An investigation into whether nurse teachers take into account the individual learning styles of their students when formulating teaching strategies

1989 ◽  
Vol 9 (3) ◽  
pp. 186-191 ◽  
Author(s):  
Caroline M Dux
Keyword(s):  
Learning Styles ◽  
Teaching Strategies ◽  
Individual Learning ◽  
The Individual

scholarly journals NEURO LINGUISTIC PROGRAMMINNG AND DIFFERENTIATED TRAINING

2017 ◽  
Vol 5 ◽  
pp. 751-756
Author(s):  
Constantin Petrovici ◽  
Tudor Stanciu
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Teaching Strategies ◽  
Individual Learning ◽  
Learning Assessment ◽  
Teaching Activities ◽  
Programming Theory ◽  
Inclusive Learning ◽  
The Individual ◽  
Teaching Learning

This article analyses the different modalities of applying the theory of learning styles in the teaching-learning-assessment process.On the assumption that the mode of receiving information influences how we learn, the researchers Richard Bandler and John Grinder created the Neuro linguistic programming theory. Learning that considers the neuro-linguistic paradigm is an inclusive learning type, which harmonizes the individual needs of the learner with concrete ways to meet those needs. This type of differentiated training represents a tool which allows teachers to achieve the best possible correspondence between their teaching strategies and individual learning styles.To support our arguments, we created an example of teaching activities using the Neuro linguistic paradigm in mathematics lessons. This example illustrates how each student can be directed in the process of solving tasks useful in the issue demonstration, tasks which are appropriate to his learning style.

scholarly journals METODE INCREMENTAL DALAM MEMBANGUN APLIKASI IDENTIFIKASI GAYA BELAJAR UNTUK MENINGKATKAN HASIL BELAJAR SISWA

2019 ◽  
Vol 4 (1) ◽  
pp. 42-49
Author(s):  
Muhamad Syarif ◽  
Wahyu Nugraha
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Learning Process ◽  
Individual Learning ◽  
Web Based ◽  
Incremental Methods ◽  
Web Based Learning ◽  
The Individual ◽  
Answering Questions ◽  
Different Levels

Abstrak Belajar dapat diartikan sebagai proses dari suatu individu yang mengalami perubahan perilakunya akibat bertambahnya pengalaman. Kemampuan seseorang dalam memahami dan menyerap informasi ketika proses belajar pasti berbeda tingkat waktunya, ada yang cepat, sedang maupun lambat. Perbedaan kecepatan ini dipengaruhi beberapa faktor, salah satu faktornya adalah cara atau gaya belajar dari individu tersebut. Gaya belajar memiliki 3 jenis yaitu visual, audio dan kinestetik, pelajar dapat mengetahui gaya belajar yang sesuai dengan cara melakukan tes dengan menjawab pertanyaan-pertanyaan yang berkaitan dengan cara belajar individu. Tujuan penelitian ini yaitu membuat aplikasi identifikasi gaya belajar berbasis web menggunakan metode incremental. Diharapkan dengan adanya penelitian ini dapat memberikan kontribusi kepada pelajar agar menemukan gaya belajarnya dan berdampak pada pemahaman menyerap informasi ketika proses belajar lebih cepat. Kata kunci : gaya belajar, visual, audio, kinestetik, metode incremental Abstract Learning can be interpreted as the process of an individual who experiences changes in behavior due to increased experience. The ability of a person to understand and absorb information when the learning process must be different levels of time, some are fast, medium or slow. This speed difference is influenced by several factors, one of the factors is the way or learning style of the individual. Learning styles have 3 types, namely visual, audio and kinesthetic, students can find out the appropriate learning style by doing tests by answering questions related to individual learning methods. The purpose of this study is to create a web-based learning style identification application using incremental methods. It is expected that this research can contribute to students to find their learning styles and have an impact on understanding absorbing information when the learning process is faster. Keywords : learning style, visual, audio, kinesthetic, incremental methods

Investigating the Opportunities to Improve the Personalization of the Secondary School Education through the Use of ICT

2018 ◽  
Vol 1 (1) ◽  
Author(s):  
Tzoni Chotov ◽  
◽  
Donika Valcheva ◽  
◽  
◽  
...  
Keyword(s):  
Information Technology ◽  
Secondary School ◽  
Learning Styles ◽  
Learning Style ◽  
Individual Learning ◽  
School Education ◽  
Educational Technologies ◽  
Learning Materials ◽  
Secondary School Education ◽  
The Individual

The paper discusses the opportunities to improve the personalization of the education through the use of ICT. One approach to achieve this by providing appropriate learning materials, depending on the individual learning of each student is suggested. Two different theories for determining the individual learning styles are presented and the appropriate ICT educational technologies for each style are defined. Also an experiment with the 10th grade students at Georgi Karavelov Secondary School in Shivachevo, Sliven for defining their individual learning style was provided and the results are analyzed. In addition an investigation of the possibility to apply ICT educational technologies among the students from 9 to 12 grades in Information Technology at Georgi Karavelov Secondary School in Shivachevo is discussed.

