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Distinct Groups and Computers

 

Their cognitive style in which they learn or retain information allows the critical understanding of complex ideas without the interpretation from others. Many individuals have a brief understanding of how they learn in disparate situations, but they do not understand the meanings behind their given cognitive style. .
             In a study done by Summerville (1999), they separated the participants by field dependent/independent cognitive style by taking the Group Embedded Figures Test (GEFT). The structural environment for field independence had a minimal structure in which the participants could choose to proceed in any order and granted minimal feedback (1999). The field dependent group was highly structured where the participate had to complete the information in sequential order before proceeding and was provided with extensive instructional support. Summerville divided the participants putting a few field dependent personalities's in the field independent group and vice versa. The participant's were not informed of their own cognitive type given by the GEFT. The field independent group, by the end, made comments like "it drove me crazy to go step-by-step like that."" According to Summerville, the participants tended to blame external sources for their lack of success in the information given. The field dependent participants stated that they needed more instructor support to have had a better success rate in the given situation. .
             Information like this that supports the data does not make a difference to certain individual lives. It is impractical to believe that every teacher or educational facility can provide an environment to embellish every learning style. Due to individualized education that appears to steer at the field independent cognitive style, computers provide an educational vice to educate the people with the access. Distance education, via the Internet, establishes a system that provides learning opportunities to various groups of learners who have little or no access to the traditional, higher education institutions (Liu and Ginther, 1998).


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