Unraveling learning, learning styles, learning strategies and meta-cognition

• Published in: Education & training (London) Vol. 48; no. 2/3; pp. 178 - 189
• Main Authors: Boström, Lena, Lassen, Liv M
• Format: Journal Article
• Language: English
• Published: London Emerald Group Publishing Limited 01.01.2006; Emerald
• Subjects: Academic Achievement; Cognition & reasoning; Cognitive Style; Education; Learning; Learning Processes; Learning Strategies; learning styles; Lifelong Learning; Metacognition; Pedagogik; Personal development; SAMHÄLLSVETENSKAP; Self Actualization; self developement; Self Efficacy; SOCIAL SCIENCES; Socialvetenskap; Student Motivation; Students; Studies; Teaching Methods; Learning; Self development; Teaching methods; Learning styles
• ISSN: 0040-0912; 1758-6127; 1758-6127
• DOI: 10.1108/00400910610651809

Purpose - The purpose of this paper is to explore the field of learning, learning style, meta-cognition, strategies and teaching by classifying different levels of the learning process. The paper aims to present an attempt to identify how students' awareness of learning style and teachers' matched instruction might affect students' learning and motivation.Design methodology approach - The paper is a conceptual paper in which a theoretical framework built on empirical research was identified by connecting and systemizing different parts of the learning process.Findings - The paper finds that teaching based on individual learning styles is an effective way to ensure students' achievement and motivation. Awareness of learning styles, it is argued, influences meta-cognition and choice of relevant learning strategies. Consciousness of own improvement provides students with new perspectives of their learning potential. Such positive academic experiences may enhance self-efficacy.Originality value - The paper provides useful information on unraveling concepts, methods and effects which can aid students, teachers and researchers in understanding, evaluating and monitoring learning, thus having practical implications for promoting lifelong learning, self-efficacy and salutogenesis.