Designing ODL for Cognitive Styles : Review and Design Issues
Main Article Content
Abstract
Cognitive style is a major dimension of individual differences. It has been described as a fairly fixed characteristic of an individual, which is static and a relatively in- built feature of the individual. Since Open and Distance Learning (ODL) is a relatively new and important force in higher education system, it becomes necessary that we know the characteristics of the distance learners and how to design distance education to suit the cognitive styles of the distance learners. This paper has looked at some research findings and literature in order to identify different aspects of cognitive styles, assessment/review of five major cognitive styles, the concept of Open and Distance Learning, characteristics of distance learners, designing instructions to suit the cognitive styles and characteristics of learners and designing suitable evaluation administration in ODL.
Article Details
How to Cite
OSUJI, U. S. A. (2011). Designing ODL for Cognitive Styles : Review and Design Issues. Asian Journal of Distance Education, 9(2), 4 - 14. Retrieved from https://asianjde.com/ojs/index.php/AsianJDE/article/view/179
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The work published in AjDE is licensed under a Creative Commons Attribution ShareAlike 4.0 International Licence (CC-BY).
References
Alaezi, O.A. (2005). National Open
University Plan: Enhancing Higher
Education in Nigeria Through Open and
Distance Learning Delivery System.
Lagos. NOUN.
Allport, G.W. (1937). Personality: A
psychological interpretation. New York;
Holt & Co.
Antonietti, A. and Gioletta, M. (1995).
Individual differences in analogical
problem Solving. Personality and
Individual Differences, 18 (5), 611-619.
Atman, K.S. (1988). Psychological type
elements and goal accomplishment style:
Implications for distance education.
The American Journal of Distance
Education, 2 (3), 36- 44.
Ausburn, L.J. and Ausburn, F.B.
(1978).Cognitive styles: Some
information and implications for
instructional design. Educational
Communication and Technology, 26 (4),
337-354.
Bartlett, F.C. (1932). Remembering,
Cambridge, Mass: Harvard University
Press.
Bergouist, W.H. Lloyd, J.T. and Johansson,
S.L. (1973). Individual differences
among Repressors and sensitizers in
conceptual skills. Social Behaviour and
Personality, 1 (2), 144- 152.
Das, J.P. (1988). Simultaneous- successive
processing and planning: Implications for
School learning. In R. Schmeck (Ed),
Learning strategies and learning styles
(pp. 101-130), New York: Plenum Press.
Dunn, R., DeBello, T,, Brennan, P., Krimsky,
J.,and Murrain, P. (1981). Learning style
Researchers define differences
differently. Educational Leadership, 38,
327-374.
Gadzella, B.M. (1995). Differences in
academic achievement as a function of
scores on Hemisphericity. Perceptual
and Motor Skills, 70, 783-786.
Galton, F. (1883). Human faculty and
development. London: Macmillan.
Gardner, R.W. (1961). Cognitive controls of
attention deployment as determinants of
Visual illusion. Journal of Abnormal and
Social Psychology, 62, 120-129.
Holliday, W,G. (1976). Teaching verbal
chains using flow diagrams and text. AV
Communication Review, 24 (1),63-78.
Holzman, P.S. and Klein G.S. (1954).
Cognitive system- principles of leveling
and Sharpening: Individual differences in
visual time –error assimilation effects.
Journal of Psychology, 37, 105- 122.
Hudson, L. (1966). Contrary Imaginations.
Harmondsworth; Penguin.
Jegede, O. (2005). Inaugural speech at the
Induction Workshop for NOUN Staff,
facilitated by Commonwealth of
Learning (COL). Victoria- Island, Lagos
26-30 July.
Jegede, O, Taylor, J.C. and Okebukola, P.A.
(1991).Knowledge engineering: An
alternative approach to curriculum design
for science education at a Distance.
Research in Higher Education,21, 198-
207.
Kagan, J (1965). Impulsive and reflective
children: Significance of conceptual
tempo, in J. D.Krumboltz (Ed), Learning
and the educational process (pp. 133-
161). Chicago: Rand Mc Nally.
Keegan, D. (1988). Problems of defining the
field of distance education. American
Journal of Distance Education 2, 2:4-11.
12
ASIAN JOURNAL of DISTANCE EDUCATION
Kelly, G.A. (1955). The psychology of
personal constructs (vol. 1). New York:
Norton.
