Who Prefers What? Disciplinary Differences in Students' Preferred Approaches to Teaching and Learning Styles

By Nira Hativa, Menucha Birenbaum. 2000

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Disciplinary and gender differences among higher education students in self‐regulated learning strategies (2010, background): “Hativa and Birenbaum (2000) demonstrated that the education students prefer a teaching style which promotes self-regulation more than the engineering students.”
The Application of Differentiated Instruction in Postsecondary Environments: Benefits, Challenges, and Future Directions (2009, background): “…use of instructional strategies that are congruent with students’ interests, beliefs, and background experiences (Grossman, 2005; Ross, 1983; Ross et al., 1986; Wideen et al., 1998) and aligned with their learning profiles (Hativa & Birenbaum, 2000; Kember, 2001; Layton & Lock, 2003; Tobias, 1990).”
The relationship between motivation, learning approaches, academic performance and time spent (2017, result): “However, comparable to other similar studies (Hativa & Birenbaum, 2000 xxx)1 report a Chronbach’s alpha of .61 and .59, respectively.”