An empirical investigation on learning and teaching lean manufacturing

2020 ◽  
Vol 62 (3) ◽  
pp. 339-354
Author(s):  
Guilherme Luz Tortorella ◽  
Rogério Miorando ◽  
Diego Fettermann ◽  
Diego Tlapa Mendoza
Keyword(s):  
Graduate Students ◽  
Learning Styles ◽  
Learning Style ◽  
Teaching Methods ◽  
Lean Manufacturing ◽  
Teaching Method ◽  
Learning Preferences ◽  
Teaching Approaches ◽  
Content Type ◽  
Learning And Teaching

PurposeThis article identifies the association between two methods for teaching lean manufacturing (LM): problem-based learning (PBL) and classroom lectures, and students' learning styles of a postgraduate course.Design/methodology/approachData were collected from graduate students LM courses that present different teaching approaches. Thus, students' learning preferences were gathered through the application of the Index of Learning Style questionnaire, and their performance assessed after each course.FindingsResults indicate that learning styles are indeed associated with LM teaching approaches, and comprehending interaction effects between learning style dimensions is essential for properly adapting the teaching method. However, these interactions have different extensions.Originality/valueAlthough teaching LM has significantly evolved over the past decades, the single application of traditional teaching methods jeopardizes learning effectiveness of graduate students because of the practical nature of LM. This study provides evidence to better understand the effect of complementary teaching methods and their relationship with students' preferences, empirically examining that there is not one best approach for understanding LM.

Midwifery Students’ Learning Styles in Iran: A Review Study Based on Kolb’s Learning Theory

2021 ◽  
Vol 30 (1) ◽  
pp. 52-63
Author(s):  
Hadis Sourinejad ◽  
◽  
Fariba Haghani ◽  
Marjan Beigi ◽  
Elham Adibmoghaddam ◽  
...  
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Learning Theory ◽  
Teaching Methods ◽  
Teaching Method ◽  
Important Research ◽  
Innovative Teaching ◽  
Review Study ◽  
Kolb's Learning Theory ◽  
Selection Of

Background: Identifying the factors that contribute to learning is one of the most important research goals. Learning style is one of these important and effective factors. The predominant learning styles of students in different universities of Iran are different. Objective: This study aimed to review the learning styles of midwifery students in Iran based on Kolb’s learning theory. Materials and Methods: In this review study, a search was conducted in Scopus, PubMed, Google Scholar, SID, and MagIran databases on articles published during 2000-2020 by using the keywords: Learning styles, midwifery students, and Kolb’s theory in Persian and English. Out of 28 eligible articles, 9 articles were finally reviewed. Results: Learning in midwifery students is usually done by using different styles, the most common of which was convergent style followed by assimilative style. Conclusion: The predominant learning styles of midwifery students in Iran are convergent and assimilative styles. While considering individual differences, educational planning and selection of teaching method should be done in a way that is appropriate for different learning styles of midwifery students and a variety of new and innovative teaching methods should be used.

scholarly journals A Comparison of Learning and Teaching Styles - Self-Perception of IT Students

10.28945/2826 ◽  
2004 ◽  
Author(s):  
Zlatko J Kovacic
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Euclidean Distance ◽  
Distance Measure ◽  
Teaching Styles ◽  
Learning Preferences ◽  
The Self ◽  
Self Perception ◽  
Learning And Teaching ◽  
Euclidean Distance Measure

This paper presents the results of an empirical study of the learning styles of a group of computing students and the teaching styles of their tutors at The Open Polytechnic of New Zealand. This study of learning styles is based on Kolb’s learning model and the Felder-Soloman learning style instrument. To identify how close students’ learning styles match the teaching styles of their tutors we have used two indicators: the self-perception of the students about the proximity of their learning styles and the teaching styles of their tutors and a Euclidean distance measure between students’ and tutors’ learning preferences. Using survey data and the learning styles instrument results we identify the differences between the learning and teaching styles. Both indicators show consistent and significant differences between the learning and teaching styles, in the way students and their tutors perceive and understand information. Finally we make recommendation to tutors on how to bridge this gap and address the learning styles of their students.

scholarly journals Preferred learning styles of Thai learners in anti-aging and regenerative sciences

2018 ◽  
Vol 9 (6) ◽  
pp. 14-19
Author(s):  
Karn Wongsuphasawat ◽  
Phakkharawat Sittiprapaporn
Keyword(s):  
Regenerative Medicine ◽  
Learning Styles ◽  
Learning Style ◽  
Teaching Method ◽  
Learning Preferences ◽  
Information Presentation ◽  
Learning Preference ◽  
Learning Modes ◽  
Science Instructors ◽  
Treat All

