In recent years, learning styles have gotten a lot of attention.

So far, more than 20 different style

dimensions have been identified. It arose from broader studies on cognitive styles, particularly in
the field of psychology. The concept of field dependency and field independence, espoused by
psychologist Herman Witkin, is the earliest and most often explored feature of learning styles.
Lardner (1989), Reid (1995), Nam & Oxford (1998), Bailey & Onwuegbuzie (2000), Malinsky
(2001), Ehrman & Leaver (2003), Decapua & Wintergerst (2005), and others have made
significant contributions to the development of learning style theories. Because Kolb's (1976)
experiential learning theory explains more about the teaching and learning process, it is widely
used in educational contexts (Cited by Reid, 1995). Many scholars and educators have taken his
theory and applied it to a variety of educational settings. The most essential element is that,
based on his learning theories, he has proposed four learner categories. Convergers, divergers,
assimilators, and accommodators are the four categories of learners.

Claxton and Murrell (1987) discuss the multi-constructs of learning styles with an onion
metaphor (Cited by Eliason, 1995). The layers of an onion are compared to the multi-constructs
of learning styles. The core is made up of personality traits, and the layers progress from within
to outside, with information processing being the second layer and social interaction being the
third. Modular learning, according to Lev Vygotsky (2000), is a type of distance learning that
employs Self-Learning Modules (SLM) based on the Most Essential Learning skills (MELCS).
The modules feature motivation and assessment parts that act as a comprehensive guide to both
teachers' and students' desired competencies. Teachers will do home visits to track the growth of
the students. Filipino students can learn in the comfort of their own homes thanks to the modular
method. Parents or guardians will be the learners' model or "More Knowledgeable Other" due to
limited contact with teachers (MKO). Someone has a better comprehension or ability level than
the learner when it comes to a specific task, method, or concept. Human learning is a
collaborative effort. Teachers and parents work together in the classroom. They are 'home
facilitators,' where 'tagapagdaloy' refers to a channel, but they will not be teaching the subject.
Dr. Lourdes Servito, it is the teacher's responsibility to teach (2001). A module, according to a
Filipino author, is a self-contained and self-contained unit of education with a major focus on a
few well-defined objectives. It was described as a set of learning opportunities systematically
organized around a well-defined topic containing the elements of instruction that cover specific
objectives, teaching-learning activities, and evaluation using criterion-referenced measures in a
handout distributed during the Workshop in the Application of Educational Technology – DECS-
UNESCO. Collaborative group learning is becoming a more popular tactic in classrooms as
educational paradigms change from the Industrial Age's "one-size-fits-all" approach to new ones
focusing on students actively producing knowledge. This literature review focuses on studies of
collaborative peer activity in the learning and cognitive development of primary and secondary
school age children (Fawcett & Garton, 2005, p.157; Webb, et al, 2008, p. 361). When compared
to pupils who work alone, students who collaborate have been linked to higher achievement.
792) (6 Gillies, 2014) Vygotsky and Piaget's social cognitivist theories were used to investigate
the fundamental principles of collaborative learning. We looked at studies that combined these
techniques and emphasized the importance of cooperation in supporting students' active
engagement and co-construction of knowledge. I also looked at research that looked at how the
composition of collaborative groups and the teacher's approach to fostering cooperation
influenced outcomes.

