An intelligent content provider based on students learning style to increase their engagement level and performance

2021 ◽  
pp. 1-14
Author(s):  
Yousra Yousaf ◽  
Muhammad Shoaib ◽  
Muhammad Awais Hassan ◽  
Ume Habiba
Keyword(s):  
Learning Style ◽  
Content Provider ◽  
And Performance

Relationships between Learning Styles and Performance on Problem-Solving Tasks

1986 ◽  
Vol 59 (3) ◽  
pp. 1135-1138 ◽  
Author(s):  
Penny Armstrong ◽  
Ernest McDaniel
Keyword(s):  
College Students ◽  
Problem Solving ◽  
Learning Styles ◽  
Learning Style ◽  
Choice Point ◽  
Relevant Information ◽  
And Performance ◽  
Problem Solving Task

A computerized problem-solving task was employed to study the relationships among problem-solving behaviors and learning styles. College students made choices to find their way home in a simulated “lost in the woods” task and wrote their. reasons at each choice point. Time to read relevant information and time to make decisions were measured by the computer clock. These variables were correlated with learning style variables from Schmeck's (1977) questionnaire. The findings indicated that subjects who perceived themselves as competent learners take more time on the problem-solving task, use more information and make fewer wrong choices.

scholarly journals Expectation of Tertiary Students of Bangladesh from ELT Classrooms

2015 ◽  
Vol 19 (1-2) ◽  
pp. 56-64
Author(s):  
Saifa Haque
Keyword(s):  
Second Language Acquisition ◽  
Learning Style ◽  
Significant Role ◽  
English Language ◽  
Classroom Behavior ◽  
Structured Interviews ◽  
Education Management ◽  
Language Classroom ◽  
And Performance ◽  
Teaching Learning

Expectation influences motivation and performance in Second Language Acquisition (SLA). Students’ expectation also plays a significant role in curriculum development. This paper focuses on the expectations of the students in an English language classroom and how they want to be taught. From a study on 45 students of Stamford University Bangladesh, the researcher tried to find students’ expectations about content, factors behind the expectations and effects of expectations in a language classroom using semi-structured interviews. It was found that students have expectations regarding their course content, teaching-learning style and education management. Several factors such as professional need, education background, social beliefs, personal goals and personality of the students worked behind their expectations and their expectations played a significant role in their classroom behavior and performance. DOI: http://dx.doi.org/10.3126/nelta.v19i1-2.12080 Journal of NELTA, Vol 19 No. 1-2, December 2014: 56-64

Reality and Diversity: Reform in the Architectural Design Studio

2006 ◽  
Vol 31 (2) ◽  
pp. 20-31
Author(s):  
Jia Beisi
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Personal Experience ◽  
Architectural Design ◽  
Learning Activities ◽  
Two Dimensional ◽  
Learning Style Inventory ◽  
Reflection In Action ◽  
Architectural Design Studio ◽  
And Performance

Habraken points out that the architectural studio failed to bring students to basic questions in the architecture of everyday environments. Till criticizes that in a studio, it is only the professional value represented by the teachers that prevails. To investigate the reasons of the allegation, this paper introduces a learning model defined by David A. Kolb, in which a learning process consists of two dimensional movements: i.e., prehension (concrete experiences vs. abstract conceptualization) and transformation (reflection and experiment). The paper then inquires into Schön's observation in the studio learning mode characterized as reflection-in-action. It is found that this studio is mainly dealing with the transformation dimension, and prehension dimension is either suppressed or represented by the teacher's experiences and conceptions. The paper discovers that the cause of problems raised by Habraken and Till is the inherent lack of substance in the prehension dimension. The paper assesses a studio programme in which the basic questions of built environment were systematically introduced. It analyzes the students' reactions and performance in line with students' learning styles found using Kolb's Learning Style Inventory (LSI). It suggests that the students' learning activities are more diversified than what Schön could perceive. There is a possibility to adapt students' personal experience and abstract conceptualization which may play into the studio. By enhancing diversity of learning styles rather than letting one's learning style (reflection-in-action) prevail, the studio may become a platform in which students may learn from each other.

scholarly journals A STUDY TO EXPLORE LEARNING STYLE PREFERENCES OF PHARMACY STUDENTS WITH REGARD TO PHARMACEUTICAL CALCULATIONS

