Multimedia and learning styles - 1 views

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  #1 Bill Xiong on 05 Mar 12

   

  http://ehis.ebscohost.com.mantis.csuchico.edu/eds/detail?sid=ae9f3ed8-5f6b-410e-919e-f02cde9388c8%40sessionmgr11&vid=3&hid=1&bdata=JnNpdGU9ZWRzLWxpdmU%3d#db=aph&AN=6539424
  
  This article talks about how learning styles and multimedia structure affect undergraduate writing performances in a prewriting skills lesson. There were 42 students that were examined through brainstorming and outlining. One was through fully prescribed and the others were random through Kolb's Learning Styles Inventory. They also took questionnaires on writing skills, attitudes, and computer skills but this showed no differences between the groups of students. The students however, did show that they preferred to use multimedia when they wrote because it made it more enjoyable. It was pretty obvious that students who wrote more on a daily basis had better composition than those who rarely wrote.
  The focus was on development, organization, style, grammar, and mechanics. This also included styles of brainstorming, free writing, drafting, and outlining. Multimedia allowed for students to utilize a dynamic approach to how they started their writing process. There was also four types of learning styles that was discussed. Divergers were more on based upon reading and lectures. Accomodators were more on gut feelings and emotions as they listened to facts and details. Assimilators are those who develop theories and the morale of a lesson as opposed to facts. Convergers are those who make the lesson applicable in the real word and how it can be useful. Students who had prior prewriting classes excelled more than those who had not taken those classes regardless of attitude. They were more exposed to the writing styles and techniques of grammar and punctuation.

   

  <div class="cArrow"> </div><div class="cContentInner"><a href="http://ehis.ebscohost.com.mantis.csuchico.edu/eds/detail?sid=ae9f3ed8-5f6b-410e-919e-f02cde9388c8%40sessionmgr11&vid=3&hid=1&bdata=JnNpdGU9ZWRzLWxpdmU%3d#db=aph&AN=6539424" rel="nofollow" target="_blank">http://ehis.ebscohost.com.mantis.csuchico.edu/eds/detail?sid=ae9f3ed8-5f6b-410e-919e-f02cde9388c8%40sessionmgr11&vid=3&hid=1&bdata=JnNpdGU9ZWRzLWxpdmU%3d#db=aph&AN=6539424</a> <br /> <br /> This article talks about how learning styles and multimedia structure affect undergraduate writing performances in a prewriting skills lesson. There were 42 students that were examined through brainstorming and outlining. One was through fully prescribed and the others were random through Kolb's Learning Styles Inventory. They also took questionnaires on writing skills, attitudes, and computer skills but this showed no differences between the groups of students. The students however, did show that they preferred to use multimedia when they wrote because it made it more enjoyable. It was pretty obvious that students who wrote more on a daily basis had better composition than those who rarely wrote. <br /> The focus was on development, organization, style, grammar, and mechanics. This also included styles of brainstorming, free writing, drafting, and outlining. Multimedia allowed for students to utilize a dynamic approach to how they started their writing process. There was also four types of learning styles that was discussed. Divergers were more on based upon reading and lectures. Accomodators were more on gut feelings and emotions as they listened to facts and details. Assimilators are those who develop theories and the morale of a lesson as opposed to facts. Convergers are those who make the lesson applicable in the real word and how it can be useful. Students who had prior prewriting classes excelled more than those who had not taken those classes regardless of attitude. They were more exposed to the writing styles and techniques of grammar and punctuation.</div>

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