Overcoming learning barriers through knowledge management

• Main Authors: DROR, Itiel E., MAKANY, Tamas, KEMP, Jonathan
• Format: text
• Language: English
• Published: Institutional Knowledge at Singapore Management University 2011
• Subjects: cognition; learning; learning disability; technology; Educational Psychology; Special Education and Teaching
• Online Access: https://ink.library.smu.edu.sg/lkcsb_research/6653; https://ink.library.smu.edu.sg/context/lkcsb_research/article/7652/viewcontent/2011_Dror_DYS_knowledge_management_pv.pdf
• Institution: Singapore Management University

The ability to learn highly depends on how knowledge is managed. Specifically, different techniques for note-taking utilize different cognitive processes and strategies. In this paper, we compared dyslexic and control participants when using linear and non-linear note-taking. All our participants were professionals working in the banking and financial sector. We examined comprehension, accuracy, mental imagery & complexity, metacognition, and memory. We found that participants with dyslexia, when using a non-linear note-taking technique outperformed the control group using linear note-taking and matched the performance of the control group using non-linear note-taking. These findings emphasize how different knowledge management techniques can avoid some of the barriers to learners.