You are here:

Re-engineering Conventional University Education: Implications for Students' Learning Styles
ARTICLE

,

Distance Education Volume 21, Number 2, ISSN 0158-7919

Abstract

Discusses the effects that information and communication technologies are having on education, particularly the introduction of online courses; and describes a study at the Ghent University that examines how students cope with a re-engineered course that is task-based and how it affects their learning styles. Examines the results from tested hypotheses. (LRW)

Citation

Schellens, T. & Valcke, M. (2000). Re-engineering Conventional University Education: Implications for Students' Learning Styles. Distance Education, 21(2), 361. Retrieved June 16, 2019 from .

This record was imported from ERIC on April 18, 2013. [Original Record]

ERIC is sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education.

Copyright for this record is held by the content creator. For more details see ERIC's copyright policy.

Keywords