EXPRESS: Testing Theories of Goal Progress in Online Learning

2021 ◽  
pp. 002224372199110
Author(s):  
Joy Lu ◽  
Eric T. Bradlow ◽  
J. Wesley Hutchinson
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Detection System ◽  
Traditional Education ◽  
Performance Outcomes ◽  
Learner Engagement ◽  
Goal Progress ◽  
Business Courses ◽  
Using Data

Online educational platforms increasingly allow learners to consume content at their own pace with on-demand formats, in contrast to the synchronous content of traditional education. Thus, it is important to understand and model learner engagement within these environments. Using data from four business courses hosted on Coursera, we model learner behavior as a two-stage decision process, with the first stage determining across-day continuation versus quitting and the second stage determining within-day choices among lectures, quizzes, and breaks. By modeling the heterogeneity across learners pursuing lecture and quiz completion goals, we capture different patterns of consumption that correspond to extant theories of goal progress within an empirical field setting. We find that most individuals exhibit a learning style where lecture utility changes as an inverted-U-shaped function of current progress. Our model may also be used as an early detection system to anticipate changes in engagement and allows us to relate learning styles to final performance outcomes and enrollment in additional courses. Finally, we examine the role of quizzes in how consumption patterns vary across learners in different courses and between those who have paid or not paid for the option to earn a course certificate.

The Role of Learning Styles and Technology

2009 ◽  
Vol 4 (4) ◽  
pp. 50-65 ◽  
Author(s):  
Royce Ann Collins
Keyword(s):  
Adult Learners ◽  
Learning Environment ◽  
Learning Styles ◽  
Learning Style ◽  
Virtual Space ◽  
Classroom Teaching ◽  
Initial Learning ◽  
Education Today ◽  
Electronic Environments

Learning style research has informed effective classroom teaching strategies for decades. Technology has allowed faculty and students to move the learning environment from the four-walled classroom to a fluid global virtual space. Knowledge gained through the application of learning style research to online instruction has enhanced practice; however, research demonstrating the alignment of learning styles with current technological resources has been limited. Learning styles and their interrelationship with technology and adult learners is as important today as initial learning style research was in the six decades after its beginnings in the 1940s. Education today must meet the needs of students who are more comfortable in electronic environments, as well as those who need the four-walled classroom. The ability to use learning style research to accomplish both will lead to enhanced student learning and a more productive experience.

scholarly journals The Role of Learning Style in the Changing Landscape of Medical Education: The Canadian Plastic Surgery Experience

2019 ◽  
Vol 9 (2) ◽  
pp. 46-51
Author(s):  
Kaitlin S. Boehm ◽  
Connor McGuire ◽  
Osama A. Samargandi ◽  
Sarah Al Youha ◽  
David T. Tang
Keyword(s):  
Learning Styles ◽  
Plastic Surgery ◽  
Learning Style ◽  
Training Programs ◽  
Age Groups ◽  
Cross Sectional ◽  
Learning Style Inventory ◽  
Significant Difference ◽  
Competency Based

Objectives: The transition to competency-based education and restraints on trainee work hours necessitates re-evaluation of resident education. The role of learning style in plastic surgery residency training has not been investigated. The objective of this study was to identify the learning styles of plastic surgeons and trainees in Canadian Plastic Surgery programs. Methods: A cross-sectional electronic survey was distributed to all members of the Canadian Society of Plastic Surgeons and through program directors at Canadian training programs. Basic demographics were captured. The Kolb Learning Style Inventory was used to identify each individual’s learning style (converging, accommodative, assimilative, or divergent).  Results: There were a total of 98 respondents (15% response rate), including 62 staff plastic surgeons (63%) and 36 trainees (37%). All regions of Canada and age categories were well represented. The most dominant learning styles were convergent (47%) and accommodative (29%). No significant difference in dominant learning styles existed between age groups; while males were more commonly convergent learners, females were accommodative learners.   Conclusions: The majority of plastic surgery trainees and staff have learning styles that rely heavily on practical application and experiential learning. Accounting for this propensity towards convergent and accommodative learning styles should be incorporated into training programs to maximize efficacy of learning.

