Sequential and Global Learning Styles as Pathways to Improve Learning in Programming

2018 ◽  
pp. 1-10
Author(s):  
Sin-Ban Ho ◽  
Sek-Kit Teh ◽  
Gaik-Yee Chan ◽  
Ian Chai ◽  
Chuie-Hong Tan
Keyword(s):  
Learning Styles ◽  
Global Learning

Fusion Learning

2020 ◽  
pp. 189-215
Keyword(s):  
Online Learning ◽  
Distance Learning ◽  
Learning Styles ◽  
Blended Learning ◽  
Management System ◽  
Learning Experience ◽  
Global Learning ◽  
Delivery Method ◽  
Attrition Rates ◽  
Face To Face

Asynchronous delivery is not suitable for borderless online degrees because of the diversity in student languages, academic backgrounds, learning styles, and cultures. These differences will add to students' sense of isolation, which will result in high attrition rates. Blended learning would be a satisfactory delivery method, except that it will be impractical for many students. Fusion learning is an alternative Internet-based methodology that melds online with face-to-face sessions within the distance learning course. Fusion classes can increase motivation, commitment, and retention. In the fusion learning classroom, the management system is the repository for information, and the fusion classroom is the place where students develop socialization, communication, and analysis skills. The ability to provide online learning with weekly live classes in multiple countries creates a unique global learning experience.

From homogeneity to heterogeneity: the multicultural future of higher education

2014 ◽  
Vol 22 (3) ◽  
pp. 199-209 ◽  
Author(s):  
Constance Bygrave ◽  
Ozen Asik-Dizdar ◽  
Guneet Kaur Saini
Keyword(s):  
Learning Styles ◽  
Design Methodology ◽  
International Student ◽  
Teaching Style ◽  
Global Learning ◽  
Student Body ◽  
Content Type ◽  
Home Culture ◽  
Cultural Empathy ◽  
Inclusive Learning

Purpose – The purpose of this paper is to provide insights for educators when adapting their pedagogy to suit the increasingly diverse international student body. Design/methodology/approach – Archival analysis was conducted at three levels: students’ teaching style preference; epistemology of the students’ home culture; and national sociocultural dimensions. Findings – The study elucidates the importance of recognizing heterogeneity rather than homogeneity of the increasingly international student body. It extends understanding of sociocultural underpinnings of different student learning styles and encourages educators to increase their cultural empathy to adapt their pedagogy. Originality/value – This paper helps forge the way to a truly global learning environment. Understanding, adapting to and celebrating the differences among international students helps to create more inclusive learning about our global community.

scholarly journals Personalized E-Learning: Relation Between Felder– Silverman Model and Academic Performance

2019 ◽  
Vol 24 (1) ◽  
pp. 25-31 ◽  
Author(s):  
Diana Zagulova ◽  
Viktorija Boltunova ◽  
Sabina Katalnikova ◽  
Natalya Prokofyeva ◽  
Kateryna Synytsya
Keyword(s):  
Academic Performance ◽  
Learning Styles ◽  
Learning Style ◽  
University Education ◽  
Global Learning ◽  
Learning Style Preferences ◽  
Index Of Learning Styles ◽  
E Learning ◽  
Style Preferences

Abstract The growing demands for the training of students and the need for continuous improvement of the quality of university education make it necessary to find and apply more effective educational technologies and practices based on the correlation of teaching with the student’s profile and his/her individual Learning Style. This article discusses the topic of relevance of personalized e-learning. It describes Learning Styles and looks at the Felder– Silverman model in more detail. The article contains the results of student surveys on the basis of which the interrelation between the Index of Learning Styles and academic performance is analysed. The relation between performance and learning styles according to the Felder-Silverman Learning Style Model is shown: in some specialties, students with sequential learning style have higher academic performance than students with global learning style, as well as students with mild learning style preferences on the Activist/Reflector dimension.

scholarly journals PROSES BERPIKIR KREATIF PESERTA DIDIK DALAM MEMECAHKAN MASALAH SOAL PISA DITINJAU DARI GAYA BELAJAR GLOBAL-ANALITIK

MATHEdunesa ◽  
2020 ◽  
Vol 9 (1) ◽  
pp. 9-14
Author(s):  
Nailis Saida ◽  
Ismail Ismail
Keyword(s):  
Problem Solving ◽  
Learning Styles ◽  
Learning Style ◽  
Creative Thinking ◽  
Global Learning ◽  
Research Subjects ◽  
Incubation Stage ◽  
Analytic Learning ◽  
Thinking Processes ◽  
Analytic Learning Style

