Cognitive styles among computer systems students: Preliminary findings

Moore, Sarah; O’Maidin, Donncha; McElligott, Annette

doi:10.1007/bf02940938

Cited by 6 publications

(9 citation statements)

References 14 publications

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“…In addition, the study found that intuitive students scored significantly lower than analytical students on average overall academic performance, linking personal learning style with different levels of learning success. Results also associated older groups with intuitive learning style and women with more analytical learning styles [11]. Differences in cognitive styles, which may mean differences in working techniques and interests, may result in conflict, while similar cognitive styles may result in liking and understanding.…”

Section: Learning Stylesmentioning

confidence: 94%

“…In terms of education, analytical thinking seems to be the more dominate of the mind set in the college and university world [11]. Moore, O'Maidin, & McElligott [11] studied links between cognitive style, gender, performance, and communication in educational settings and found that analytical thinkers were more likely to enter universities with above average performance scores [11]. In addition, the study found that intuitive students scored significantly lower than analytical students on average overall academic performance, linking personal learning style with different levels of learning success.…”

Section: Learning Stylesmentioning

confidence: 99%

“…Analytical thinking has been associated with the left brain [10] and preferred structural [11], rigorous, linear, ordered, step by step [10] thinking process. Intuitive cognitive thinking style has been associated with the right brain and preferred creative, unconstrained, holistic, simultaneous [10], nonsequential [11] thinking process. These thinking styles are considered static, in-built and somewhat unchangeable.…”

Section: Learning Stylesmentioning

confidence: 99%

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Refining educational content through a closed-loop FLOW approach

et al. 2008

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This paper describes the implementation of a system, called Foundational Learning Objects Workbench (FLOW), which is intended to be used by instructors to educate their students in the major principles of multidisciplinary fields at a variety of grade levels. FLOW functions by dividing the major topics in a field into modules. These modules cover a wide variety of topics and may be inserted into different courses, providing students with a basic understanding of the field in question. FLOW also possesses methods for assessing both students and the modules.

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Section: Learning Stylesmentioning

confidence: 94%

Section: Learning Stylesmentioning

confidence: 99%

Section: Learning Stylesmentioning

confidence: 99%

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Refining educational content through a closed-loop FLOW approach

et al. 2008

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“…El interés por el conocimiento de los estilos, a juicio de Sternberg (1998), tuvo su origen en la necesidad de comprender por qué el alumnado presenta rendimientos académicos diferentes, problema que las pruebas tradicionales de aptitudes no llegaban a explicar, y conocer por qué determinados alumnos y alumnas triunfan en algunos ambientes educativos y no en otros (Moore, O'Maidin y McElligott, 2003).…”

Section: Los Estilos De Aprendizajeunclassified

Estilos de aprendizaje, variables sociodemográficas y rendimiento académico en estudiantes de Ingeniería de Edificación

Alducin-Ochoa

Vázquez-Martínez

2016

Rev. Electr. Educare

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The objectives guiding this research were to determine the dominant learning style of the first year Building engineering students (University of Seville), the influence of the style on the grades in each school subject, and if learning style is influenced by socio-demographic variables. The sample was composed of 161 students, who completed the Honey-Alonso questionnaire (CHAEA) and the CDAT. Descriptive and correlational methods were used. For the analysis of the data, a univariate (one-way ANOVA) descriptive study was performed, and the non-parametric Mann-Whitney and Kruskal-Wallis tests, both with a confidence level of 95% (σ=.05) were used. The results show the predominance of the reflective style, and the fact that grades as a function of styles vary depending on the school subject. No significant differences were found in the variables gender, university admission scores, type of school (private or public) of the study centers attended previous to university. Significant differences were found for some styles in the variables age, type of university admission, and if a student had to work as well as to study. The conclusions highlight the need to develop teaching strategies that encompass all the styles to improve performance, as well as the need to modify the teaching practices for the students to develop the rest of the styles in a balanced manner. This latest aspect is important so that the students can freely operate professionally, as the Engineering profession requires having all four characteristic styles simultaneously.

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“…It produces a single scale that assesses how analytic or intuitive the respondent's self-reported cognitive style is. This inventory has been successfully used in many studies, and has proven reliability [4,33]. One study by Hodgkinson and Sadler-Smith [27] indicated that the unitary scale was too simple and two separate scales for analytic and intuitive respectively would be more appropriate.…”

Section: Instrument Detailsmentioning

confidence: 99%

Information technology architects

Frampton

Thom

Carroll

et al. 2006

Proceedings of the 2006 ACM SIGMIS CPR Conference on Computer Personnel Research: Forty Four Years of Computer Personnel Resear

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All Information Technology (IT) systems have architecture and these architectures are developed by people, frequently called IT architects. These people vary in their capabilities and this directly affects the systems they work with. This research investigates whether some previously identified capabilities, (intuitive cognitive style, problem solving, visualisation, and future vision) differ between IT architects of different skill levels. We found that while all IT architects reported as very skilled problem solvers, the more highly skilled IT architects approached problems in a different manner than the others. We also found that the higher skilled IT architects had a significantly longer view of their actions. These results are important for the education of aspiring IT architects and also the selection and development of existing ones.

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Cognitive styles among computer systems students: Preliminary findings

Cited by 6 publications

References 14 publications

Refining educational content through a closed-loop FLOW approach

Refining educational content through a closed-loop FLOW approach

Estilos de aprendizaje, variables sociodemográficas y rendimiento académico en estudiantes de Ingeniería de Edificación

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