Despite their popularity in the educational world, the existence of different "learning styles" has not been clearly supported by scientific evidence. As a matter of fact, a team of researchers recently came to the conclusion that learning style-based instruction could even be detrimental to students.
Mistake-based “corrective” feedback is effective with students from cultural backgrounds characterized by high power distance and collectivism, but counter-productive in opposite cultural contexts, new study finds.
Using artificial intelligence and a data-based approach, a group of researchers found that the cognitive profiles of struggling learners corresponded with specific brain organizations, but not with common diagnoses such as ADHD.
According to a new meta-analysis on the subject, there is no scientific basis to the claim that students have different “learning styles” (visual, auditory, or kinesthetic) to which teachers should adapt.
PsychED recently reviewed an article on "bad" behavior and the dissatisfaction of fundamental needs. Today, we dive deeper into this important question thanks to an exclusive interview with the author, Ron Oostdam.
Ron Oostdam, PhD, is professor of Learning and Instruction and Research Director of the Centre for Applied Research in Education (CARE) of the Amsterdam University of Applied Sciences (AUAS)...