New Horizons on Online Tutoring System Inspired by Teaching Strategies and Learning Styles

This research investigates 1) students’ achievement in reading comprehension taught by using Direct Reading Thinking Activity (DR-TA) strategy is higher than taught by using Know, What to Learn, and Learned (KWL) strategy, 2) students’ achievement in reading comprehension with impulsive learning style is higher than students’ achievement in reading comprehension with reflective learning style, and (3) there is interaction between teaching strategies and learning styles on the students’ achievement. Two classes containing of 70 students were chosen as sample by apllying cluster random sampling technique. The experimental group 1 was treated by using DR-TA and the experimental group 2 was treated by using KWL. The students’ achievement was measured by using test. The questionnaire was conducted to find out the students’ learning style. The data were analyzed by applying two-ways analysis of variance. The findings show that (1) the students’ achievement in reading comprehension taught by using DR-TA higher than using KWL; (2) students’ achievement in reading comprehension with impulsive learning style is lower than that with reflective learning style; (3) there is interaction between teaching strategies and learning styles on the students’ achievement in reading comprehension. The analysis revealed that the teaching strategies significantly affected the students’ reading achievement. Keywords: DR-TA, KWL, Impulsive Learning Style, Reflective Learning Style, Reading Comprehension

Download Full-text

The use of adapted teaching strategies in literacy by grade three educators in the northern KwaZulu-Natal region

10.51415/10321/750 ◽

2021 ◽

Author(s):

◽

Veena Loopoo

Keyword(s):

Learning Styles ◽

Teaching Strategies ◽

Mixed Methods Research ◽

Learning Needs ◽

Structured Interviews ◽

Intervention Programme ◽

Diverse Classrooms ◽

Adequate Knowledge ◽

Kwazulu Natal ◽

Grade 3

The literacy levels in South African schools are alarmingly low. Educators are challenged in diverse classrooms with multicultural and multilingual learners as they are faced with the problems that these learners are experiencing in literacy. Educators therefore need to be able to adapt their teaching strategies to suit the needs of their learners to address learners’ different learning needs and styles. This study investigated the use of adapted teaching strategies used by grade 3 educators in literacy in selected schools in northern KwaZulu-Natal. A mixed methods research design was used which included the use of a questionnaire and semi-structured interviews to gather data. The findings which were linked to the literature review revealed that educators lacked adequate knowledge and skills to adapt their teaching strategies as they have not been adequately trained to teach literacy within multilingual contexts. Although some educators were using adapted teaching strategies they were not using them effectively in their multilingual classrooms while some educators did not have a wellstructured intervention programme at school to deal with learners who were experiencing problems with literacy. Inexperienced educators also had problems identifying learning styles and adapting their teaching strategies. This study found that teachers require continual professional development to enable them to effectively adapt their teaching strategies to suit individual learning needs and styles.

Download Full-text

Predicting Students' Attention Level with Interpretable Facial and Head Dynamic Features in an Online Tutoring System (Student Abstract)

Proceedings of the AAAI Conference on Artificial Intelligence ◽

10.1609/aaai.v34i10.7220 ◽

2020 ◽

Vol 34 (10) ◽

pp. 13895-13896 ◽

Cited By ~ 1

Author(s):

Shimeng Peng ◽

Lujie Chen ◽

Chufan Gao ◽

Richard Jiarui Tong

Keyword(s):

Mean Squared Error ◽

Video Recording ◽

Vital Role ◽

Dynamic Features ◽

Learning Context ◽

Tutoring System ◽

Consensus Definition ◽

Online Tutoring ◽

Mouth Movement ◽

Synchronized Measurements

Engaged learners are effective learners. Even though it is widely recognized that engagement plays a vital role in learning effectiveness, engagement remains to be an elusive psychological construct that is yet to find a consensus definition and reliable measurement. In this study, we attempted to discover the plausible operational definitions of engagement within an online learning context. We achieved this goal by first deriving a set of interpretable features on dynamics of eyes, head and mouth movement from facial landmarks extractions of video recording when students interacting with an online tutoring system. We then assessed their predicative value for engagement which was approximated by synchronized measurements from commercial EEG brainwave headset worn by students. Our preliminary results show that those features reduce root mean-squared error by 29% compared with default predictor and we found that the random forest model performs better than a linear regressor.

