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Learning Styles As Indicators Of Higher Education Quality

Listed author(s):
  • Grozdanka Gojkov


    (1Teacher Training Faculty – Belgrade and Preschool Teacher Training College “M. Palov” Vrsac, Republic of Serbia)

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    From the viewpoint of styles as indicators of learning quality in higher education teaching the text considers the issue of putting into a context and understanding of the notion of higher education quality. Relations of meta-theoretical conceptions of pedagogy are considered, interwoven in theoretical grounds of didactic concepts; the relationship between didactics and postmodernism has been dealt with, as well as unexplained relation between postmodernism and constructivism; postmodernism as a new philosophy and constructivism as a general theory of cognition are considered in regard to emancipatory didactics which is theoretical grounds of participatory epistemology and learning styles as indicators of higher education teaching. Th e text gives a fi nding of a previously conducted explorative research on the correspondence between learning styles ad discourse methods in higher education teaching, involving 2nd and 3rd year students (N-114) enrolled at Teacher Training Faculty of Belgrade University – teaching department in Vrsac. The finding in question refers to the statement that learning styles correspond to discourse method and that the students with highly expressed dimensions of a meaningful style (search for the essence and understanding it; raising questions after reading…) understand discourse as a teaching method better due to the possibility to exchange opinions, express their own ideas, better understanding of contents, connecting knowledge…) which could be considered a possible guideline towards the culture of learning quality within higher education teaching.

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    Article provided by Josip Juraj Strossmayer University of Osijek, Faculty of Economics, Croatia in its journal Interdisciplinary Management Research.

    Volume (Year): 9 (2013)
    Issue (Month): ()
    Pages: 587-603

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    Handle: RePEc:osi:journl:v:9:y:2013:p:587-603
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