Background: Several studies reported that every individual learner has its own different style of learning. All learners have their own preferences for the ways in which they receive information for studying.Aims and Objective: In order to determine whether a particular teaching method provided by each instructor might enhance learner of anti-aging and regenerative medicine satisfaction with the learning process, a well-known learning preferences survey which are linked to sensory modalities of learners was distributed to anti-aging and regenerative science students at School of Anti-Aging and Regenerative Medicine, Mae Fah Luang University, Bangkok, Thailand.Materials and Methods: The applied preferred learning style survey named VARK was applied to identify student’s preferences for particular learning modes of information presentation. This study thus aimed to determine the preferred learning style and measure the distribution of learning preference mean scores of the anti-aging and regenerative science learners using 53 participants. The VARK questionnaire divided all learners into five groups, i.e., visual, aural, read/write, kinesthetic, and multimodal learners, respectively.Results: We found that the unimodality preference was 35.10% while the multimodality was 64.9%. Among the learners who preferred only one mode of information presentation, there were 8.25% of visual, 34.26% of aural, 22.44 % of read/write learners, and 35.05% of kinesthetic, respectively. Anti-aging and regenerative science learners preferred kinesthetic learning at a higher percentage than other modes. However, some learners preferred multiple modes including 32.45% of bimodal, 23.84% of trimodal, and 8.61% of quadmodal, respectively. Knowing the anti-aging and regenerative science learners preferred learning modes can help to provide instruction tailored to the learner’s individual preferences, to overcome the predisposition to treat all anti-aging and regenerative science learners in a similar way, to motivate instructors to move from their preferred mode(s) to using others, and to develop appropriate learning approaches.Conclusion: The result of this study would explore opportunities for anti-aging and regenerative science instructors to make the educational experience more productive.Asian Journal of Medical Sciences Vol.9(6) 2018 14-19

Student satisfaction toward e-textbooks in higher education

2014 ◽  
Vol 5 (3) ◽  
pp. 231-246 ◽  
Author(s):  
Yungwei Hao ◽  
Kathy Jackson
Keyword(s):  
Higher Education ◽  
Learning Styles ◽  
Student Satisfaction ◽  
Learning Style ◽  
Undergraduate Students ◽  
Learning Preferences ◽  
The Body ◽  
Grade Point ◽  
Content Type ◽  
Students Satisfaction

Purpose – This study aims to add to the body of literature by examining students’ satisfaction with e-textbooks. As higher education evolves, one instructional tool, the classic textbook, is undergoing various transformations. In today’s classrooms, many e-textbooks are in use and there are implications. Design/methodology/approach – A researcher-developed instrument measured 115 undergraduate students’ satisfaction levels for e-textbooks used in two courses, and a learning styles instrument was given to identify student learning preferences. Findings – Through factor analysis, a few dimensions emerged regarding factors related to satisfaction. The factors included features, usability and learning facilitation provided by the e-textbooks. In general, students had a moderately above-neutral, positive attitude toward the e-textbooks. Gender, grade point average, time spent weekly reading e-textbooks and a few learning style tendencies can significantly predict, to some extent, different dimensions of satisfaction. Practical implications – Usability design of e-textbooks plays a key role in student satisfaction toward digital materials. Moreover, instructors need to use meaningful instructional activities as they adopt the usage of e-textbooks. Originality/value – The findings can help shed light on ways to enable students to become more satisfied with digital textbooks and can help policymakers and instructors evaluate and effectively adopt the appropriate digital materials to meet individual needs.

scholarly journals Learning styles and teaching styles determine students’ academic performances

2019 ◽  
Vol 8 (4) ◽  
pp. 610
Author(s):  
Nithya Dewi Subramaniam Chetty ◽  
Lina Handayani ◽  
Noor Azida Binti Sahabudin ◽  
Zuraina Ali ◽  
Norhasyimah Hamzah ◽  
...  
Keyword(s):  
Academic Performance ◽  
Learning Styles ◽  
Learning Style ◽  
Teaching Style ◽  
Visual Learning ◽  
Teaching Styles ◽  
Learning Preferences ◽  
Programming Technique ◽  
Learning And Teaching ◽  
The Relationship

