimedia environment

There is a growing realization that it may be expeditious to combine elements from different theories of learning when trying to derive a coherent and usable policy towards computer‐mediated learning. Consideration of the subtle distinction between Computer‐Aided Learning (CAL) and Computer‐Aided Instruction (CAI) conform the basis of a possible classification of computer‐mediated learning, and hence of multimedia tools. This classification enables the development of a continuum upon which to place various strategies for computer‐mediated learning, and hence a means of broadly classifying multimedia learning tools

Researching Bangladeshi Pupils’ Strategies for Learning to Read in (UK) Primary School Settings

Language learning strategy research has focused on the actions of the individual language learner and investigated the links between successful learning and the strategies that such learners use. At the same time researchers studying beginner bilingual pupils learning English and learning to read in English in UK schools have also been interested in the strategies that such pupils employ in order to be successful learners and readers in their new language. This article reports on some of the findings from a study of the experiences of a small group of bilingual Bangladeshi pupils that took as its initial focus the strategies that the pupils called on in order to engage with learning to read in English (their L2) in their classroom. What emerged during the course of the study was that the strategies the pupils were employing could not be considered separately from the contexts in which the children were learning, and that the strategies children used were not simply strategies for learning to read or to learn English but were bound up with issues of identity and assimilation. The data thus challenge research that focuses exclusively on the individual learner or that treats context as simply another variable. The paper argues for a socio-cultural approach to research and pedagogy in relation to language learning and for the use of ethnographic method

Preservice teachers’ observations of their mentors’ teaching strategies for differentiated learning

Tensions exist between teacher-centred and learner-centred approaches with constructivism as being favoured for learning in the 21st Century. There is little evidence of teaching strategies being used in the field for differentiating student learning. In addition, preservice teachers need to learn about teaching strategies for which observations of their mentor teachers can provide practical applications. This study explores 16 preservice teachers’ observations of their mentors’ teaching strategies over a four-week professional experience. They provided a minimum of five written observations during this period. Findings indicated that these preservice teachers observed their mentors’ practices and recorded four key teaching strategies used to differentiate learning, namely: (1) designating facilitators for students’ learning, including teacher, peers, parents, and support staff such as teachers aides, (2) managing student groups, (3) contexts for learning, and (4) using a range of teaching aids (visual, auditory, games) and resources. Preservice teachers’ observations of their mentor teachers indicated that they can commence at early stages for identifying teaching strategies and how they work for differentiating student learning