Studying textbooks: Effects of learning styles, study task, and instruction

This study was aimed at clarifying the influence of instructional support and task constraints on the way students with different learning styles completed a study task in a hypertext reading environment

Jos Beishuizen; Evelien Stoutjesdijk; Kees van Putten

2002

Scholarcy highlights

  • This study was aimed at clarifying the influence of instructional support and task constraints on the way students with different learning styles completed a study task in a hypertext reading environment
  • We expected deep processing students to benefit from metacognitive support and surface processing students to learn from cognitive support
  • Experiment 2 showed that students who combined self-regulation with deep processing and students who combined external regulation with surface processing outperformed students with complimentary combinations of regulation style and processing style
  • It is argued that selection skills may underlie both regulation and processing styles for studying expository texts

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