Understanding Student Differences

By Richard M. Felder, Rebecca Brent. 2005

1,862 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/b0bf946ae8f735514317ef117a3b3dc3c58eb496

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Citations in the corpus

Evaluating Bayesian networks' precision for detecting students' learning styles (2007, background): “Studies have shown that greater learning may occur when the teaching style matches the studentsÕ learning styles than when they are mismatched (Allinson & Hayes, 1996; Felder & Brent, 2005).”
The Effects of Discipline on Deep Approaches to Student Learning and College Outcomes (2008, background): “…engineering and the physical sciences use deep approaches to learning less frequently than students from other fields (Eley 1992; Meyer et al. 1990; Felder and Brent 2005; Zeegers and Martin 2001; Prosser and Millar 1989) as well as findings regarding faculty use of practices that encourage…”
Inductive Teaching and Learning Methods: Definitions, Comparisons, and Research Bases (2006, background): “● Student populations also vary considerably in distributions of gender and ethnicity, age, experience, motivation to learn, learning styles, and levels of intellectual development (among others) [21].”
Where learning starts? A framework for thinking about lectures in university mathematics (2010, background): “Because of the diversity of students’ learning styles and strategies [16,19], it is not a straightforward rival to lectures, and indeed is generally used to support them [e.”
ARE LEARNING STYLES INVALID? (HINT: NO!) * (2010, background): “It is wrong and arguably unethical to give students career or curriculum recommendations based on their learning styles.(5)”
Collaborative Learning in Engineering Students: Gender and Achievement (2011, background): “…to academic achievement, much of the engineering education literature describes engineering curriculum as oriented toward student retention of facts and analytical skills (Felder & Brent, 2005; French, Immekus, & Oakes, 2005; Guzdial et al., 2001; Zhang, Anderson, Ohland, & Thorndyke , 2004).”
The National Effective Teaching Institute: Assessment of Impact and Implications for Faculty Development (2010, methodology): “The first topic discussed in the workshop is learning styles of engineering students, teaching styles of engineering professors, consequences of mismatches, and ways to teach so as to address the needs of all learners (Felder and Brent, 2005).”