Effects of Online Learning with Matching Learning Styles and Preferred Digital Media Types on University Students' Perceptions

2017 ◽  
Author(s):  
Jirapipat Thanyaphongphat ◽  
Patcharin Panjaburee
Keyword(s):  
Online Learning ◽  
Learning Styles ◽  
University Students ◽  
Digital Media ◽  
Media Types

scholarly journals How much is Teaching and Learning in Higher Education Digitized? Insights from Teacher Education

2017 ◽  
Vol 6 (3) ◽  
pp. 129 ◽  
Author(s):  
Jens Riehemann ◽  
Regina Jucks
Keyword(s):  
Higher Education ◽  
Teacher Education ◽  
University Students ◽  
Digital Media ◽  
Teaching And Learning ◽  
Media Use ◽  
University Teaching ◽  
University Courses ◽  
Media Types

The digital age has changed how we communicate, inform ourselves, and even how we teach and learn. This study systematically analyses and compares the perspectives of university academics (N = 75) and university students (N = 206) from the field of teacher education on digitized teaching and learning. In a between-subjects design, participants of both groups were asked for their perspectives on dealing with digital media (i.e., general assessment of digital media, use of different media types and the role of digital media in university courses). Furthermore, they were asked for their own and their anticipated perspectives of each other, in particular, their assumed advantages of using digital media in university teaching. In sum, the findings indicate that it might be fruitful for university academics and students to exchange their views on the use of digital media for teaching and learning in higher education.

scholarly journals University Students’ Readiness for Using Digital Media and Online Learning—Comparison between Germany and the USA

2020 ◽  
Vol 10 (11) ◽  
pp. 313
Author(s):  
Julian Küsel ◽  
Florence Martin ◽  
Silvija Markic
Keyword(s):  
United States ◽  
Online Learning ◽  
University Students ◽  
Digital Media ◽  
Online Teaching ◽  
Quantitative Research ◽  
Tertiary Education ◽  
The United States ◽  
The Usa ◽  
Research Goal

The year 2020 brought many changes to our everyday life but also our education system. Universities needed to change their teaching practices due to the COVID-19 pandemic. Words like “digital media”, “online teaching” and “online learning” were present in all of the discussions. The main issues here were the technical infrastructure of students and universities all over the world. However, to have good technical infrastructure does not mean that everybody is also ready to use it. Thus, the present study focused on the issue of university students’ readiness for online learning. The quantitative research goal was to evaluate German university students’ readiness for using digital media and online learning in their tertiary education and compare them with students from the United States. Overall, 72 students from the researchers’ university in Germany and 176 students from multiple universities in the United States completed the Student Readiness of Online Learning (SROL) questionnaire. Results show substantial differences between the two groups of students, with U.S. students being more ready for online learning. The results and limitations were discussed, and practical implications and further ideas were provided.

scholarly journals Emotional Cognitive Regulation in University Students during Lockdown: A Comparative Analysis of Students from Spanish Universities

2021 ◽  
Vol 13 (12) ◽  
pp. 6946
Author(s):  
Mercedes Cuevas López ◽  
Inmaculada Ávalos Ruiz ◽  
Emilio Jesús Lizarte Simón
Keyword(s):  
Online Learning ◽  
University Students ◽  
Emotional Regulation ◽  
Adaptive Strategies ◽  
The Other ◽  
Housing Conditions ◽  
Gran Canaria ◽  
Self Blame ◽  
Cognitive Regulation ◽  
Spanish Universities

Studies focusing on strategies for the cognitive regulation of emotions are gaining importance due to the development and perpetuation of psychopathologies. The obligatory home confinement imposed in response to the COVID-19 pandemic has led to new virtual learning methodologies. Objective: Our objective aimed to analyze and compare the cognitive emotional regulation of students from universities on the Spanish mainland with that of students attending the Universidad de Las Palmas de Gran Canaria. Methods: An online Emotional Regulation Questionnaire was applied, together with a survey covering the students’ beliefs about the pandemic, including information about their housing conditions and beliefs about online learning. The study included a sample of 1030 university students. Results: On the mainland and at Las Palmas de Gran Canaria, the students most frequently used adaptive strategies. Three of the strategies were used in both groups but to different extents (Acceptance, Positive reappraisal, Putting into perspective), while the other strategies were used in both groups to the same extent (Refocusing on planning, Positive refocusing, Rumination, Blaming others, Catastrophizing, Self-blame). Meanwhile, the results were quite similar regarding the students’ housing conditions and beliefs about the pandemic and online learning.