<span>Individuals learn in different ways using several learning styles, but lecturers may not always share material and learning experiences that match students’ learning preferences. Mismatches between learning and teaching styles can lead to disappointment with students are taking, and lead to underperformance among them. The aim of this study is to identify the learning styles of the students enrolled in Universiti Malaysia Pahang who were registered in Programming Technique course and to investigate the relationship between students’ learning styles and teachers’ teaching styles. Five lecturers and 251 students were involved in the study as participants and. Data from students were collected using Leonard, Enid’s VAK Learning Style Survey. Meanwhile, the teaching styles of the lecturers were identified using Grasha and Reichmann’s Teaching Style Survey. The findings revealed that majority of the student’s preferred visual learning style. The result also shows that the lecturers’ teaching styles give an impact towards the <br /> students’ academic performance. From this study, we can conclude that teaching styles have significant impacts on students’ learning styles and academic performances.</span>

scholarly journals LEARNING STYLE SEBAGAI UPAYA PENINGKATAN PRESTASI BELAJAR

2017 ◽  
Vol 7 (2) ◽  
pp. 119
Author(s):  
Zalik Nuryana
Keyword(s):  
Learning Styles ◽  
Student Learning ◽  
Learning Style ◽  
Learning Process ◽  
Teaching Methods ◽  
Teaching Method ◽  
Field Research ◽  
Learning Method ◽  
Human Need ◽  
The Will

Learning is the basic human need to know something, whether packed formally or not. There is not one method that is appropriate and certainly appropriate with all students. Students have their own learning styles between one another can’t be equated. Real memorable learning comes from the will of the heart, not coercion. The uniqueness of each individual is what makes the variety of learning styles should be understood so that each student can overcome difficulties learning. In the implementation of learning many teachers doesn’t understand the learning style, so as to force students to always pay attention to the speech and explanation of teachers. The learning process will be effective if the method of learning  used can accommodate students. Research on the most appropriate teaching methods turns out to be a failure, because each teaching method depends on the way or style of the student in learning. This research was conducted in the school as a place of observation (field research) by using a quantitative approach. Data were collected by questionnaires, observations, interviews, and document studies which were then processed and analytically analyzed descriptively. The results of research showed that a class can not be equally aligned using and applying a single learning method only. Because in the class there are several learning styles of students. The student's learning style visually dominates the class, followed by the auditorial style, and the kinesthetic style. This research also provides advice to educators / teachers to understand the diversity of student learning styles. so that with the basic teachers are required to be more creative and innovative in applying the method of learning so that all learning styles of students can be accommodated, so that with this understanding of learning achievement can be improved. 

scholarly journals THE EFFECT OF STUDENTS’ PERSONALITY LEARNING STYLE AND TEACHING METHODS ON THEIR VOCABULARY ACHIEVEMENT

2016 ◽  
Vol 7 (2) ◽  
pp. 151
Author(s):  
Nurhafni Siregar
Keyword(s):  
Learning Styles ◽  
Hypothesis Testing ◽  
Learning Style ◽  
Teaching Methods ◽  
Teaching Method ◽  
Sixth Grade ◽  
Sixth Grade Students ◽  
Word Walls ◽  
Research Students ◽  
Vocabulary Achievement

   The objectives of the study are to investigate whether the students’ personality learning styles affect the students’ vocabulary achievement, to find out whether word walls significantly affects the students’  vocabulary achievement and to find out whether there is any significant interaction between students’ personality learning style and word walls on students’ vocabulary achievement. An experimental research with factorial design 2x2 was used in this research. There were 120 students from the fifth and sixth grade students of SDIT Bunayya Padangsidimpuan taken as sample of this research. Students’ vocabulary achievement was measured by using test of multiple choice. The data were analyzed by applying Two-way Anova. The result of testing of the first hypothesis shows that students’ vocabulary achievement that was taught by word walls is significantly higher than that was taught without word walls. The second hypothesis testing shows that students’ vocabulary achievement with extrovert personality learning style higher than that have introvert personality learning style. The third hypothesis testing shows that there is an interaction between word walls and personality learning style. Students’ vocabulary achievement is influenced by teaching method of word walls and personality learning style. 

scholarly journals Assessing Learning Styles of Students at Zayed University

2009 ◽  
Vol 6 (2) ◽  
pp. 2-35
Author(s):  
Tofi Rahal ◽  
David Palfreyman
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Teaching Styles ◽  
Study Strategies ◽  
Learning Preferences ◽  
Educational Setting ◽  
Learning And Teaching ◽  
Left Brain ◽  
Teachers And Students ◽  
Learning And Study Strategies

