The relationship of learning style and internet-dependent behavior among students of humanities

Abstract

The article examines the features of the relationship between the learning style and Internet-dependent behavior of students of humanities. The purpose of the article was to study the peculiarities of the teaching style of stu-dents with different levels of Internet-dependent behavior. The study used Chen's CMAS technique, D.Kolb's method of "Determining the learning style". The authors analyzed the problem of Internet involvement, identified the features of the development of the learning style and the level of development of Internet-dependent behavior. The relationship between the characteristics of learning styles and Internet-dependent behavior at the student age was investigated. The sample consisted of 97 students of humanities. The authors have shown that there are significant differences between the learning style and the development of Internet-dependent behavior. In particular, it was found that students with different levels of involvement in Internet communication have certain patterns in the structural organization of cognition styles.