Learning Styles, Motivational Orientation and Instructional Media Preferences: A Study with Student Teachers in Spain

Autor/inn/en	Garcia-Ros, Rafael; Perez-Gonzales, Francisco
Titel	Learning Styles, Motivational Orientation and Instructional Media Preferences: A Study with Student Teachers in Spain
Quelle	In: International Journal of Instructional Media, 33 (2006) 4, S.415-426 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0092-1815
Schlagwörter	Teaching Methods; Foreign Countries; Learning Processes; Cognitive Style; Student Teachers; Motivation Techniques; Educational Media; Student Motivation; Preservice Teacher Education; Higher Education; Student Attitudes; Semiotics; Questionnaires; Measures (Individuals); Spain (Valencia); Inventory of Learning Processes; Motivated Strategies for Learning Questionnaire + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Learning process; Lernprozess; Cognitive styles; Kognitiver Stil; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Motivationsförderung; Bildungsmittel; Unterrichtsmedien; Schulische Motivation; Lehramtsstudiengang; Lehrerausbildung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Schülerverhalten; Semiotik; Fragebogen; Messdaten
Abstract	The main purpose of this study is to analyze the dimensions underlying the instructional media preferences of learners and their relationships with their learning styles and motivational strategies. The sample is composed of 182 students in their first year of teaching college at the University of Valencia. The learning style was evaluated by the Inventory of Learning Processes and the motivational orientation by the Motivated Strategies Learning Questionnaire, while the instructional media preferences were evaluated on a scale specifically designed for this study. The results highlighted the unsuitability of classifications based on the physical and technological components of the media, pointing out the need to consider the cognitive and semiotic aspects of sign processes (code-related aspects) and the intentionality of the sign processes (sociological aspects). On the other hand, results indicate a relationship between elaborative processing and visual-active and technological-autonomous media, and the existence of differential profiles between the media preferences and the motivational orientations of the learners. (Author).
Anmerkungen	Westwood Press Inc. 118 Five Mile River Road, Darien, CT 06820-6237. Tel: 202-656-8680; Fax: 203-656-8680; Web site: http://www.adprima.com/ijim.htm
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10