This review will offer findings from current peer cooperation research as well as pedagogical
aspects to think about when implementing collaborative learning. The pedagogical practice of
allowing children to work together, whether in the form of cooperative group work, peer or
group tutoring, or true collaborative work with shared responsibility, has been widely studied
and shown to improve student performance at a variety of age ranges across a variety of tasks.
(Gillies, 2014, p. 792) The research reviewed here supports the idea that cooperation improves
short-term performance in tasks like vocabulary building (Bilen & Tavil, 2015), spelling
(Madrid, Canas, & Ortega-Medina, 2007), and taking general knowledge quizzes (Leman, 2015),
as well as higher-order operations like problem-solving. (Garton & Pratt, 2001; Fawcett &
Garton, 2005) Furthermore, it is believed that when lower-ability children are partnered with a
higher-ability classmate, collaboration can be a particularly effective method. (Sills, Rowse, &
Emerson, 2016, Fawcett & Garton, 2005, Garton & Pratt, 2001) Theoretical Perspectives In
examining how peer collaboration might explain these benefits, the literature is primarily based
on a sociocultural understanding of cognitive development based on the pioneering works of
Swiss psychologist Jean Piaget and Russian psychologist Lev Vygotsky (for a prime example,
see Fawcett & Garton, 2005, Garton Piaget's concept of disequilibrium demonstrates how peer
contact can be used to introduce and resolve socio-cognitive conflict.
 In contrast, Vygotsky's Zone of Proximal Development shows that learners can gain from
cooperation (Sills, Rowse, & Emerson, 2016, pg. 313). Piaget's study stressed the importance of
peer contact in introducing new ideas or perspectives that contradict established beliefs. A
condition of disequilibrium is created by the conflict between what is known and what is offered
through collaborative learning with a relatable peer, which students are motivated to overcome
through discussion and the building of new understanding. Van Meter & Stevens, p. 121, 2000.
Exposure to peers with diverse points of view, experiences, or ideas might encourage children to
learn. The level of cognitive development of children was described by Vygotsky as a sphere
divided into three distinct zones. The inner zone represents the learner's current level of
independence. The outer zone symbolizes what the learner's current level of development
prevents them from accomplishing. The proximal zone represents what a child can achieve
"under adult guidance or in collaboration with more capable peers." (Vygotsky, 1978, pg. 86)
The Zone of Proximal Development shows how peer collaboration with a more advanced learner
can enable children to function at a higher level than they could alone. The integration of these
theories shows that "contact with a peer who has a different perspective, either due to more
information or a different worldview" (Fawcett & Garton, 2005, pp. 160) is the fundamental way
of learning through collaboration.
American educators were the first to adopt modular instruction. John L. describes it as follows:
According to Hughes (2000), personalised education offers a foundation for close interaction
between learners and subject content. The learners are expected to respond often in the
engagement with an instructional program at their own pace with the modules. Education
students take a three-unit professional education course called Assessment of Students' Learning.
It includes ideas and guidelines for how and what our future teachers will assess their students.
Though there are existing books on the subject, there is only one book that contains all of the
lessons specified in the University's course design or learning program. The researcher has
observed the value of having a module in teaching the content of this course as an instructor of
this Assessment of Learning for over 8 years. Aside from providing personalised training, the
module combines theory and practice, both of which are critical to students' learning experiences
(Good,2000). The "individualization" of the modules was investigated because learners follow
the instructions at their own pace; also, modular instructions tailored to individual learning
variations, prompting learners to actively participate in determining what they need to learn
( Duker ,2000). The amount and pace of their learning should be determined by their ability,
motivation, and interest, not by comparison to other students. Individualized instruction,
according to Gibbons (2001), is one of the multi-media techniques to developing coherent
instructional programs that prepare learners for complete control of their education. The Dunn
and Dunn learning-style model encompasses higher comprehensiveness and consistent
effectiveness when compared to other learning-style approaches. Learning style, according to
Dunn and Dunn (1993), is the way students begin to concentrate on, process, internalize, and
remember new and difficult academic information. It is made up of biological and developmental
characteristics that make identical instructional environments, methods, and resources effective
for some learners but ineffective for others (Cited by Dunn and Griggs, 2000). Since the mid-
1970s, Kolb's learning style model has piqued interest and made significant contributions to the
development of learning style theories. Learning, according to Kolb, is the process through
which knowledge is formed via the transformation of experience (Cited by Riding & Rayer,
1998).

Kolb (1976) defines learning style as an individual's chosen manner of digesting knowledge that
engages learners in the learning process. 'Independent learning' is linked to or included in a
variety of other educational concepts and policy agendas of current relevance, including
'personalized learning,"student-centered learning,' and 'learning ownership.' It has been regarded
as one of the most important aspects of 'personalized learning,' as well as a necessary component
of the ongoing development of a school system that fosters academic achievement high-quality,
lifelong education, as well as social fairness and cohesion The Department for Children, Schools
and Families commissioned LSN in 2008. DCSF is conducting a literature review in the subject
of independent learning. The review investigated the notion of independent learning and used a
mixed-method approach led by a combination of the principles of'systematic review' and'realist
synthesis.' When compared to working alone, lower-ability females matched with higher-ability
males showed no significant improvement. (Sills, Rowse, & Emerson, 2016, p. 319) According
to Leman's research on the impact of gender and race on collaborative behavior, females are less
prone than boys to employ assertive language. (Leman, et al, 2010, p. 135) Gender dynamics
between students appear to limit girls' ability to contribute to discussion and thus limit the
benefits of mixed-gender collaboration; in contrast, lower-ability males, regardless of relative
ability, are better able to navigate group discussion by offering, defending, or revising their
views. High-ability girls, on the other hand, provided greater room in conversation for lower-
ability boys' ideas to be voiced and contrasted with their own by using less forceful language.
The impacts of peer collaboration on children's academic and cognitive development were
investigated in this review. Current understandings of peer learning lean heavily on the
Vygotskian approach, which holds that working with a more capable peer allows youngsters to
accomplish more than they might alone. Lower-ability learners in mixed-ability groups generally
obtained more cognitive benefit than the comparable higher-ability learners or persons working
alone, as evidenced by the literature. Although evidence backs up the Vygotskian model, a
different perspective that sees collaborative learning as the cornerstone of a reciprocal and
supportive relationship definitely has some worth if ability is seen as malleable. The notion of
disequilibrium was also used to describe how children resolve cognitive conflict through verbal
contact with peers in order to co-construct understanding. It was underlined how important it is
for youngsters to be active participants who engage with new ideas and use reason to question
and verbally justify beliefs. In order to encourage active collaboration, the teacher's function
must change to become less central and authoritative (i.e., the "guide-on-the-side" rather than the
"sage-on-the-stage"). However, the teacher's role in collaboration is crucial. More research
exploring the impact of collaboration on more cognitively mature students, as well as how the
concept of ability as a fixed feature influences learner efficacy in collaborative scenarios, would
be beneficial.