2019 ◽  
pp. 88-96
Author(s):  
BAHTA WARA ◽  
JAN DALY ◽  
HANA MORRISSEY ◽  
PATRICK BALL
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Test Session ◽  
Drug Dose ◽  
Formative Assessments ◽  
Pharmacy Students ◽  
Learning Preference ◽  
Advantages And Disadvantages ◽  
And Performance ◽  
Teaching Learning

Objective: Pharmaceutical calculations are an essential aspect of learning for pharmacy students in order to avoid drug dose errors and maintain patient safety in future practice. Learning styles influence how lecturers approach the teaching-learning process. So far no specific learning preference is believed to be most appropriate for the pharmacy curricular; however certain learning styles are favoured by students as they improve their understanding of course material, knowledge and performance. Methods: 148Master of pharmacy participants from the second and third year were given a questionnaire to complete during a compulsory Individual Readiness Assurance Test session. Participants were restricted to just one option. Results: Workshops with a tutor was the most selected (36%) followed by 25% of participants favouring formative assessments, 28% selected workbooks alone, 37% for whole-class lecturers and videos option was the least selected. Reasons for the most and least preferred learning styles were highlighted and separated into advantages and disadvantages using themes. In the knowledge test; 92% of participants selected “unsure” or “didn’t know” the answer, 29% had a partially correct answer and 19% selected incorrect answers. The overall order of ranking arose in regards to the most beneficial learning style which enhances performance. The responses revealed a variety of advantages and disadvantages which were reflected between year groups and similar to views obtained from recent literature. Students reflected a lack of understanding on extemporaneous preparation (EPs) terms used in pharmaceutical compounding practices, thus the university should consider addressing the lack of awareness and consider the best teaching-learning style in doing so. Conclusion: Overall the findings suggested that the sample students have similar views on the learning styles used to deliver pharmaceutical calculations on their academic performance to that expressed by the authors from recent published literature.

scholarly journals Effects of Differential Approach on Motivation and Performance of Diverse Learners at Secondary Level in Punjab

2020 ◽  
Vol 1 (3) ◽  
pp. 224-231
Author(s):  
Mrs. Asif-Un-Nisa ◽  
Dr. Munnaza Ambreen
Keyword(s):  
Learning Style ◽  
Academic Motivation ◽  
Secondary Level ◽  
Diverse Learners ◽  
Control Group ◽  
Learning Style Inventory ◽  
Post Test ◽  
And Performance ◽  
The Impact ◽  
Experimental Group

The present study determines the impact of differentiated instructional strategy on motivation and performance of diverse learners at the secondary level in terms of socioeconomic backgrounds, abilities & learning styles. The study was experimental, and the design of the study was Pre-test, Post-test control group. For this purpose, 70 students of class IX were selected randomly out of 175 students at Government Girls High School who were selected from District Rawalpindi. Two heterogeneous groups having an equal number of students were made. The students in the control group were taught by a conventional approach whereas differential technique was applied in the experimental group. For data collection, two instruments "Learning Style Inventory" by Brett Bixler (1998) and Academic Motivation Scale (AMS) by Valleranad (1992) were adopted by the researcher. Learning Style Inventory was used to know the learning style of the students and AMS was administered to measure the motivational level of the diverse learners. The Alpha reliability coefficient was .82 for learning style Inventory and .88 for AMS. Data were analyzed on SPSS by applying means, standard deviation, t-test, and multiple linear regressions. The study showed that there were statistically non- significant differences between the pre-test and post-test on motivation of the control group. However, there were statistically significant differences between the pre-test and post-test on motivation and academic achievement of the experimental group. It was recommended that the use of differentiated instruction by the teacher be adopted for increasing motivation and improving academic scores of diverse learners at the secondary level.

Simulated business effectiveness: learning and performance outcomes

2020 ◽  
Vol 62 (9) ◽  
pp. 1015-1036
Author(s):  
Anna Stamatelatos ◽  
Robert Brooks
Keyword(s):  
Learning Style ◽  
Business Performance ◽  
Cognitive Mapping ◽  
Positive Association ◽  
Individual Performance ◽  
Performance Outcomes ◽  
Individual Learning ◽  
Content Type ◽  
And Performance ◽  
Learning And Performance

