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How to Understand Learning Styles and Strategies in the Light of the Paradox between Individual and Collective Learning
Mid Sweden University, Faculty of Human Sciences, Department of Education.
Mid Sweden University, Faculty of Human Sciences, Department of Education.ORCID iD: 0000-0001-9182-6403
2013 (English)In: Building Learning Capacity for Life / [ed] Boström, Lena; Augustsson, Gunnar; Evans, Carol; Charlesoworth, Zarina M.;cools, Eva, 2013, p. 100-119Conference paper, Published paper (Other academic)
Abstract [en]

The purpose of this paper is to examine and analyse the paradox between individual and collective learning while highlighting questions of learning strategies and styles. This conceptual paper gives a theoretical framework and a conceptual model built on theoretical perspectives. This includes connecting and systematising different dimensions in the overall educational process. The attempt is made to conceptualise educational processes with learning levels, learning as process and product and putting them in relation to wider institutional and societal contexts. The paradox emerging in the steering documents is described, and then the questions of learning as a process and product connected to an epistemic stance and democratic fostering are briefly mentioned. Learning strategies and style perspectives are explained, and finally learning levels from the perspectives of individuals and collectives as product and process are discussed. Relating students’ learning styles and strategies to perspectives of individual and collective learning provides an additional dimension about how to facilitate learning. This study could be relevant because of the discussion concerning the relative inability of Swedish students to compete with international competitors in terms of learning performance due in part to ineffective use of specific learning strategies (OECD, 2010). The paper underlines the importance of understanding different theoretical perspectives and how the choices made in the teaching practice could be developed. The conclusion is that an awareness of the different levels of learning when linking those to individual learning strategies can provide teachers with a foundation for the selection of teaching strategies. This paper offers both macro and micro perspectives as an opportunity for conscious pedagogical considerations. The results are presented as a theoretical and conceptual model that includes different theoretical frameworks covering teaching and learning processes as practices linked to institutional prerequisites. Such conceptual development can be valuable to understand and empirically examine the phenomena of individual development, student influence, and more generally, working to achieve the school’s contemporaneous knowledge and democracy mission. This conceptual development therefore has practical implications for promoting lifelong learning, meta-cognition and effective teaching and learning strategies.

Place, publisher, year, edition, pages
2013. p. 100-119
Keywords [en]
Conceptual model, epistemic stance, individual and collective learning, learning levels, styles and strategies
National Category
Pedagogy
Identifiers
URN: urn:nbn:se:miun:diva-19741OAI: oai:DiVA.org:miun-19741DiVA, id: diva2:641799
Conference
ELSIN, Education, Learning, Styles, Individual differences Network
Available from: 2013-08-19 Created: 2013-08-19 Last updated: 2016-09-29Bibliographically approved

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Eriksson, LindaBoström, Lena

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CiteExportLink to record
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Citation style
  • apa
  • ieee
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Output format
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