Cook David A
Baldwin 4-A, Division of General Internal Medicine, Mayo Clinic College of Medicine, 200 First Street SW, Rochester, MN 55905, USA.
Acad Med. 2005 Mar;80(3):266-78. doi: 10.1097/00001888-200503000-00012.
Cognitive and learning styles (CLS) have long been investigated as a basis to adapt instruction and enhance learning. Web-based learning (WBL) can reach large, heterogenous audiences, and adaptation to CLS may increase its effectiveness. Adaptation is only useful if some learners (with a defined trait) do better with one method and other learners (with a complementary trait) do better with another method (aptitude-treatment interaction). A comprehensive search of health professions education literature found 12 articles on CLS in computer-assisted learning and WBL. Because so few reports were found, research from non-medical education was also included. Among all the reports, four CLS predominated. Each CLS construct was used to predict relationships between CLS and WBL. Evidence was then reviewed to support or refute these predictions. The wholist-analytic construct shows consistent aptitude-treatment interactions consonant with predictions (wholists need structure, a broad-before-deep approach, and social interaction, while analytics need less structure and a deep-before-broad approach). Limited evidence for the active-reflective construct suggests aptitude-treatment interaction, with active learners doing better with interactive learning and reflective learners doing better with methods to promote reflection. As predicted, no consistent interaction between the concrete-abstract construct and computer format was found, but one study suggests that there is interaction with instructional method. Contrary to predictions, no interaction was found for the verbal-imager construct. Teachers developing WBL activities should consider assessing and adapting to accommodate learners defined by the wholist-analytic and active-reflective constructs. Other adaptations should be considered experimental. Further WBL research could clarify the feasibility and effectiveness of assessing and adapting to CLS.
认知与学习风格（CLS）长期以来一直被作为调整教学和提高学习效果的基础进行研究。基于网络的学习（WBL）能够覆盖大量、多样化的受众群体，而根据CLS进行调整可能会提高其有效性。只有当一些学习者（具有特定特征）在一种方法下表现更好，而其他学习者（具有互补特征）在另一种方法下表现更好时（即能力-处理交互作用），这种调整才有用。对健康职业教育文献进行的全面检索发现了12篇关于计算机辅助学习和WBL中CLS的文章。由于找到的报告数量很少，因此也纳入了非医学教育领域的研究。在所有报告中，四种CLS占主导地位。每种CLS结构都被用于预测CLS与WBL之间的关系。然后对证据进行审查，以支持或反驳这些预测。整体-分析结构显示出与预测一致的能力-处理交互作用（整体型学习者需要结构、先宽泛后深入的方法以及社交互动，而分析型学习者需要的结构较少且先深入后宽泛的方法）。关于主动-反思结构的证据有限，表明存在能力-处理交互作用，主动型学习者在交互式学习中表现更好，反思型学习者在促进反思的方法下表现更好。正如预测的那样，未发现具体-抽象结构与计算机格式之间存在一致的交互作用，但有一项研究表明与教学方法存在交互作用。与预测相反，未发现言语-形象结构存在交互作用。开展WBL活动的教师应考虑进行评估和调整，以适应由整体-分析和主动-反思结构所定义的学习者。其他调整应视为实验性的。进一步的WBL研究可以阐明评估和适应CLS的可行性和有效性。
