Coronavirus (COVID-19)

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Coronavirus (COVID-19)

We're here to help you with your learning during the COVID-19 lockdown.   |   Our flexible evidence approach enables students to meet requirements for the Education and Training qualifications.   |   Sign up to our mailing list to get access to exclusive offers! 

Our Articles

  • DETERMINING AND QUESTIONING COGNITIVE STYLE (SADLER-SMITH)

    DETERMINING AND QUESTIONING COGNITIVE STYLE (SADLER-SMITH)

    Sadler-Smith (2001) wrote a detailed paper to investigate the notion of innovation in cognitive style. Cognitive style may be defined as an individual’s inherent way of organising and processing information. It is independent of cognitive ability and may have an important bearing on individual performance within and across organisational settings, for example in the areas of vocational and occupational preferences, management competence, performance, training, development and organisational learning. The best style becomes more habitual and observable behaviour.

  • HONEY AND MUMFORD LEARNING STYLES

    HONEY AND MUMFORD LEARNING STYLES

    Honey and Mumford learning styles were developed by Peter Honey and Alan Mumford in 1986. Their work is inspired from and built upon Kolb’s learning styles model (Leaver, 2005). however, they produced their own Learning Styles Questionnaire (LSQ) because it was found that Kolb’s LSI had low validity with managers.

  • ALTERNATIVE NAMES FOR COURSES IN EDUCATION AND TRAINING

    ALTERNATIVE NAMES FOR COURSES IN EDUCATION AND TRAINING

    Isn’t it so confusing when you’re searching for a course and there are so many different names? We’ve tried to clear the confusion with this info-graphic.

    Course names change almost every year according to the way people search for the courses. It is recommended that you go through this particular infographic to see which name is used for each course now.

  • LEARNING PREFERENCES DEPENDENT ON CONTEXT (ENTWISTLE)

    LEARNING PREFERENCES DEPENDENT ON CONTEXT (ENTWISTLE)

    J. Entwistle and Ramsden (1983) have jointly built upon Martin and Saljo (1976)’s work to establish three learning approaches described below. Entwistle (1991) further refined his research to include that each of these learning approaches are used interchangeably by students according to the context of their learning. A teacher’s behaviour and attitude, the course being studied, and other environmental and situational factors form a large part of this context.

  • GARDNER’S MULTIPLE INTELLIGENCES

    GARDNER’S MULTIPLE INTELLIGENCES

    Howard Gardner proposed a new theory and definition of intelligence in his book Frames of Mind: The Theory of Multiple Intelligence, in 1983. His main argument was justifying whether intelligence was a consolidated solitary being or was it multi-faceted. (Gardner, 1999a, Pz.harvard.edu, 2016).

  • SMART GOALS

    SMART GOALS

    SMART goals provide focus and are proven to be more effective.  It’s easy to set a goal but if you haven’t thought it through properly, there is a good chance you won’t meet the goal.  SMART is an acronym, it means Specific, Measurable, Achievable, Realistic and Time-bound.

    To achieve your goal, you have to be clear and specific to direct your motivation and efforts towards it. During the drafting process, you should answer the 5 ‘W’s which are