Unraveling learning, learning styles, learning strategies and meta‐cognition

Abstract

PurposeThe 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/approachThe 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.FindingsThe 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/valueThe 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.

Assessment of the Establishment of Blended Learning Using the ISO 10015 at Tabriz Health Centers

“…of education on the promotion of quality of in-service education of employees. The findings by Bostrom and Lassen based on the use of learning and teaching methods, learning and meta-cognitive strategies in order to explore the grounds for learning, and familiarity with the classification of different levels of learning process were also consistent with the results of the present study (25). It seems that the use of practical teaching methods in real working environments (e.g.…”

Learning Styles and the Hybrid Learning: An Empirical Study about the Impact of Learning Styles on the Perception of the Hybrid Learning

“…Identifying the student's learning style assists professors in developing a compatible learning process. Its impact is direct on student engagement and outcomes (Bostrom & Lassen, 2006). The conclusions of research on a correlation between learning styles and the perception of teaching methods are contradictory.…”

Do Ten-year-old Children in Sweden Know How They Learn? A Study of How Young Students Believe They Learn Compared to Their Learning Styles Preferences

“…But there is no study on this model and student's metacognition. However, there are a number of studies on older populations, such as high school students, (Boström, 2004;Boström & Lassen, 2006) and adults (Sheiring, 1999). When it comes to learning environments and flexible classroom with different mediating learning resources, we find an emerging research and proven experience applicable (Johansson, Carlsson-Skillström & Ring, 2007;Bergström, 2006;Grysell, 2005).…”

“…However, there is some confusion regarding the vocabulary for learning (cf. Boström & Lassen, 2006), and this should be considered and thoroughly researched.…”

“…The area is comprehensive and addresses individual and group level, as well as entire organizations. In Scandinavia, the two best known and most frequently used models are Kolb's Learning Styles Model, which describes the information processing and is frequently used as a starting point in problem-based learning (Hård af Segerstad, Klasson & Tebelius, 1996), and Dunn's Model, which is multidimensional and widely used in both child and adolescent school in adult education (Boström & Lassen, 2006;Lauridsen, 2007).…”