Learning styles of the open university students of Sri Lanka

1996 ◽  
Vol 44 (1) ◽  
pp. 115-120 ◽  
Author(s):  
Charlotte N. Gunawardena ◽  
Gayathri Jayatilleke ◽  
G. D. Lekamge
Keyword(s):  
Sri Lanka ◽  
Learning Styles ◽  
University Students ◽  
Open University

scholarly journals Beyond Broudy’s Triad—Infusing University Students with the Love of Poetry

2017 ◽  
Vol 10 (4) ◽  
pp. 65
Author(s):  
Mounir Ben Zid
Keyword(s):  
Learning Styles ◽  
University Students ◽  
Learning Style ◽  
Teaching Methods ◽  
Teaching Experience ◽  
Class Session ◽  
New Learning ◽  
Major Shift ◽  
Teaching Learning ◽  
Esl Learners

In spite of the diverse schools of thought providing guidance for poetry teachers—such as the didactic, heuristic, or phyletic approaches—this myriad of teaching modes has failed to generate adequate student appreciation for poetry courses. The reason for this is teachers’ tendency to cling to the idea that one must choose a particular approach and find out the correct or fixed meaning. This study includes a recommendation for a major shift in teaching poetry that transforms each class session into a new learning rather than a teaching experience—one in which the instructor’s role is to inspire a passion and love for poetry in ESL learners. This teaching-learning style requires that teachers change from being omniscient sages to participants, co-explorers, and learners—a move from teaching methods to learning styles and a shift from encouraging the love of teachers to inspiring the love of poetry in university students.

scholarly journals Perceived Academic Competence Among Arab Open University Students (Sultanate of Oman): الكفاءة الأكاديمية المُدركة لدى طلبة الجامعة العربية المفتوحة (سلطنة عُمان)

2020 ◽  
Vol 4 (31) ◽  
Author(s):  
Hamed Hamood Al-Ghafri, Amal Saleem Mohammed Al-shabibi, Lai
Keyword(s):  
Information Technology ◽  
Academic Success ◽  
University Students ◽  
Undergraduate Students ◽  
Academic Competence ◽  
Business Administration ◽  
Arab Countries ◽  
Open University ◽  
Sultanate Of Oman ◽  
Academic Year

The research aimed to identify the level of perceived academic competence among Arab Open University students (Sultanate of Oman) and to identify the extent of the difference of the perceived level of academic competence according to the variables of specialization (Information Technology and Business Administration) and academic level (freshman and sophomore) and the interface between them. The research used the descriptive method and the Perceived Academic Competence scale to achieve the goals of the study and answer its questions, an indicator related to the extent of students' perception and awareness of their ability to achieve academic success. It consists of (9) scales applied to an intentional sample of (94) male and female students of AOU. The research has concluded that the general average of the perceived academic competence of the Arab Open University students in Business Administration and Information Technology for the first and second year amounted to (3.85) and this indicates that the study sample has a high degree of perceived academic competence. There were no statistically significant differences in the level of perceived academic competence according to the variables of specialization and academic year level. The results also indicated that there is no interface between the specialization and the academic year level. Rendering to the results, several recommendations and proposals were presented to improve the academic competence of university students and the general undergraduate students in the Sultanate of Oman and the Arab countries.

scholarly journals Psychometric properties of the Adelaide Diagnostic Learning Inventory - Brief (ADLIB)

2019 ◽  
Author(s):  
Harry Minas
Keyword(s):  
Academic Performance ◽  
Learning Styles ◽  
University Students ◽  
Psychometric Properties ◽  
Factor Structure ◽  
Life Stress ◽  
Large Scale ◽  
Well Being ◽  
Factor Congruence ◽  
Order Of Magnitude

Abstract Objective: There has been increased attention in recent years to mental health, quality of life, stress and academic performance among university students, and the possible influence of learning styles. Brief reliable questionnaires are useful in large-scale multivariate research designs, such as the largely survey-based research on well-being and academic performance of university students. The objective of this study was to examine the psychometric properties of a briefer version of the 39-item Adelaide Diagnostic Learning Inventory. Results: In two survey samples - medical and physiotherapy students - a 21-item version Adelaide Diagnostic Learning Inventory - Brief (ADLIB) was shown to have the same factor structure as the parent instrument, and the factor structure of the brief instrument was found to generalise across students of medicine and physiotherapy. Sub-scale reliability estimations were in the order of magnitude of the parent instrument. Sub-scale inter-correlations, inter-factor congruence coefficients, and correlations between ADLIB sub-scale scores and several external measures provide support support for the construct and criterion validity of the instrument.

scholarly journals The Relationship between Computer Anxiety and Learning Styles(Sensory-intuitive and Verbal-visual) among Persian University Students

2019 ◽  
Vol 22 (1) ◽  
pp. 52-62
Author(s):  
Vahid R. Mirzaeian ◽  
Hamedreza Kohzadi
Keyword(s):  
Learning Styles ◽  
University Students ◽  
Learning Style ◽  
Significant Relationship ◽  
Computer Anxiety ◽  
Visual Learning ◽  
Verbal Learning ◽  
Frequency Standard ◽  
First Year ◽  
And Gender

This study was conducted in central Iran among all first-year university students studying engineering courses at Arak University of Technology. All students (No = 310) were included in this study. Instruments used mostly consisted of a computer anxiety questionnaire plus a learning style questionnaire. The data was analyzed by both descriptive and inferential statistics (Mean, Frequency, Standard Deviations, Independent T-test as well as Point Biserial Correlation Coefficient). The results indicated that there was a statistically significant relationship between computer anxiety and sensory-intuitive learning styles, in that the students having sensory learning style suffered from computer anxiety more frequently than the student having intuitive learning styles. In addition, there was a statistically significant relationship between computer anxiety and verbal-visual learning style, given that the students having visual learning style suffered from computer anxiety more than the students having verbal learning style. No statistically significant relationship, however, was found between computer anxiety and gender.

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