Cognitive Learning Styles and Digital Equity: Searching for the Middle Way

Hardaker, Glenn, Sabki, Aishah and Dockery, Richard (2010) Cognitive Learning Styles and Digital Equity: Searching for the Middle Way. International Journal of Inclusive Education, 14 (8). pp. 777-794. ISSN 1360-3116

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Abstract

This research is driven by a desire to understand the lifelong learner in the context of styles of learning and the emerging implications of technology enhanced learning for digital equity. Recognizing cognitive learning styles is the first step educators need to take in order to be most effective in working with students of diversity and bridging across formal and informal settings. Learning environments as a characterising feature of learning styles have undergone unprecedented change over the past decade with learning environments now blending physical and virtual space. To support the increasing diversity of learners pedagogy has to be fair, culturally responsive, equitable and relevant to the ‘virtual generation’. This in turn will inform our understanding of the ‘middle way’ in recognising cognitive learning styles , associated cultural context, and the implications to digital pedagogy equity.

Item Type:	Article
Additional Information:	This is a preprint of an article whose final and definitive form has been published in the International Journal of Inclusive Education 2010 [copyright Taylor & Francis]; International Journal of Inclusive Education is available online at: http://www.informaworld.com/openurl?genre=article&issn=1360%2d3116&issue=preprint&spage=1&doi=10%2e1080%2f13603110802680786&date=2010&atitle=Cognitive%20learning%20styles%20and%20digital%20equity%3a%20searching%20for%20the%20middle%20way&aulast=Hardaker&aufirst=Glenn
Subjects:	T Technology > T Technology (General) H Social Sciences > H Social Sciences (General) L Education > L Education (General)
Schools:	Huddersfield Business School
Related URLs:	Author Author
Depositing User:	Glenn Hardaker
Date Deposited:	08 Jan 2010 11:09
Last Modified:	28 Aug 2021 22:36
URI:	http://eprints.hud.ac.uk/id/eprint/6349

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