Download Full-text

CORRELATIONS BETWEEN TEACHING STRATEGIES IN BIOLOGY, LEARNING STYLES, AND STUDENT SCHOOL ACHIEVEMENT: IMPLICATIONS FOR INQUIRY BASED TEACHING

Journal of Baltic Science Education ◽

10.33225/jbse/21.20.184 ◽

2021 ◽

Vol 20 (2) ◽

pp. 184-203

Author(s):

Milica M. Gajić ◽

Tomka B. Miljanović ◽

Snežana S. Babić-Kekez ◽

Vera D. Županec ◽

Tamara T. Jovanović

Keyword(s):

Theoretical Analysis ◽

Learning Styles ◽

Teaching Strategies ◽

School Achievement ◽

Data Gathering ◽

Biology Teachers ◽

Biology Teaching ◽

Biology Learning ◽

Teaching Learning ◽

Descriptive Method

Research studies aimed at finding a more efficient model of teaching biology are still sporadic and inconsistent in the contemporary literature. The main aim of the research was to examine the correlation between the application of teaching strategies in biology teaching and students' school achievements, depending on how much the teacher respects their learning styles. The method of theoretical analysis and descriptive method were applied in the research. The sample consisted of 151 third-grade students (39.7% male and 60.3% female) of upper-secondary school. Kolb’s Inventory of Learning Styles and Questionnaire for Assessing the Teaching Strategies of Biology Teachers were used as data gathering tools. Independent t-test, χ2 - square test, and One-way analysis of variance (ANOVA) were used to analyze data. The results showed that there was a statistically significant correlation between teaching strategies, learning styles, and students' school achievement in biology learning. At the same time, students perceived the applied teaching strategies differently, and manifested different dimensions of learning styles. This was followed by the conclusion that students achieved better school achievements in biology teaching when they were taught in the ways that corresponded to their learning styles, which pointed to certain implications for inquiry-based teaching, as well as in education of future biology teachers. Keywords: descriptive method, inquiry-based teaching, learning styles, teaching strategies in biology, theoretical analysis

Download Full-text

Student Learning Styles Adaptation Method Based on Teaching Strategies and Electronic Media

2008 Eighth IEEE International Conference on Advanced Learning Technologies ◽

10.1109/icalt.2008.149 ◽

2008 ◽

Cited By ~ 17

Author(s):

Ana Lidia Franzoni ◽

Saïd Assar ◽

Bruno Defude ◽

Javier Rojas

Keyword(s):

Learning Styles ◽

Student Learning ◽

Teaching Strategies ◽

Electronic Media ◽

Adaptation Method ◽

Student Learning Styles

Download Full-text

Instructional Strategies for the Inclusive Music Classroom

General Music Today ◽

10.1177/1048371318756625 ◽

2018 ◽

Vol 31 (3) ◽

pp. 61-65 ◽

Cited By ~ 2

Author(s):

Alice-Ann Darrow ◽

Mary Adamek

Keyword(s):

Learning Environment ◽

Learning Styles ◽

Instructional Strategies ◽

Inclusive Education ◽

Teaching Strategies ◽

Inclusive Classroom ◽

Teaching Approaches ◽

Music Classroom ◽

Inclusive Teaching

While inclusive education is an admirable ideal, it is often difficult to implement. Successful educators have found that employing certain instructional strategies can help meet the needs of students with varying abilities. Inclusive teaching strategies refer to any number of teaching approaches that address the needs of students with a variety of backgrounds, learning styles, and abilities. This article cites various strategies found to be effective in the inclusive classroom. These strategies contribute to the overall learning environment.

Download Full-text