NEW DEVELOPMENTS IN IMPROVING LEARNING IN ORGANIZATIONS

1993 ◽  
Vol 25 (10) ◽  
Author(s):  
Byron Wilkinson ◽  
Brian H. Kleiner
Keyword(s):  
Job Satisfaction ◽  
Learning Environment ◽  
Learning Styles ◽  
Individual Learning ◽  
Individual Behaviour ◽  
New Developments ◽  
The Individual ◽  
Behaviour Learning

Individual Behaviour, Learning Job Satisfaction Organizations The goal of improving individual learning in organizations is to meet the needs of both the individual and the organization at the same time. Examines some of the practices currently being used to accomplish this goal. Discusses various methods and cites examples from business and Government. These methods include: matching training to the learner′s need; the use of feedback; and recognition of different learning styles. Also considers the type of organization which would promote a learning environment for the individual. Examines the resulting benefits of these methods to both the individual and the organization. The methods presented can help to develop the individual′s ability and increase job satisfaction, while contributing to the overall growth of the organization.

scholarly journals Analysis of efficiency of perception of information depending on the individual learning style

2019 ◽  
Vol 78 (2) ◽  
pp. 61-67
Author(s):  
V. Andrusiak ◽  
V. Kravchenko
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Information Acquisition ◽  
Spectral Power ◽  
Individual Learning ◽  
Scientific Texts ◽  
Information Assimilation ◽  
The Individual ◽  
The Brain

The paper explored the features of information acquisition by people with different individual learning styles in accordance with the VARK classification (Visual, Auditory, Reading, Kinesthetic), which is popular in the educational field, using a comparative analysis of memorizing the details of fiction and scientific texts, as well as the brain's electrical activity during reading and listening.It is revealed that the way of presenting the text corresponding to the individual learning style does not increase the efficiency of memorizing its details.Audials, better than visuals, learned the content of a fiction text, when it is visually presented. Audials and kinesthetics demonstrated the worst long-term memorization of the details of a fiction text, regardless of how it was processed. It is shown that, regardless of the dominant learning style, listening to the text is accompanied by a greater cognitive load compared to reading, which was reflected in a generalized increase in spectral power in the theta EEG range. Reading was accompanied by a greater spectral power in the delta range in comparison with listening to texts for representatives of all learning styles, except visuals. In the kinesthetics, the spectral power of the high-frequency beta range of the EEG increased in the left temporo-occipital zones, while reading a fiction fragment, which indicates higher level of psycho-emotional tension in comparison with listening. The brain mechanism for maintaining attention and working memory during perception of information had specific EEG correlates in subjects with different individual learning styles, which, however, did not affect the differences in the efficiency of information assimilation by representatives of these groups.

The Effect of Teaching Strategies and Learning Styles on the Students’ Achievement

2014 ◽  
Vol 11 (2) ◽  
Author(s):  
Teguh Satria Amin ◽  
Eddi Setia ◽  
Lince Sihombing
Keyword(s):  
Reading Comprehension ◽  
Learning Styles ◽  
Learning Style ◽  
Teaching Strategies ◽  
Sampling Technique ◽  
Reflective Learning ◽  
Direct Reading ◽  
Group 2 ◽  
Experimental Group ◽  
Cluster Random Sampling

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

scholarly journals Designing Reenacted Chatbots to Enhance Museum Experience

2021 ◽  
Vol 11 (16) ◽  
pp. 7420
Author(s):  
Yeo-Gyeong Noh ◽  
Jin-Hyuk Hong
Keyword(s):  
Learning Styles ◽  
History Education ◽  
Individual Learning ◽  
National Museum ◽  
Language Style ◽  
Museum Experience ◽  
Depth Interviews

The increased availability of chatbots has drawn attention and interest to the study of what answers they provide and how they provide them. Chatbots have become a common sight in museums but are limited to answering only simple and basic questions. Based on the observed potential of chatbots for history education in museums, we investigate how chatbots impact history education and improve the overall experience according to their appearance and language style. For this, we built three models, designed by factors on embodiment and reflection, and 60 sets of answer–questions, designed for the National Museum of Korea. We conducted a study with a total of 34 participants and carried out a variety of analyses covering individual learning styles, museum experience scales, gaze data, in-depth interviews and observations from researchers. We present various results and lessons regarding the effect of embodiment and reflection on the museum experience. Our findings show how people with different learning styles connect with chatbot models and how visitors’ behavior in the museum changes depending on the chatbot model. Specifically, the chatbot model equipped with embodiment and reflection shows its superiority in enhancing the museum experience, in general.

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