Kirby, J. R.(1988). Style, strategy, and skills
in reading. In R. R. Schmeck. (Ed),
Learning strategies and learning styles
(pp.229-274). New York: Plenum press.
Kogan, N., and Wallach, M.A. (1964). Risktaking: A study in cognition and
personality. New York: Holt, Rinehart,
and Winston.
Kolb, D.A. (1984).Experiential learning:
Experience as the source of learning and
Development. Engle wood Cliffs, N.J.
Prentice Hall.
Lawrence, G.(1984). A synthesis of learning
style research involving MBTI. Journal
of Psychological Type 8,2-15.
Leithwood, K.A.and Montgomery,
D.J.(1982).The role of elementary school
principal in Program improvement.
Review of Educational Research, 52,
309-339.
Lewenfeld, V. (1945).Tests for visual and
haptical aptitudes. American Journal of
Psychology, 58, 100- 112.
Liu, Y. and Gintter, D. (1999). Cognitive
styles and distance education. Online
Journal of Distance Learning
Administration, vol 11, No. 111, 1- 19.
Messick, S. (1976). Individuality in learning.
San Francisco: Jossey- Bass.
O’ Boyle, M.W.and Hellige, J.B. (1989).
Cerebral hemisphere asymmetry and
individual Differences in cognition.
Learning and Individual Differences,
1(1), 7-35.
Otto- Peters (1993). Understanding distance
education. American Journal of Distance
Education, 27, 3, 11-21.
Pask, G. (1972). A fresh look at cognition and
the individual. International Journal of
Man- Machine Studies, 4, 211-216.
Peters, A.M.(1977). Languages learning
strategies: Does the whole equal the sum
of the Parts? Language, 53,560-573.
Richardson, A. (1977). Verbalizer- visualizer:
A cognitive style dimension. Journal of
Mental Imagery, 1(1), 109- 126.
Riding, R.J.and Buckle, C.F.(1990). Learning
styles and training performance.
Sheffield: Training Agency.
Riding, R.J. and Sadler-Smith, E. (1992).
Types of instructional material, cognitive
style and learning performance.
Educational Studies (England), 18 (3),
323- 340.
Riding, R.J. and Taylor, E,M, (1976). Imagery
performance and prose comprehension in
7-year- old children. Educational
Studies (England). 2, 21-27.
Riding, R.J. and Cheema, I. (1991).Cognitive
styles—an overview and integration.
Educational Psychology, 11(3-4).
193- 215.
Riding, R.J., Glass, A. and Douglas, G.
(1993). Individual differences in
thinking: Cognitive and neurophysiological perspectives. Special
issues: Thinking. Educational
Psychology, 13 (3&4), 267-279.
Robertson, I.T. (1985). Human informationprocessing strategies and style.
Behaviour and Information Technology,
4(1), 19-29.
Sadler- Smith, E. (1997). “Learning style”:
Frameworks and instruments.
Educational Psychology, 17 (1-2),51-63.
Schmeck, R.R. (1983). Learning styles of
college students. In R.F. Dillon and R.R.
Schmeck (Ed). Individual differences in
cognition (pp.233-280). New York:
Academic Press.
Schmeck, R.R. (1988). Learning strategies and
learning styles. New York: Plenum
Press.
Smith, R.M. (1984). Learning how to learn.
Milton Keynes: Open University.
Sonnier, I.L. (1991). Hemisphericity: A key to
understanding individual differences
Among teachers and learners. Journal
of instructional Psychology,18(1),17-22.
Squires, G. (1981). Cognitive styles and adult
learning. Nottingham: University of
Nottingham.
Tanaka, J.S., Panter, A.T. and Winborne,
W.C. (1986-87). Associations between
Daydreaming style and information
processing predispositions. Imagination,
Cognitive, and Personality. 6(2), 159-
166.
13
OSUJI
Tennant, M. (1988). Psychology and adult
learning. London: Routledge.
Torrance, E.P. and Rockenstein, Z.L. (1988).
Styles of thinking and creativity. In
R.R.Schmeck (Ed), Learning strategies
and learning styles (pp275-290). New
York: Plenum Press.
Wilson, J.D. (1981).Student learning in higher
education. London: Croom Helm.
Winn, W.D.(1982). The role of diagrammatic
representation in learning sequence,
Identification and classification as a
function of verbal and spatial ability.
