Accommodating Nursing Studentsʼ Diverse Learning Styles

1994 ◽  
Vol 19 (6) ◽  
pp. 41-45 ◽  
Author(s):  
Dorothy Griggs ◽  
Shirley A. Griggs ◽  
Rita Dunn ◽  
Joanne Ingham
Keyword(s):  
Learning Styles ◽  
Diverse Learning

scholarly journals Students’ Voice in Learning Style Assessment: The Innovative Learning Experiences Tool (ILE)

2016 ◽  
Vol 6 (2) ◽  
pp. 180
Author(s):  
Nosisana Patricia Mkonto
Keyword(s):  
Higher Education ◽  
Learning Styles ◽  
Learning Style ◽  
Learning Process ◽  
Assessment Tool ◽  
Learning Experiences ◽  
Active Role ◽  
Learning Needs ◽  
Diverse Learning ◽  
Innovative Learning

<strong></strong><p>Students who enter higher education have diverse learning needs, andhigher education institutions need to provide for these needs. One way of dealing with this variety of learning needs is to empower students to play an active role in their own learning, by making them aware of their learning styles.  Identifying learning styles is an important facet within the learning process. Assessing learning styles could provide students with an opportunity to be reflective, and interrogate how they learn. Students’ learning styles can be assessed by using a learning styles assessment tool. The Innovative Learning Experiences (ILE) which was developed in this study, caters for the students` voice where students reflect on their past and present learning experiences. </p><br /><strong> </strong>

Technology in Education: Learning Opportunities for Teachers and Students

2020 ◽  
Vol 112 (1) ◽  
pp. 46-50
Author(s):  
Shweta L. Reddy ◽  
Janace Bubonia
Keyword(s):  
Learning Styles ◽  
Opportunity To Learn ◽  
Learning Opportunities ◽  
Technology In Education ◽  
Course Content ◽  
Educational Backgrounds ◽  
Technological Competence ◽  
Diverse Learning ◽  
Teachers And Students ◽  
Education Today

The purpose of using technology in education today is to provide students with an opportunity to learn a given topic at their own pace and convenience. Integrating technology into education is of considerable value because using technology effectively has the potential to make learning meaningful (Kirschner, 2015). Within a decade, technology has transformed education by affecting (a) the method of delivering course content to students, (b) student engagement with course content outside class hours, (c) the capability of a teacher to create different learning opportunities for students of diverse learning styles, (d) and the ability to convert course information into knowledge bytes for students of varied educational backgrounds and abilities. In this short span of time, the purpose of using technology in education has shifted from merely delivering course content to aiding students in learning the content. Using technology in education is more like "the idea that you can learn something without directly learning it" (Henriksen et al., 2019, p. 86). In other words, even though technological competence may not be the objective of a course, learning the technology will certainly help in achieving the objective of the course.

Benefits and Challenges of Mobile Learning in Education

2015 ◽  
pp. 24-36 ◽  
Author(s):  
Abha Vishwakarma
Keyword(s):  
Learning Styles ◽  
Mobile Learning ◽  
Situated Learning ◽  
Teaching And Learning ◽  
Technology In Education ◽  
Online Learning Communities ◽  
Diverse Learning ◽  
New Learning ◽  
Barriers And Challenges ◽  
The Impact

Advances in technologies have changed the process of learning, not just in formal educational settings but continuing education as well. Mobile learning is a part of a new learning landscape and offers the opportunity for a spontaneous, personal, informal, and situated learning. With the use of mobile technology in education, online learning communities can incorporate students from different backgrounds with vastly diverse learning styles into an educational setting. This chapter analyses the opportunities mobile learning presents and the impact mobile devices have had on teaching and learning practices and the barriers and challenges to support competitive educational experiences.

