Learning Styles As Indicators Of Higher Education Quality
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.
Volume (Year): 9 (2013)
Issue (Month): ()
|Contact details of provider:|| Postal: Gajev trg 7, 31000 Osijek|
Phone: 031 224 400
Fax: 031 211 604
Web page: http://www.efos.unios.hr
More information through EDIRC
When requesting a correction, please mention this item's handle: RePEc:osi:journl:v:9:y:2013:p:587-603. See general information about how to correct material in RePEc.
For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: (Hrvoje Serdarusic, PhD)
If references are entirely missing, you can add them using this form.