Unraveling learning, learning styles, learning strategies and meta‐cognition
Abstract
Purpose
The purpose of this paper is to explore the field of learning, learning style, meta‐cognition, strategies and teaching by classifying different levels of the learning process. The paper aims to present an attempt to identify how students' awareness of learning style and teachers' matched instruction might affect students' learning and motivation.
Design/methodology/approach
The paper is a conceptual paper in which a theoretical framework built on empirical research was identified by connecting and systemizing different parts of the learning process.
Findings
The paper finds that teaching based on individual learning styles is an effective way to ensure students' achievement and motivation. Awareness of learning styles, it is argued, influences meta‐cognition and choice of relevant learning strategies. Consciousness of own improvement provides students with new perspectives of their learning potential. Such positive academic experiences may enhance self‐efficacy.
Originality/value
The paper provides useful information on unraveling concepts, methods and effects which can aid students, teachers and researchers in understanding, evaluating and monitoring learning, thus having practical implications for promoting lifelong learning, self‐efficacy and salutogenesis.
Keywords
Citation
Boström, L. and Lassen, L.M. (2006), "Unraveling learning, learning styles, learning strategies and meta‐cognition", Education + Training, Vol. 48 No. 2/3, pp. 178-189. https://doi.org/10.1108/00400910610651809
Publisher
:Emerald Group Publishing Limited
Copyright © 2006, Emerald Group Publishing Limited