dc.contributor.author | Aslaksen, Karoline | |
dc.contributor.author | Lorås, Håvard Wuttudal | |
dc.date.accessioned | 2019-07-12T10:48:15Z | |
dc.date.available | 2019-07-12T10:48:15Z | |
dc.date.created | 2019-01-30T20:11:50Z | |
dc.date.issued | 2019 | |
dc.identifier.citation | Aslaksen, K. & Lorås, H. (2019). Matching instruction with modality-specific learning style: Effects on immediate recall and working memory performance. Education Sciences, 9(1): 32. doi: | nb_NO |
dc.identifier.issn | 2227-7102 | |
dc.identifier.uri | http://hdl.handle.net/11250/2605124 | |
dc.language.iso | eng | nb_NO |
dc.publisher | MDPI | nb_NO |
dc.rights | Navngivelse 4.0 Internasjonal | * |
dc.rights.uri | http://creativecommons.org/licenses/by/4.0/deed.no | * |
dc.title | Matching instruction with modality-specific learning style : Effects on immediate recall and working memory performance | nb_NO |
dc.type | Journal article | nb_NO |
dc.type | Peer reviewed | nb_NO |
dc.description.version | publishedVersion | nb_NO |
dc.rights.holder | © 2019 The Author(s) | nb_NO |
dc.subject.nsi | VDP::Samfunnsvitenskap: 200::Pedagogiske fag: 280 | nb_NO |
dc.source.pagenumber | 11 | nb_NO |
dc.source.volume | 9 | nb_NO |
dc.source.journal | Education Sciences | nb_NO |
dc.source.issue | 1 | nb_NO |
dc.identifier.doi | 10.3390/educsci9010032 | |
dc.identifier.cristin | 1669468 | |