摘要： Both individual learning (IL) and collaborative learning (CL) provide students with different benefits. However, previous research indicates that cognitive styles affect students' learning preferences. Thus, it is necessary to examine how cognitive styles influence students' reactions to IL and CL. Among various cognitive styles, Pask's Holist/Serialist biases have recently received considerable attention. Accordingly, the current study aims to illuminate how Holists and Seriailsts react to IL and CL. Subsequent results indicate heterogeneous groups with both Holists and Serialists obtain the best learning performance when undertaking CL. Furthermore, the findings suggest that there is a need to provide Serialists with additional support, regardless of either IL or CL. 出版者： London: Routledge 出版日期： 2016-07-03 出處： Innovations in education and teaching international, 2016-07, Vol.53 (4), p.458-471 資源來源： Taylor & Francis Journals Auto-Holdings Collection 版權： 2014 Informa UK Limited, trading as Taylor & Francis Group 2014 版權： Copyright Taylor & Francis Inc. 2016 識別號： ISSN: 1470-3297 識別號： EISSN: 1470-3300 識別號： DOI: 10.1080/14703297.2014.931242 識別號： CODEN: IETIF4
