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A theoretical context for examining students’ preference across ability levels for learning alone or in groups

机译：用于研究跨能力水平的学生对单独学习或分组学习的偏好的理论背景

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This review summarizes the lack of research regarding the learning preferences of gifted individuals. Through the topic of cooperative and collaborative learning, the need for refinement of definitions and expanded methodologies is identified. Past research has narrowly focused on only one or two variables of interest, has often ignored contextual variables, and has been limited by the use of forced-choice survey data. Research that adopts a social learning or social constructivist theoretical framework can help to overcome some of these limitations by considering the context of the learning environment, and taking into account individual differences. There is research that moves in this direction, although more is needed that integrates such theories into both research questions and methodology. This can provide useful insight into the nuanced learning preferences, not only for gifted individuals, but for individuals of all abilities.View full textDownload full textKeywordsgiftedness, learning preferences, social constructivism, cooperative learning, collaborative learningRelated var addthis_config = { ui_cobrand: "Taylor & Francis Online", services_compact: "citeulike,netvibes,twitter,technorati,delicious,linkedin,facebook,stumbleupon,digg,google,more", pubid: "ra-4dff56cd6bb1830b" }; Add to shortlist Link Permalink http://dx.doi.org/10.1080/13598139.2011.576082
机译：这篇综述总结了缺乏关于有天赋的人的学习偏好的研究。通过合作和协作学习的主题，确定了对定义进行完善和扩展方法的需求。过去的研究仅关注一个或两个感兴趣的变量，常常忽略了上下文变量，并且受到强制选择调查数据的限制。采用社会学习或社会建构主义理论框架的研究可以通过考虑学习环境的背景并考虑个体差异来帮助克服其中的某些局限性。尽管有更多的研究需要将这些理论整合到研究问题和方法中，但仍有研究朝着这个方向发展。这不仅可以为才华横溢的个人而且为所有能力的个人提供细致入微的学习偏好的有用见解。弗朗西斯在线”，services_compact：“ citeulike，netvibes，twitter，technorati，美味，linkedin，facebook，stumbleupon，digg，google，更多”，发布号：“ ra-4dff56cd6bb1830b”};添加到候选列表链接永久链接http://dx.doi.org/10.1080/13598139.2011.576082

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