Learning styles based education is becoming influential at higher education institutions around the world. Learning styles are characteristics of how students prefer to learn; they draw their origin from both biological and experiential conditions that make each student unique in the way he/she learns. An important first step in improving learning is to identify or assess students’ learning styles, and there are several instruments that can be used for this purpose. This is necessary for teachers and students who wish to improve learning and study strategies. Students who perform poorly in a conventional educational setting may suffer from a mismatch of learning and teaching styles; for example kinesthetic learners may not adapt to learning by listening or by reading. When we teach tactual and/or kinesthetic students by talking, they focus for only a brief amount of time and then wander off into their own thoughts and quickly forget (Burke & Dunn, 2002). We can improve students’ academic performance by providing them with alternative strategies and activities that respond to their learning style needs (Dunn & Dunn, 1993). In spring 2008, the learning styles of over 700 Zayed University students were assessed using the BE (Building Excellence) survey developed by Rundle & Dunn. The data collected is being analyzed with a view to making recommendations for teachers, students and parents to improve students’ learning. This paper represents the first in a series of publications on this subject; it reviews the survey process, and focuses on the nature and learning preferences of ZU students in perceptual elements (e.g. visual, auditory) and cognitive elements (e.g. Analytic-sequential (left-brain) vs. Global-simultaneous (right-brain) preferences).

scholarly journals LEARNING STYLE SEBAGAI UPAYA PENINGKATAN PRESTASI BELAJAR

2019 ◽  
Author(s):  
Zalik Nuryana
Keyword(s):  
Learning Styles ◽  
Student Learning ◽  
Learning Style ◽  
Learning Process ◽  
Teaching Methods ◽  
Teaching Method ◽  
Field Research ◽  
Learning Method ◽  
Human Need ◽  
The Will

Learning is the basic human need to know something, whether packed formally or not. There is not one method that is appropriate and undoubtedly appropriate for all students. Students have their learning styles between one another can’t be equated. Real great learning comes from the will of the heart, not coercion. The uniqueness of each is what makes the variety of learning styles should be understood so that each student can overcome difficulties learning. In the implementation of learning many teachers doesn’t understand the learning style, to force students to always pay attention to the speech and explanation of teachers. The learning process will be useful if the method of learning used can accommodate students. Research on the most appropriate teaching methods turns out to be a failure because each teaching method depends on the way or style of the student in learning. This research was conducted in the school as a place of observation (field research) by using a quantitative approach. Questionnaires collected data, observations, interviews, and document studies which were then processed and analytically analyzed descriptively. The results of the research showed that a class couldnot be equally aligned using and applying a single learning method only. Because in the course there are several learning styles of students. The student's learning style visually dominates the course, followed by the auditorial style, and the kinesthetic style. This research also provides advice to educators/teachers to understand the diversity of student learning styles. So that with the basic teachers are required to be more creative and innovative in applying the method of learning so that all learning styles of students can be accommodated so that with this understanding of learning achievement can be improved.

Teaching lean manufacturing at a postgraduate level

2018 ◽  
Vol 9 (3) ◽  
pp. 301-323 ◽  
Author(s):  
Guilherme Tortorella ◽  
Paulo A. Cauchick-Miguel
Keyword(s):  
Teaching Methods ◽  
Lean Manufacturing ◽  
Business Performance ◽  
Learning Experience ◽  
Learning Preferences ◽  
Traditional Teaching ◽  
Content Type ◽  
Complementary Method ◽  
Postgraduate Level ◽  
Traditional Teaching Methods

PurposeThis study aims at integrating two teaching approaches to enhance Lean manufacturing (LM) learning at a graduate course level and verify its effectiveness through comparing students’ performance and learning preferences.Design/methodology/approachThe proposed methodology incorporates problem-based learning (PBL) approach based on real problems of companies undergoing a lean implementation into traditional teaching methods. The methodology was applied with graduate students from a Brazilian public university, whose learning preferences were subsequently identified. The verification of effectiveness is undertaken through a comparative analysis of students’ performance after each course.FindingsThe findings indicate that PBL may be an effective complementary method for LM learning, especially because it exposes students to actual problems when implementing LM. The proposal may improve problem-solving ability and provide a more fertile environment to promote better learning experience. The results are also positively related to the current body of the literature. Finally, because of different students’ learning preferences, PBL alone may not fulfill all students’ cognitive requirements, and hence, traditional teaching methods should not be eradicated from the LM learning process.Originality/valueBecause of an increasingly worldwide competition regarding business performance, LM has been an emerging and relevant subject among engineering and management postgraduate courses. Nevertheless, the practical character inherent to the understanding of LM may undermine learning and development of students. Therefore, studies that verify the effectiveness of the teaching approach may contribute to better prepare students for such demanding context.

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