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Identifikators:542899
Autors:
Vērtējums:
Publicēts: 25.06.2014.
Valoda: Angļu
Līmenis: Augstskolas
Literatūras saraksts: 12 vienības
Atsauces: Nav
SatursAizvērt
Nr. Sadaļas nosaukums  Lpp.
  INTRODUCTION    3
1.  LEARNING STYLES    3
1.1.  Dominant models    4
1.2.  Conceptions of Learning in Higher Education    6
  CONCLUSIONS    7
  REFERENCES    8
Darba fragmentsAizvērt

CONCLUSIONS
Our days many people have observed that each of us have a different learning style or technique. Every student uses a mix of learning styles and they may come to a conclusion that they have only one dominant style, with far less use of the other ones. Others may find that they use different methods in different circumstances. Although there are only a few empirical researches on how learning styles affect study results and skill, but I think that it can be like good and effective method in higher education.
Individual learning styles differ, and these individual differences become even more important in the area of education. I want to point out that there is no right or wrong learning style but the finding show that there is one dominant learning style for each person. However most of people use all three styles - auditory, visual and kinesthetic. Of course each learning style has its pros and cons. And each preferred learning style has methods that fit the different ways an individual may learn best. I can conclude that knowing your learning style it will help you develop coping strategies to compensate for your weaknesses and capitalize on your strengths.
Finally from all this I want to recommend for every student depending on his study course and his specialty timely understand which of these learning styles is the dominant , to develop this style also for future job functions. Students should understand that everything is on their shoulders and in the end- it makes them whom they are. By recognizing and understanding our learning styles, we can use techniques better suited to us and this improves the speed and quality of your learning.

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