Investigating the interaction between learner cognitive styles and two multi-media teaching styles

Since learning is a primarily cognitive activity, it is likely to be influenced by the cognitive styles of learners. Although much work has been done in this area, little attention has been afforded to the interaction between cognitive styles and teaching styles. This paper investigates the comparative learning rate of learners who are tested for three cognitive style dimensions, when they are presented with either one or both of two teaching styles. Results indicate that learners do not always choose the medium that best suits their cognitive styles. Additionally, they show that the interaction is not simply bipolar with respect to a single cognitive style while ignoring others. These results reflect a need for a further, more detailed investigation of this interaction.