Epistemological Exploration: Generalization of Learning Styles and Analytical Skills between Academic and Religious Materials

2004 ◽  
Vol 94 (3) ◽  
pp. 1083-1088 ◽  
Author(s):  
Alida S. Westman ◽  
Nicholas A. Alexander
Keyword(s):  
Learning Styles ◽  
Learning Strategies ◽  
Learning Style ◽  
Conceptual Understanding ◽  
Cognitive Skills ◽  
Religious Affiliation ◽  
Deep Processing ◽  
Elaborative Processing ◽  
Analytical Skills

Among 139 students (mean age 21.8, SD = 3.5), use of Schmeck's Deep Processing learning style (looking for conceptual understanding) on academic materials correlated modestly with its use on religious materials. The same was true for Elaborative Processing (looking for associations and applications). Both Deep and Elaborative Processing of academic materials correlated with better Analytical Skills. Only Elaborative Processing of religious materials correlated with Religiousness. Religiousness correlated with poorer Analytical Skills on academic materials and with a more Concrete Divine Concept; however, specific religious affiliation made a difference. Our understanding of the role of contents of materials and characteristics of learners on the types of learning strategies used and competence with cognitive skills is still very limited.

Individual Learning and Emotional Characteristics in Web-based Communities of Practice

2010 ◽  
pp. 113-127
Author(s):  
Nikos Tsianos ◽  
Zacharias Lekkas ◽  
Panagiotis Germanakos ◽  
Constantinos Mourlas
Keyword(s):  
Learning Styles ◽  
Communities Of Practice ◽  
Learning Environments ◽  
Learning Style ◽  
Individual Characteristics ◽  
Web Based ◽  
Shared Learning ◽  
Processing Styles ◽  
Theoretical Assumptions

The knowledge management paradigm of communities of practice can be efficiently realized in Web-based environments, especially if one considers the extended social networks that have proliferated within the Internet. In terms of increasing performance through the exchange of knowledge and shared learning, individual characteristics, such as learners’ preferences that relate to group working, may be of high importance. These preferences have been summarized in cognitive and learning styles typologies, as well as emotional characteristics which define implications that could serve as personalization guidelines for designing collaborative learning environments. This chapter discusses the theoretical assumptions of two distinct families of learning style models, cognitive personality and information processing styles (according to Curry’s onion model), and the role of affection and emotion, in order to explore the possibilities of personalization at the group level of CoP.

Analysis of the content of the chemistry book for the sixth scientific grade according to learning styles in the VARK model And proposals to develop it

2021 ◽  
Vol 29 ◽  
Author(s):  
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Visual Learning ◽  
Sixth Grade ◽  
Auditory Learning ◽  
Chemistry Textbook ◽  
Smart Boards ◽  
Using Data ◽  
The Stability ◽  
The University

The study was conducted in Iraq / Babil Governorate, and it aims to analyze the chemistry textbook for the scientific / biological sixth grade according to the learning patterns in the VARK model with the presentation of development proposals, and to achieve the goal of the research, the researchers prepared a list of learning styles in the VARK model in its initial form, and it was presented to a group of arbitrators in Chemistry science and methods of teaching it, and thus the list was formed in its final form (4) main patterns, which are: (visual learning style, auditory learning style, kinesthetic learning style, reading / written learning style), which branched out Of which (43) are subtypes, then the researchers analyzed the chemistry textbook for the sixth grade scientific / biological for the academic year (2020-2021 AD) based on the list that was prepared and the idea was approved as a unit for recording and repetition and a unit for enumeration, and the stability of the analysis was calculated with external analysts, and with researchers to achieve the goal Second, the researchers relied on the results of the first goal and development proposals were presented, as well as presented to a group of experts and specialists in the field of chemistry and methods of teaching it to ensure the safety and validity of the proposed scientific material, and the researchers adopted some statistical means, including: Cooper’s equation and the ki square equation, and the results were shown using Statistical Portfolio (SPSS) and (Microsoft Excel) program in addition to the frequencies and percentage as follows: 1. The reading / writing style of learning got the highest rate of 49.88%, while the motor learning style got the lowest rate of 3.26% . 2. In light of the results of the research, development proposals were submitted that include adding practical scientific experiments that explain the material in an easier way, as well as adding audio or video clips to develop students' senses, and using data show to illustrate pictures and smart boards . In light of the results of the research, the researchers recommended the necessity of directing the curriculum planners to the importance of learning styles and the necessity to include them in the chemistry textbook for the scientific / biological sixth grade, as it is an important stage that prepares students for the university stage and working life. To complete this study , the VARK model.

