Many times from our daily experience, we understand or feel, to a greater or lesser extent, that when we need to acquire or learn something, some of us prefer (because we will understand or remember it better) either to be told orally, to hear it (auditory type), or to see it, to see what is written, and if possible, to see an image as well (visual type).
From what we mentioned above, one can understand that we all do not learn or operate in the same way when it comes to learning or understanding something, or even making decisions about what to do in our studies or work.
These aforementioned distinctions among learning types or preferences for learning styles are significant because they highlight the differences that exist among students in how they behave and prefer to learn.
They are still significant as they can influence our judgments, whether we are educators or parents, about how we believe students or our children should learn and demonstrate learning behaviors in the classroom. As adults, we may project our own experiences and learning styles onto students or our children (what we believe to be the right learning style), but it may or may not align with how they prefer to learn.
Consider, for example, that there is a fairly strong, common, and widespread belief that someone who works alone and follows careful steps in their studies and classroom (the obedient and "good" student, or in other words, the introverted-analytical-reflective type) is likely to achieve higher grades than someone who enjoys conversation and social interaction, who responds quickly to the questions asked (the extroverted-auditory type, but also a type that appears impulsive), as they speak quickly and respond rapidly.
It is based on the assumption that each individual has a unique, distinct way of learning, that is, of gathering, processing, and organizing information. The concept of learning style is recognized as a multidimensional concept that is associated with cognitive processes, personal characteristics, the social context, and the characteristics of the learning environment, as well as brain function. Learning styles can be seen as distinct ways of adapting to the environment that develop and solidify slowly through various experiences, and they are the result of the interaction between individual characteristics (general ability and intelligence, specific abilities, personality, character, temperament) and the constant external characteristics of the learning conditions (education, formal and informal forms of education, work demands, within a socio-cultural environment).
The truth is, no. Because we can easily understand (recalling from our own school years) that there are students who, although "noisy," learn quickly and are accurate and precise in their answers. Therefore, both of them can be equally good or poor students with similar cognitive abilities (intelligence), and they may have equally good or poor grades in exams, which characterize them as equally more or less effective. Similarly, both of them could also have low abilities and intelligence.
Imagine now a teacher (possibly an introverted and analytical type) who believes that a student in order to learn in the classroom must be quiet, obedient, and careful, following a step-by-step approach (similar to the teacher's own style). Therefore, the first student mentioned above is considered the role model, while the second student who appears lively and careless is seen as an example to avoid. In fact, such a teacher, at least initially, might reward the first student with a higher grade as a model student, while the second student might be punished with a lower grade for being a careless and disruptive student. As mentioned earlier, this is not valid. However, how long would it take for a teacher, even an inexperienced one, to understand the peculiarities of each student? Two months, a semester, nine months...? What impact would a different attitude towards students, based on the teacher's self-image and their perceived "correct" learning style, have on them? It wouldn't help at all. Therefore, wouldn't it be better for the teacher to know the individual peculiarities of the students beforehand... of one student... of another... of another... of the approximately 25 students in the class or the 10-12 students in the Language Center?
Τρόποι πληρωμής & πολιτική ακύρωσης
It is addressed to individuals of all ages who wish to demonstrate their knowledge in using office automation applications, to executives of companies and businesses whose management has set corresponding knowledge standards, and to anyone who desires to have a basic knowledge of computer handling and popular office automation applications.
The Computer Literacy or Computer Handling Certificate is recognized by E.O.P.P.E.P. (Hellenic Organization for Certification of Qualifications & Vocational Guidance) and accepted by A.S.E.P. (Supreme Council for Civil Personnel Selection) for employment purposes and any changes within the Greek Public Sector. It is also accredited by E.SY.D. (Hellenic Accreditation System) according to ISO/IEC 17024:2012.
Απευθύνεται σε όσους επιθυμούν να συμπεριλάβουν στο βιογραφικό τους ένα πιστοποιητικό που τους παρέχει ένα αξιόλογο εφόδιο στο σύγχρονο στίβο εργασίας, σε στελέχη εταιριών και επιχειρήσεων που οι διοικήσεις τους έθεσαν πρότυπα προηγμένων γνώσεων και δεξιοτήτων, σε όσους επιθυμούν να αποδείξουν τις βαθύτερες γνώσεις τους στο πακέτο Microsoft Office.
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