Quality of life, physical activity and burnout syndrome during online learning period in Brazilian university students during the COVID-19 pandemic: a cluster analysis

2021 ◽  
pp. 1-15
Author(s):  
Diana Vilela Azzi ◽  
Júlia Melo ◽  
Armindo de Arruda Campos Neto ◽  
Paula Midori Castelo ◽  
Eric Francelino Andrade ◽  
...  
Keyword(s):  
Quality Of Life ◽  
Physical Activity ◽  
Cluster Analysis ◽  
Online Learning ◽  
University Students ◽  
Burnout Syndrome

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 Research on the differences of students’ learning styles and knowledge integration in SPOC learning: a case study of course “Basic Portuguese”

2021 ◽  
Vol 18 (1) ◽  
pp. 12-26
Author(s):  
Jing Hu ◽  
Silva Maria Do Carmo Vieira
Keyword(s):  
Online Learning ◽  
Learning Styles ◽  
Learning Style ◽  
Knowledge Construction ◽  
Knowledge Integration ◽  
Teaching Method ◽  
Integration Theory ◽  
Online Data ◽  
Learning Behaviors ◽  
Learning Platform

Problem and goal. With the advent of the information age, Internet-based online learning has also become one of the learning methods chosen by many learners. They can use these online learning platforms to complete knowledge construction while learning offline. Methodology. Most studies of learning behaviors focus on the discovery of the best learning model and disregard the possible impact of different learning behaviors on knowledge construction. Therefore, based on the Felder - Silverman learning style model, this article uses the Solomon learning style scale to improve the design of the questionnaire and collect four-dimensional differential learning behaviors data. In order to further understand the influence of learning styles on the effectiveness of online learning, we also use online learning data on the Small Private Online Course platform and general cognitive intelligence knowledge integration theory to clarify the relation between learning modes and individuals differences. Results. This study observes and analyzes the learning behavior data of 46 students of Nankai University in the SPOC learning platform, also analyzes the differences in learning styles and knowledge construction of students in the SPOC environment. Compared with the traditional Basic Portuguese teaching method, the blended teaching model based on the Chaoxing Learning platform has unparalleled advantages. Interactions inside and outside the classroom, improving student participation and promoting teaching diagnosis. Conclusion. Through a comprehensive analysis of questionnaire data and online data, we found that some learning styles have different effects on the effectiveness of online learning, ignoring the individual differences of learners will still cause problems in knowledge construction.

scholarly journals Examining Saudi EFL University Students’ Readiness for Online Learning at the Onset of Covid-19 Pandemic

2021 ◽  
Author(s):  
Elham Abdullah Ghobain ◽  
Abdullah Ahmed Zughaibi
Keyword(s):  
Online Learning ◽  
Online Education ◽  
University Students ◽  
Learning Outcomes ◽  
English Learners ◽  
Test Performance ◽  
First Year ◽  
English Major ◽  
Males And Females ◽  
First Year University

Nowadays, especially after the COVID-19 crisis lockdown, the heavy reliance on technology and online platforms led to a greater expectation of more learning autonomy among English learners in EFL contexts such as Saudi Arabia. The sudden shift to online learning requires an investigation into students’ readiness and willingness for such a mode of learning. This can provide educators with many prospects about learning outcomes achievement and assessment, test performance, and interaction during classes. Therefore, the current study seeks to contribute to the well-known area of learner autonomy research, which is still lacking in the context of the study, by exploring the readiness of Saudi first-year undergraduate English learners towards online education. Participants’ level of readiness is identified according to their autonomous behaviors and activities. The study will also assess the investigated concept considering the influence of gender and field of study of the participants on their autonomy levels. A total of 802 students participated in this study. It was found that Saudi first-year university students are moderately autonomous, that both males and females have similar levels of aptitude and readiness for taking responsibility for their learning, and that English-major and non-English-major groups showed comparatively similar levels across different learning autonomy dimensions. Yet interestingly, English-major participants displayed a relatively lower autonomy level than students of other majors.

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