Journal of Educational Psychology

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For students working to one day become professional educators themselves, there are a host of publications that can be beneficial in the lifelong learning process; an example of such a publication is the Journal of Educational Psychology. Understanding the psychology connected with educational development and growth is essential for anyone who hopes to become an educator; the information published in this journal is relevant for psychologists working with individuals of all ages in an educational environment as well as for professional educators working to ensure the best possible learning environment for their students.

The journal prides itself on its publication of original research; they describe themselves as only publishing review material in exceptional cases. This is noteworthy because it reflects the dedication that the publication has to furthering the understanding of the educational growth and development of individuals. By focusing on the publication of novel research, the publication ensures that those in its readership are able to consistently learn something new and revolutionary about their respective fields, ideally making positive contributions themselves to the educational field as a whole. Education majors that expose themselves to this scholarly publication from an early point in their academic development will put themselves a step above their peers, for they will gain an appreciation for new research, peer review, and the importance of critical inquiry into this essential aspect of educational development.

Relevant issues currently influencing the field of educational psychology include the increasing popularity of online and distance-educational delivery methods for information.As students continue to choose non-traditional settings for their educational purposes, educators must gain an understanding of how learning styles affect and impact the learner in this special situation.Previous research into learning styles addressed the classroom setting experience and helped educators understand how learning styles are involved with this situation, but now the research must increasingly be turned toward an examination of the non-classroom situation.

The increasing emergence and popularity of web-based or distance learning as a method of information delivery in the educational setting serves to magnify the importance of this type of research and the benefits that can be derived from it. As the situations for learning expand and change, educators too must increase their understanding of how certain elements affect the potential for success in students that learn in various environments. While learning styles research has previously been aimed at its relevance to the classroom setting, it is now imperative that we gain further knowledge of how learning styles impact the experience of the student in distance education degree programs.

There are numerous analytical tools used to measure learning styles, and some of those addressed in the literature I examined include the following:

• Kolb Learning Style Inventory
• The Keirsey Temperament Sorter II
• Felder and Solomon's Index of Learning Styles
• The Canfield Learning Styles Inventory
• The Dunn and Dunn Learning-Style Model
• The Grasha-Reichmann Student Learning Style Scales (GRSLSS)