Cognitive and Learning Styles and a Method of Discourse in Higher Education Teaching

Abstract

Abstract The paper deals with the outcomes of a broader exploratory research, aiming at considering the relation between cognitive styles and discourse method from the angle of empowering emancipatory potential of students. The method of systematic non- experimental observation was used in the research. The research focused on the following problem: how important are cognitive and learning styles for the acceptance of discourse method. Thus, a thesis has been tested on the influence of cognitive and learning style on the acceptance of the method of discourse in higher education teaching, the efficacy of its motivational and cognitive aspect, as well as the reaches and limitations of the attempts made in higher education teaching to encourage self- reflexive, self-managed learning of students. The sample is occasional – 564 Belgrade university students. The criterion variables were the opinions of the subjects on the adequacy of discourse method and their cognitive reactions, and predictive variables were the method of discourse and success. The main findings are: motivation and success of students are statistically significant for the acceptance of the method of discourse (participation); abstract cognitive style significantly correlates with the acceptance and the efficacy of discourse method; characteristics of learning styles falling within meta-components permeate positive opinions on the method of discourse. A conclusion could be drawn that the correlation between students’ participation in the method of discourse and their satisfaction with the method is significantly influenced by the characteristics of their cognitive and learning style (flexibility, readiness for risk-taking…).