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Abstract

This study furthers the understanding of the connections between learning approaches and learning. The research population embraced 44 males from the Jewish ultraorthodox community, who abide by distinct methods of study. One group follows the very didactic, linear and structured approach of a methodical and gradual order, while the second group follows the multi-directional approach that emphasizes global, abstract thought. The participants, who for ideological reasons hardly use computer technology, were exposed to a new technological learning system. The study employed the qualitative research method, with the research tools including textual analysis, observations and guided in-depth interviews. The findings show that those following the multi-directional method handled the device better from the didactic perspective. The question of how learning and teaching paradigms influence individual study is discussed.

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