Journal of Research in Science
Teaching, 19(1), 79-89.
Witkin, H.A. (1962). Psychological
differentiation: Studies of Development.
New York: Wiley.
Witkin, H.A. (1979). Socialization, culture
and ecology in the development of group
and Sex differences in cognitive styles.
Human Development. 22(5), 358- 372.
Witkin, H.A., Moore, C.A., Goodenough,
D.R. and Cox, P.W. (1977).Field
dependent and Field independent
cognitive styles and their educational
implications. Review of Educational
Research, 47, 1-64.
University Plan: Enhancing Higher
Education in Nigeria Through Open and
Distance Learning Delivery System.
Lagos. NOUN.
Allport, G.W. (1937). Personality: A
psychological interpretation. New York;
Holt & Co.
Antonietti, A. and Gioletta, M. (1995).
Individual differences in analogical
problem Solving. Personality and
Individual Differences, 18 (5), 611-619.
Atman, K.S. (1988). Psychological type
elements and goal accomplishment style:
Implications for distance education.
The American Journal of Distance
Education, 2 (3), 36- 44.
Ausburn, L.J. and Ausburn, F.B.
(1978).Cognitive styles: Some
information and implications for
instructional design. Educational
Communication and Technology, 26 (4),
337-354.
Bartlett, F.C. (1932). Remembering,
Cambridge, Mass: Harvard University
Press.
Bergouist, W.H. Lloyd, J.T. and Johansson,
S.L. (1973). Individual differences
among Repressors and sensitizers in
conceptual skills. Social Behaviour and
Personality, 1 (2), 144- 152.
Das, J.P. (1988). Simultaneous- successive
processing and planning: Implications for
School learning. In R. Schmeck (Ed),
Learning strategies and learning styles
(pp. 101-130), New York: Plenum Press.
Dunn, R., DeBello, T,, Brennan, P., Krimsky,
J.,and Murrain, P. (1981). Learning style
Researchers define differences
differently. Educational Leadership, 38,
327-374.
Gadzella, B.M. (1995). Differences in
academic achievement as a function of
scores on Hemisphericity. Perceptual
and Motor Skills, 70, 783-786.
Galton, F. (1883). Human faculty and
development. London: Macmillan.
Gardner, R.W. (1961). Cognitive controls of
attention deployment as determinants of
Visual illusion. Journal of Abnormal and
Social Psychology, 62, 120-129.
Holliday, W,G. (1976). Teaching verbal
chains using flow diagrams and text. AV
Communication Review, 24 (1),63-78.
Holzman, P.S. and Klein G.S. (1954).
Cognitive system- principles of leveling
and Sharpening: Individual differences in
visual time –error assimilation effects.
Journal of Psychology, 37, 105- 122.
Hudson, L. (1966). Contrary Imaginations.
Harmondsworth; Penguin.
Jegede, O. (2005). Inaugural speech at the
Induction Workshop for NOUN Staff,
facilitated by Commonwealth of
Learning (COL). Victoria- Island, Lagos
26-30 July.
Jegede, O, Taylor, J.C. and Okebukola, P.A.
(1991).Knowledge engineering: An
alternative approach to curriculum design
for science education at a Distance.
Research in Higher Education,21, 198-
207.
Kagan, J (1965). Impulsive and reflective
children: Significance of conceptual
tempo, in J. D.Krumboltz (Ed), Learning
and the educational process (pp. 133-
161). Chicago: Rand Mc Nally.
Keegan, D. (1988). Problems of defining the
field of distance education. American
Journal of Distance Education 2, 2:4-11.
12
ASIAN JOURNAL of DISTANCE EDUCATION
Kelly, G.A. (1955). The psychology of
personal constructs (vol. 1). New York:
Norton.
Kirby, J. R.(1988). Style, strategy, and skills
in reading. In R. R. Schmeck. (Ed),
Learning strategies and learning styles
(pp.229-274). New York: Plenum press.
Kogan, N., and Wallach, M.A. (1964). Risktaking: A study in cognition and
personality. New York: Holt, Rinehart,
and Winston.
Kolb, D.A. (1984).Experiential learning:
Experience as the source of learning and
Development. Engle wood Cliffs, N.J.
Prentice Hall.
Lawrence, G.(1984). A synthesis of learning
style research involving MBTI. Journal
of Psychological Type 8,2-15.