The Role of Learning Styles and Technology

2010 ◽  
pp. 153-169 ◽  
Author(s):  
Royce Ann Collins
Keyword(s):  
Adult Learners ◽  
Learning Environment ◽  
Learning Styles ◽  
Student Learning ◽  
Learning Style ◽  
Virtual Space ◽  
Initial Learning ◽  
Education Today ◽  
Electronic Environments

Learning style research has informed effective classroom teaching strategies for decades. Technology has allowed faculty and students to move the learning environment from the four-walled classroom to a fluid global virtual space. Knowledge gained through the application of learning style research to the online instruction has enhanced practice; however, research demonstrating the alignment of learning styles with current technological resources has been limited. Learning styles and their interrelationship with technology and adult learners is as important today as initial learning style research was in the six decades after its beginnings in the 1940s. Education today must meet the needs of students who are more comfortable in electronic environments as well as those who need the four-walled classroom. The ability to use learning style research to accomplish both will lead to enhanced student learning and a more productive experience.

scholarly journals INTRODUCTION OF EDUCATIONAL DATA MINING BY USING A VARIETY OF TECHNIQUES IN ORDER TO ACHIEVE THE GOAL FROM THE MOODLE LMS

2021 ◽  
Vol 6 (1) ◽  
Author(s):  
Ali Akhtar ◽  
Mohammad Serajuddin ◽  
Hasan Zafrul
Keyword(s):  
Data Mining ◽  
Learning Styles ◽  
Learning Style ◽  
Data Extraction ◽  
Verbal Learning ◽  
Educational Data Mining ◽  
Knowledge Presentation ◽  
Data Mining Algorithms ◽  
Using Data ◽  
Mining Algorithms

Different works relating to this specialty have been done in recent years and several data extraction approaches have been used to solve numerous educational problems. This analysis compares the Felder-Silverman Learning Style Model component of student activity in Moddle class with three data mining algorithms for the identification of knowledge presentation dimension (visual/verbal) learning style. This study analyzes Moodle LMS student log data using data mining strategies to identify their learning styles that rely on one aspect of the learning style of Feld-Silverman: visual/verbal. The WEKA compares various classification algorithms as classified J48 Decision Tree, Naive Bayes and Portion. The selected classifiers were evaluated using a 10-fold cross validation. The tests revealed that at 71.18 percent the Naive Bays achieve the strongest score. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0782/a.php" alt="Hit counter" /></p>

scholarly journals Nuotolinio mokymosi stilių personalizavimas

2011 ◽  
Vol 56 ◽  
pp. 42-49
Author(s):  
Saulius Preidys ◽  
Leonidas Sakalauskas
Keyword(s):  
Data Mining ◽  
Learning Styles ◽  
Learning Environments ◽  
Learning Style ◽  
Text Analysis ◽  
Virtual Learning Environments ◽  
Distance Learners ◽  
Using Data ◽  
Listening And Speaking ◽  
Article Analyse

Mokymosi stiliai yra skirtingi. Kai kurie teikia pirmenybę klausymui ir kalbėjimui, kiti teksto analizei arba mokosi pasitelkę vaizdines priemones. Tačiau daugumos studentų mokymosi stilius yra mišrus. Ypač tai aktualu žinoti kuratoriams ir kursų autoriams, dirbantiems su studentais, studijuojančiais nuotoliniu būdu: reikiamai parengta mokymosi medžiaga, suasmenintos užduotys ir asmeniški komentarai padės studentui greičiau pasiekti iškeltus kurso tikslus ir uždavinius. Šiame straipsnyjeautoriai, remdamiesi Honey ir Mumfordo (1992) sukurta tipologija, nagrinėja mokymosi stilių nustatymą ir vizualizavimą, analizuodami studentų veiklą virtualaus mokymosi aplinkose ir sukauptiems duomenims taikydami duomenų gavybos metodus.Personalization of Learning Styles in Distance EducationSaulius Preidys, Leonidas Sakalauskas SummaryDifferent learners have different styles of learning. Some of them give the priority to listening and speaking, others to text analysis or visual tools. Nevertheless, the learning style of many learners is mixed. Tutors and course creators working with distance learners should be aware of this fact. Appropriate learning materials, personalised assignments and personal comments would help the learner in achieving the aims and objectives of the course. Referring to Honey and Mumford (1992), the authors of the article analyse the determination and visualisation of learning styles, by tracking learners’ activities in virtual learning environments and using data mining methods.eight: 18px;"> 