What's on Your Radar Screen? Distance-Rate-Time Problems from NASA

2006 ◽  
Vol 12 (1) ◽  
pp. 6-12
Author(s):  
Gregory W. Condon ◽  
Miriam F. Landesman ◽  
Agnes Calasanz-Kaiser
Keyword(s):  
Learning Styles ◽  
Traffic Control ◽  
Air Traffic ◽  
Air Traffic Controller ◽  
Algebra Students ◽  
Diverse Learning ◽  
Radar Screen ◽  
Major Metropolitan Area ◽  
Meaningful Context ◽  
Different Levels

Imagine that you are an air traffic controller on a busy evening, responsible for directing 100 planes per hour heading to a major metropolitan area. (see fig. 1.) your job is to keep all these planes safely separated and on time to their destinations. To do this, you must quickly and accurately solve a multitude of distancerate- time problems. This air traffic control scenario provides an exciting, challenging, and meaningful context for prealgebra and elementary algebra students to “model and solve contextualized problems using various representations” (nCTm 2000, p. 222) that address diverse learning styles and preferences as well as different levels of mathematics preparedness.

scholarly journals Design Principles for Serious Video Games in Mathematics Education: From Theory to Practice

2014 ◽  
Author(s):  
Konstantinos Chorianopoulos ◽  
Michail Giannakos
Keyword(s):  
Video Games ◽  
Learning Styles ◽  
Video Game ◽  
Game Design ◽  
Design Principles ◽  
Diverse Learning ◽  
Starting Point ◽  
Video Game Design ◽  
Evaluation Of Learning ◽  
Serious Video Games

There is growing interest in the employment of serious video games in science education, but there are no clear design principles. After surveying previous work in serious video game design, we highlighted the following design principles: 1) engage the students with narrative (hero, story), 2) employ familiar gameplay mechanics from popular video games, 3) engage students into constructive trial and error game-play and 4) situate collaborative learning. As illustrated examples we designed two math video games targeted to primary education students. The gameplay of the math video games embeds addition operations in a seamless way, which has been inspired by that of classic platform games. In this way, the students are adding numbers as part of popular gameplay mechanics and as a means to reach the video game objective, rather than as an end in itself. The employment of well-defined principles in the design of math video games should facilitate the evaluation of learning effectiveness by researchers. Moreover, educators can deploy alternative versions of the games in order to engage students with diverse learning styles. For example, some students might be motived and benefited by narrative, while others by collaboration, because it is unlikely that one type of serious video game might fit all learning styles. The proposed principles are not meant to be an exhaustive list, but a starting point for extending the list and applying them in other cases of serious video games beyond mathematics and learning.

scholarly journals Developing an Interactive Medium for Young Learners: Difficulties Faced By Efl Students in Multi-Level Classes

2020 ◽  
Author(s):  
Savirah Jufri
Keyword(s):  
Learning Styles ◽  
Field Testing ◽  
Fifth Grade ◽  
Young Learners ◽  
Fifth Grade Students ◽  
Diverse Learning ◽  
Efl Students ◽  
Multi Level ◽  
Different Levels ◽  
Interactive Medium

Developing an interactive teaching medium is one of the solutions to deal with student diverse learning styles. This study attempted to develop an interactive medium to teach english vocabulary to young learners in the form of CD. Borg and Gall’s (1989) model of research and development which consisted of nine stages was employed. Needs analysis, planning, product development, product validation, main product revision, main field testing, operational product revision, operational field testing, and final product revision were performed. The data were gathered using interview and questionnaires. Both qualitative and quantitative data analyses were run. The result of prototype tryout to 40 fifth-grade students suggested no significant revision. Thus, the product could be tried out, at a larger scale, to 200 fifth-grade students who were selected randomly to represent ten elementary schools in Banyuwangi. Due to students different levels of proficiency, various problems appeared during the product implementation. Yet, findings of the study in general have confirmed the effectiveness of an interactive medium in improving student motivation to study English vocabulary.   Keywords: Interactive medium, English vocabulary, young

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