Leithwood, K.A.and Montgomery,
D.J.(1982).The role of elementary school
principal in Program improvement.
Review of Educational Research, 52,
309-339.
Lewenfeld, V. (1945).Tests for visual and
haptical aptitudes. American Journal of
Psychology, 58, 100- 112.
Liu, Y. and Gintter, D. (1999). Cognitive
styles and distance education. Online
Journal of Distance Learning
Administration, vol 11, No. 111, 1- 19.
Messick, S. (1976). Individuality in learning.
San Francisco: Jossey- Bass.
O’ Boyle, M.W.and Hellige, J.B. (1989).
Cerebral hemisphere asymmetry and
individual Differences in cognition.
Learning and Individual Differences,
1(1), 7-35.
Otto- Peters (1993). Understanding distance
education. American Journal of Distance
Education, 27, 3, 11-21.
Pask, G. (1972). A fresh look at cognition and
the individual. International Journal of
Man- Machine Studies, 4, 211-216.
Peters, A.M.(1977). Languages learning
strategies: Does the whole equal the sum
of the Parts? Language, 53,560-573.
Richardson, A. (1977). Verbalizer- visualizer:
A cognitive style dimension. Journal of
Mental Imagery, 1(1), 109- 126.
Riding, R.J.and Buckle, C.F.(1990). Learning
styles and training performance.
Sheffield: Training Agency.
Riding, R.J. and Sadler-Smith, E. (1992).
Types of instructional material, cognitive
style and learning performance.
Educational Studies (England), 18 (3),
323- 340.
Riding, R.J. and Taylor, E,M, (1976). Imagery
performance and prose comprehension in
7-year- old children. Educational
Studies (England). 2, 21-27.
Riding, R.J. and Cheema, I. (1991).Cognitive
styles—an overview and integration.
Educational Psychology, 11(3-4).
193- 215.
Riding, R.J., Glass, A. and Douglas, G.
(1993). Individual differences in
thinking: Cognitive and neurophysiological perspectives. Special
issues: Thinking. Educational
Psychology, 13 (3&4), 267-279.
Robertson, I.T. (1985). Human informationprocessing strategies and style.
Behaviour and Information Technology,
4(1), 19-29.
Sadler- Smith, E. (1997). “Learning style”:
Frameworks and instruments.
Educational Psychology, 17 (1-2),51-63.
Schmeck, R.R. (1983). Learning styles of
college students. In R.F. Dillon and R.R.
Schmeck (Ed). Individual differences in
cognition (pp.233-280). New York:
Academic Press.
Schmeck, R.R. (1988). Learning strategies and
learning styles. New York: Plenum
Press.
Smith, R.M. (1984). Learning how to learn.
Milton Keynes: Open University.
Sonnier, I.L. (1991). Hemisphericity: A key to
understanding individual differences
Among teachers and learners. Journal
of instructional Psychology,18(1),17-22.
Squires, G. (1981). Cognitive styles and adult
learning. Nottingham: University of
Nottingham.
Tanaka, J.S., Panter, A.T. and Winborne,
W.C. (1986-87). Associations between
Daydreaming style and information
processing predispositions. Imagination,
Cognitive, and Personality. 6(2), 159-
166.
13
OSUJI
Tennant, M. (1988). Psychology and adult
learning. London: Routledge.
Torrance, E.P. and Rockenstein, Z.L. (1988).
Styles of thinking and creativity. In
R.R.Schmeck (Ed), Learning strategies
and learning styles (pp275-290). New
York: Plenum Press.
Wilson, J.D. (1981).Student learning in higher
education. London: Croom Helm.
Winn, W.D.(1982). The role of diagrammatic
representation in learning sequence,
Identification and classification as a
function of verbal and spatial ability.
Journal of Research in Science
Teaching, 19(1), 79-89.
Witkin, H.A. (1962). Psychological
differentiation: Studies of Development.
New York: Wiley.
Witkin, H.A. (1979). Socialization, culture
and ecology in the development of group
and Sex differences in cognitive styles.
Human Development. 22(5), 358- 372.
Witkin, H.A., Moore, C.A., Goodenough,
D.R. and Cox, P.W. (1977).Field
dependent and Field independent
cognitive styles and their educational
implications. Review of Educational
Research, 47, 1-64.