References:

International Journal of Education

ISSN 1948-5476
2015, Vol. 7, No. 1
www.macrothink.org/ije
41
References
Ajzen, I. (2011). Theory of
planned behavior. Handb Theor
Soc Psychol Vol One, 1, 438.
Armstrong, S., & Palmer, J.
(1998). Student Teams
Achievement Divisions (STAD)
in a
twelfth grade classroom: Effect
on student achievement and
attitude. Journal of Social
Studies Research, 22, 3-6.
Bejarano, Y. (1987). A
Cooperative Small‐Group
Methodology in the Language
Classroom.
TESOL Quarterly, 21(3), 483-
504.
http://dx.doi.org/10.2307/35864
99
Burns, A. (2005). Action
research: An evolving
paradigm? Language Teaching,
38(2), 57-74.
http://dx.doi.org/10.1017/
S0261444805002661
Cohen, E. G., Brody, C. M., &
Sapon-Shevin, M. (2004).
Teaching cooperative learning:
The
challenge for teacher education:
Suny Press.
Crookes, G. (1993). Action
research for second language
teachers: Going beyond teacher
research. Applied Linguistics,
14(2), 130-144.
http://dx.doi.org/10.1093/applin
/14.2.130
Dimitrov, D. M., & Rumrill, J.,
Phillip D. (2003). Pretest-
posttest designs and
measurement
of change. Work: A Journal of
Prevention, Assessment and
Rehabilitation, 20(2),
159-165.
Felder, R. M., & Brent, R.
(2001). Effective strategies for
cooperative learning. Journal of
Cooperation & Collaboration in
College Teaching, 10(2), 69-75.
Ghaith, G. (2001). Learners'
perceptions of their STAD
cooperative experience. System,
29(2),
289-301.
http://dx.doi.org/10.1016/S0346
-251X(01)00016-1
Ghaith, G. (2002). The
relationship between
cooperative learning, perception
of social
support, and academic
achievement. System, 30(3),
263-273.
http://dx.doi.org/10.1016/
S0346-251X(02)00014-3
Ajzen, I. (2011). Theory of planned behavior. Handb Theor Soc Psychol Vol One, 1, 438.
Armstrong, S., & Palmer, J. (1998). Student Teams Achievement Divisions (STAD) in a
twelfth grade classroom: Effect on student achievement and attitude. Journal of Social
Studies Research, 22, 3-6.
Bejarano, Y. (1987). A Cooperative Small‐Group Methodology in the Language Classroom.
TESOL Quarterly, 21(3), 483-504. http://dx.doi.org/10.2307/3586499
Burns, A. (2005). Action research: An evolving paradigm? Language Teaching, 38(2), 57-74.
http://dx.doi.org/10.1017/S0261444805002661
Cohen, E. G., Brody, C. M., & Sapon-Shevin, M. (2004). Teaching cooperative learning: The
challenge for teacher education: Suny Press.
Crookes, G. (1993). Action research for second language teachers: Going beyond teacher
research. Applied Linguistics, 14(2), 130-144. http://dx.doi.org/10.1093/applin/14.2.130
Dimitrov, D. M., & Rumrill, J., Phillip D. (2003). Pretest-posttest designs and measurement
of change. Work: A Journal of Prevention, Assessment and Rehabilitation, 20(2),
159-165.
Felder, R. M., & Brent, R. (2001). Effective strategies for cooperative learning. Journal of
Cooperation & Collaboration in College Teaching, 10(2), 69-75.
Ghaith, G. (2001). Learners' perceptions of their STAD cooperative experience. System, 29(2),
289-301. http://dx.doi.org/10.1016/S0346-251X(01)00016-1
Ghaith, G. (2002). The relationship between cooperative learning, perception of social
support, and academic achievement. System, 30(3), 263-273.
http://dx.doi.org/10.1016/S0346-251X(02)00014-3