The process of creative thinking is a step that someone uses in produce new ideas and alternative ways/answers include the preparation, incubation, illumination and verification. The problem used is PISA problems with space and shape. Each individual has their own ways to absorbing information and solving a problem is learning style. Learning styles used are global and analytic learning style. The purpose of this research to describe students’ creative thinking processes in PISA roblem solving with global and analytic learning style. This research uses descriptive research with a qualitative approach. The research subjects were taken by two students each in global and analytic learning style in class X-IPA 1 of Senior High School 8 Kediri in the odd semester of the 2019/2020 school year. The result of this research showed that students’ creative thinking processess in PISA problem solving in PISA with global learning style can through preparation, incubation, illumination and verification. The student can do PISA problem in two different ways but the result are not coherent, do not write the basic formula and some write the final answer. In the incubation stage, student was saturation and difficulty on one of the ways which is found and the effect do silence for a moment. The next, student’ creative thinking processes in PISA problem solving with analytic learning style can also through preparation, incubation, illumination and verification. The student can do PISA problem in two different ways, the result are written coherently, step by step written clearly. In the incubation stage, student not have problem. Keywords:creative thinking process, PISA, learning style. 

scholarly journals Are All Distance Learners Created Equal? A Quantitative Analysis of Academic Performance in a Distance Tertiary Institution

10.28945/2822 ◽  
2004 ◽  
Author(s):  
Zlatko J Kovacic ◽  
John Steve Green
Keyword(s):  
Academic Achievement ◽  
Learning Environment ◽  
Learning Styles ◽  
Student Learning ◽  
Learning Style ◽  
Student Support ◽  
Learning Preferences ◽  
Global Learning ◽  
Tertiary Institution ◽  
Student Learning Styles

This paper reports initial research results on the relationship between student learning styles and academic achievement in a distance education computing course with Internet-based student support. The learning styles of students in a computer concepts class were evaluated and classified according to the Felder-Soloman Learning Style Index. We have identified statistically significant differences in performance between different learner types, i.e. groups of students with different learning preferences. The best course performance in both course components: in-course assessment and final examination was identified in students with reflective, sensing, verbal and global learning preferences. One possible explanation of this result might be that the current teaching styles and distance learning environment (course material and online student support) gives an advantage to this type of learner. To test this hypothesis we are planning changes in the learning environment and methodology to cater for a variety of student learning styles. We can then test if academic achievement has been improved by comparing it with the results presented in this paper.

Student Anticipations and Reactions to Hybrid Format Education

2008 ◽  
Vol 11 (2) ◽  
pp. 76-82 ◽  
Author(s):  
Sarah M. Ginsberg
Keyword(s):  
Qualitative Study ◽  
Learning Styles ◽  
Student Perceptions ◽  
Course Design ◽  
Learning Experience ◽  
Learning Experiences ◽  
Traditional Classroom ◽  
Traditional Learning ◽  
Online Platform ◽  
Hybrid Format

Abstract This qualitative study examined student perceptions regarding a hybrid classroom format in which part of their learning took place in a traditional classroom and part of their learning occurred in an online platform. Pre-course and post-course anonymous essays suggest that students may be open to learning in this context; however, they have specific concerns as well. Students raised issues regarding faculty communication patterns, learning styles, and the value of clear connections between online and traditional learning experiences. Student concerns and feedback need to be addressed through the course design and by the instructor in order for them to have a positive learning experience in a hybrid format course.

Rejoinder to “… Myths of Black Cultural Learning Styles” in Defense of Afrocentric Scholarship

1993 ◽  
Vol 22 (3) ◽  
pp. 558-561 ◽  
Author(s):  
Janice E. Hale
Keyword(s):  
Learning Styles ◽  
Cultural Learning

Matching Learning Styles and Retrieval Activities

2014 ◽  
Author(s):  
Ludmila Nunes ◽  
Megan A. Smith ◽  
Jeffrey Karpicke
Keyword(s):  
Learning Styles

Belief in Learning Styles Increases Miscalibration of JOLs

2014 ◽  
Author(s):  
Keith Lyle ◽  
Jenny D. Simpson
Keyword(s):  
Learning Styles
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