Learning Style Approaches in Christian Education
Learning style theories suggest that individual learners may have different ways of learning and will probably learn better with their preferred learning methods. Educators in almost all fields are increasingly aware of the importance of adopting learning style approaches, which requires instructors...
| Main Author: | |
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| Format: | Electronic Article |
| Language: | English |
| Check availability: | HBZ Gateway |
| Journals Online & Print: | Drawer...
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| Fernleihe: | Fernleihe für die Fachinformationsdienste |
| Published: |
Wiley-Blackwell
2024
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| In: |
Teaching theology and religion
Year: 2024, Volume: 27, Issue: 1/2, Pages: 45-52 |
| Further subjects: | B
Christian Education
B teaching strategy B seminary education B learning style theories B teaching theology B learning style approaches B multimodal learning model |
| Online Access: |
Volltext (kostenfrei) Volltext (kostenfrei) |
| Summary: | Learning style theories suggest that individual learners may have different ways of learning and will probably learn better with their preferred learning methods. Educators in almost all fields are increasingly aware of the importance of adopting learning style approaches, which requires instructors to understand the diverse learning styles of students and adapt their teaching strategies to accommodate various learning styles. Given the existence of diverse learning styles, it is impossible to have any single correct way to learn or to teach. However, instructors can provide students with a beneficial and rewarding learning experience by accommodating various learning styles. As the research in the field of learning styles testifies, students will benefit from learning style approaches that are properly adopted. In various areas of Christian education, Christian instructors are also able to make use of learning style approaches to facilitate the learning process of their students. |
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| ISSN: | 1467-9647 |
| Contains: | Enthalten in: Teaching theology and religion
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| Persistent identifiers: | DOI: 10.1111/teth.12663 |