according to the characteristics of adult learners. In order to get the best results, educators need to be aware of the learner's attitude in class, recognize the learner's emotions, be aware of what is expected, and certainly acquire feedback (Stemberger, 1995).
Models in any field emerge for a variety of reasons. New information may fail to fit the tenants of older models, it may not work well in practice, or people simply want something better (Lahey, 1994). Of the three reasons provided, Lahey argued that the desire for something new is often overlooked or discounted as one of the reasons for seeking new models and theories. Lahey noted that older models of a phenomenon are often replaced because people eventually grow tired of them. Their proponents become weary of fighting a mounting wave of adversity (which is not always based upon data that refutes the model) or the proponents move on to other areas of interest. A critical mass forms to seek a better way.
Lehey (1994) also reported that behavioral approaches have been de-emphasized in spite of evidence that supports the effectiveness of manipulating environmental stimuli to prompt, trigger, encourage, and to reward desirable behavior in the classroom. Despite this lack of focus, behavioral principles continue to be used in educational settings. The cognitive revolution brought to the forefront a hybrid model called cognitive-behaviorism (Lehey, 1994).
Grasha (1983) did not set out to develop an integrated model of teaching and learning styles because there were fatal flaws in other approaches. He sought other ways of conceptualizing teaching and learning styles, with empirical support for successful practitioner's use. Grasha was dissatisfied with certain aspects of current conceptions of teaching and learning styles and wanted to suggest a remedy. Grasha pointed out four areas of dissatisfaction (Grasha, 1983).
The first area of dissatisfaction was that most co...