PurposeThis study investigates simulated business learning and performance effectiveness during a simulation task. The learning and performance outcomes of two groups of postgraduate student participants are investigated namely: (a) participants who do not struggle with the task and (b) participants who do struggle with completing the task.Design/methodology/approachAn experiment was conducted using a simulated business, which was manipulated into two initial commencement formats: positive initial format (PIF) and negative initial format (NIF). Individual performance on the task was measured via achievement of performance targets whilst individual learning was measured via causal cognitive maps.FindingsParticipants using PIF did not struggle with completing the task and achieved higher performance outcomes compared to participants using NIF, who struggled with completing the task. In addition, the positive association between learning and performance was significantly reduced for participants using NIF who struggled with completing the taskResearch limitations/implicationsThis study’s findings are tentative as the sample size is small and several moderator/mediator variables, which may influence the findings (i.e. student learning style/instructor style/cognitive factors), are outside the scope of the study and thus not included.Practical implicationsCausal cognitive mapping results and students’ self-assessment of learning during simulated business debriefing, may further help instructors/students identify the differences in individual learning outcomes between those who have and have not struggled with increasing simulated business performance.Originality/valueBy using an experiment and causal cognitive mapping to measure individual learning, this study contributes further empirical evidence to the literature.

Validation of E-Learning Courses in Computer Science and Humanities

2009 ◽  
pp. 151-169
Author(s):  
Robert S. Friedman ◽  
Fadi P. Deek ◽  
Norbert Elliot
Keyword(s):  
Computer Science ◽  
Student Performance ◽  
Learning Style ◽  
Assessment Model ◽  
Asynchronous Learning ◽  
Unified Framework ◽  
Depth Of Knowledge ◽  
Post Secondary ◽  
E Learning ◽  
And Performance

In order to offer a unified framework for the empirical assessment of e-learning (EL), this chapter presents findings from three studies conducted at a comprehensive technological university. The first, an archival study, centers on student performance in undergraduate computer science and humanities courses. The second study, a survey given three times within EL classes, investigates the variables of learning style, general expectation, and interaction in student performance. The third study investigates student performance on computer-mediated information literacy. Taken together, these three studies—focusing on archival, process, and performance-based techniques—suggest that a comprehensive assessment model has the potential to yield a depth of knowledge allowing shareholders to make informed decisions on the complexities of asynchronous learning in post-secondary education.

scholarly journals SYSTEMIC APPROACHES REGARDING THE DEVELOPMENT OF PERSONIFIED «NEW LEARNING»

2019 ◽  
pp. 182-191
Author(s):  
S. Giacomuzzi ◽  
K. Garber ◽  
S. Velasquez-Montiel ◽  
O. Ausserer
Keyword(s):  
Learning Style ◽  
Teaching Strategy ◽  
Well Being ◽  
Central Feature ◽  
Grade Levels ◽  
New Learning ◽  
Individual Knowledge ◽  
And Performance ◽  
One Year ◽  
The Individual

The new learning requires first an accompanied implementation. Already after one year, it becomes apparent that the corresponding grade levels and performance curves of the students can be improved. Moreover, the participants agree that intraindividual learning definitely improves. In addition, the implementation of the project can greatly increase the well- being of the pupils at school, which naturally has an effect on their performance. We live in an ever faster changing world, in which the school concepts of previous years should be revised and optimized. New approaches, like gender sensitive designs are necessary to continue the new learning project’s success. «New learning» is basically an individualized learning style. «New learning» starts by the individual itself. The individual is the basis for conditions, learning contents, rhythm, duration and intensity of the teaching. The appropriate slogan is: know the individual’s baseline conditions, so you start building from his/her foundations. The systemic side of this measure is the integration of the elements in a dynamic whole that feels right to teachers, parents as well as the main targets: The students.A substantial modification of the usual class structure is a central feature of the program. Modules of individual knowledge are essential for the teaching strategy. In the context of the modular structure there are rather learning fields and subjects. Different fields of learning (basic curriculum and electives) form another basis of the program, flanked by common living rooms and leisure programs as well as practical courses. Learning fields are understood as a basis of general culture and subjects as their specializations. The individual programming (IPP) is organized in basis blocks which are constantly adapted. All experiences and goals are described in individual portfolios. Tutorial settings are provided for continuously evaluation and support.A total of two classes were enrolled in the program (27 high school pupils). The program took place in northern Italy (South Tyrol). Pupil age ranged from 15a +/- 1 SD. After the first academic year pupil satisfaction scores amounted to 75% regarding obtained achievements. 90% of all parents showed a high satisfaction score and wanted to have the program continued. Teacher consent for the program reached up to 76%. However, teachers a 33% increase in their workload. Over 70% of the pupils wished a continuation of the project. Student achievement increased up to 6%. Study difficulties reduced to approximately 40%.

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