scholarly journals TEACHING BY ALPHABET POEM IN ENHANCING STUDENT’S LEARNING STYLE

JURNAL BASIS ◽  
2021 ◽  
Vol 8 (2) ◽  
pp. 257
Author(s):  
Muhammad Dalimunte ◽  
Sholihatul Hamidah Daulay ◽  
Atika Winari Putri
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Language Learners ◽  
English Language ◽  
English Language Teaching ◽  
Teaching English ◽  
Library Research ◽  
Communication Condition ◽  
English Students

The aim of this paper is to determine the Alphabet Poem in teaching English. This paper investigates how Alphabet Poem knowledge can help to teach English in English Language Teaching (ELT). The author will conduct a literature review method. The purpose of this paper was to study how alphabet poem can enhancing student’s learning style. The method by using library research and a philosophical or  pedagogical approach. The results showed that the role of alphabet poem in teaching English is suitable for learning styles (visual, auditory, and kinesthetic). English students will benefit from the knowledge of alphabet poems and how to teach teaching materials in three different learning styles. The applied linguistic content helps language learners better understand alphabet poems in ELT. The study draws the attention of teachers to be more concerned with the communication condition of students by the creative poem and to the fact that teachers cannot act as expected unless they are each of their learning styles. The teacher brings and teaches the alphabet poem to the students so the students who receive it will also imitate how to make the alphabet poem again so that through learning English it becomes a lesson that is liked by students and students can fluently in English.

A test of the teaching-learning style mesh hypothesis in a Chinese MBA

2015 ◽  
Vol 8 (2) ◽  
pp. 145-163 ◽  
Author(s):  
Hayward P. Andres ◽  
Obasi H. Akan
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Teaching And Learning ◽  
Teaching Style ◽  
Verbal Learning ◽  
Content Type ◽  
Mba Students ◽  
Chinese University ◽  
Teaching Learning

Purpose – The purpose of this paper is to determine if “fit” and “non-fit” between authoritarian versus demonstrator teaching and visual versus verbal learning preferences differ in impact on Chinese MBA student academic performance in a large local urban Chinese university setting. In addition, the role of Chinese cultural behavioral tendencies in dictating specific teaching and learning style preferences among Chinese MBA students is also examined. Design/methodology/approach – Subjects were 135 Chinese MBA students that indicated their learning style preference (verbal or visual) and predominant teaching style encountered (authoritarian or demonstrator). Analysis of variance (ANOVA) main effects were used to identify the best teaching style and best learning style. ANOVA interaction effects were used to test the meshing hypothesis (i.e. teaching-learning style “fit” versus “non-fit” conditions). Findings – The results provided support for the mesh hypothesis – teaching style – learning style fit does matter. In general, authoritarian teaching was superior to demonstrator, and verbal learning was superior to visual. Findings also suggest that the demonstrator teaching style may better handle different learning styles (e.g. both verbal and visual) simultaneously as compared to the classic authoritarian teaching style. Research limitations/implications – The findings support and contribute to the body of knowledge about the mesh hypothesis and provide the foundations for further longitudinal studies evaluating teaching and learning styles learning styles in a multicultural and cross-cultural context. A limitation of the study is that self-report responses were used and the data were collected at one Chinese university. Practical implications – The results suggest that instructors are likely to reach only a selected few students if it is assumed that all students learn in the same way or based on cultural orientation alone. University administrators should be aware of the role of cultural tendencies related to teaching and learning and how cross-cultural communication and multicultural awareness can provide insights into strategies for social and academic integration of foreign students. Originality/value – To date, the meshing hypothesis has received far less theoretical or empirical attention than the general learning style and teaching style hypotheses. This study addresses that gap.

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