scholarly journals Design of Feedback in Interactive Multimedia Language Learning Environments

2012 ◽  
Vol 54 (4) ◽  
Author(s):  
Vehbi Türel
Keyword(s):  
Language Learning ◽  
Learning Environments ◽  
Learning Style ◽  
Language Learners ◽  
Teaching And Learning ◽  
Interactive Multimedia ◽  
Learning Theories ◽  
Learning Style Preferences ◽  
Multimedia Environments ◽  
Style Preferences

In interactive multimedia environments, different digital elements (i. e. video, audio, visuals, text, animations, graphics and glossary) can be combined and delivered on the same digital computer screen (TDM 1997: 151, CCED 1987, Brett 1998: 81, Stenton 1998: 11, Mangiafico 1996: 46). This also enables effectively provision and presentation of feedback in pedagogically more efficient ways, which meets not only the requirement of different teaching and learning theories, but also the needs of language learners who vary in their learning-style preferences (Robinson 1991: 156, Peter 1994: 157f.). This study aims to bring out the pedagogical and design principles that might help us to more effectively design and customise feedback in interactive multimedia language learning environments. While so doing, some examples of thought out and customized computerised feedback from an interactive multimedia language learning environment, which were designed and created by the author of this study and were also used for language learning purposes, will be shown.

scholarly journals INSIGHTS INTO LEARNING STYLES PREFERENCE OF ENGINEERING UNDERGRADUATES: IMPLICATIONS FOR TEACHING AND LEARNING

2022 ◽  
Vol 7 (1) ◽  
pp. 390-409
Author(s):  
Nadia Nur Afiqah Ismail ◽  
Tina Abdullah ◽  
Abdul Halim Abdul Raof
Keyword(s):  
Learning Styles ◽  
Language Learning ◽  
Engineering Education ◽  
Learning Style ◽  
Teaching And Learning ◽  
English Language ◽  
Learning Style Preferences ◽  
Style Preferences ◽  
Learning Style Preference ◽  
Engineering Undergraduates

Background and Purpose: Education at higher institutions prepares graduates for the real world. To develop and maintain quality, the focus must not only be on what institutions can offer but also on the learning needs and styles of learners. Despite many studies on engineering learners’ learning styles, limited research has been conducted to compare the learning styles of Engineering and Engineering Education learners. This study was conducted to ascertain the learning style preferences of first-year undergraduates from both groups in a science and technology-driven university in Malaysia.   Methodology: This descriptive study consisted of 40 Engineering and 40 Engineering Education learners who attended an English language course at the university. Perceptual Learning Style Preference Questionnaire was adopted as the survey instrument. The data were analysed using self-scoring sheet and Statistical Package for the Social Sciences.   Findings: While both groups chose Kinaesthetic as a major learning style preference, the Engineering Education learners also chose Group, Tactile, and Auditory learning styles as their other major preferences. Both groups chose Visual and Individual as their minor preferences.   Contributions: The findings extend research demonstrating the significant role of specific disciplines in Engineering to determine the learning style preferences of learners. The findings also provide useful insights that suggest implications for practice and policy.   Keywords: Engineering, engineering education, English language, learning styles, teaching and learning.   Cite as: Ismail, N. N. A., Abdullah, T., & Abdul Raof, A. H. (2022). Insights into learning styles preference of engineering undergraduates: Implications for teaching and learning.  Journal of Nusantara Studies, 7(1) 390-409. http://dx.doi.org/10.24200/jonus.vol7iss1pp390-409

scholarly journals Using learning styles data to inform e-learning design: A study comparing undergraduates, postgraduates and e-educators

2011 ◽  
Vol 27 (6) ◽  
Author(s):  
Julie Willems
Keyword(s):  
Learning Styles ◽  
Learning Environments ◽  
Learning Style ◽  
Mixed Methods Research ◽  
Teaching And Learning ◽  
Learning Style Preferences ◽  
Index Of Learning Styles ◽  
Significant Difference ◽  
E Learning ◽  
Style Preferences

<span>What are the differences in learning styles between students and educators who teach and/or design their e-learning environments? Are there variations in the learning styles of students at different levels of study? How may we use this learning styles data to inform the design in e-learning environments? This paper details mixed-methods research with three cohorts teaching and learning in e-learning environments in higher education: novice undergraduate e-learners, graduate e-learners, and educators teaching in, or designing for, e-learning environments (Willems, 2010). Quantitative findings from the </span><em>Index of Learning Styles (ILS)</em><span> (Felder &amp; Silverman, 1988; Felder &amp; Soloman, 1991, 1994) reflect an alignment of the results between both the graduate e-learner and e-educator cohorts across all four domains of the</span><em>ILS</em><span>, suggesting homogeneity of results between these two cohorts. By contrast, there was a statistically significant difference between the results of the graduate and educator cohorts with those of the undergraduate e-learners on two domains: sensing-intuitive (p=0.015) and the global-sequential (p=0.007), suggesting divergent learning style preferences. Qualitative data was also gathered to gain insights on participants' responses to their learning style results</span>

Survey of Students' Perception and the Influence of Learning Style Preferences on Learner's Intention to Use 3D Visualization Instruction

2016 ◽  
pp. 297-316
Author(s):  
Yu-Hsin Hung ◽  
Ray I. Chang ◽  
Chun Fu Lin
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Undergraduate Students ◽  
Teaching And Learning ◽  
3D Visualization ◽  
Intention To Use ◽  
Learning Style Preferences ◽  
Computer Science Pedagogy ◽  
Style Preferences ◽  
3D Representations

3D visualization specifically has been widely applied in a broad range of fields, including computer science, pedagogy, and so forth. 3D visualization instruction has become the essential tool that uses computer programs to generate 3D representations of manmade objects. For users, 3D visualization instruction can be manipulated, altered and efficiently communicated to others, and it is efficient for teaching and learning. The aim of this study is investigating students' perception toward 3D visualization instruction, and the influence of learning-style preferences on learners' intentions to use 3D visualization instruction. We are trying to develop the experiment which undergraduate students participated in this study, the purpose of which was to investigate the utilize 3D visualization instruction access to the single learning style and multiple learning styles. Data mining technology was employed in this study to identify multiple learning styles. The result showed that high visual and high sensing learning style has potential of using 3D visualization instruction.

scholarly journals Exploring Language Learning Style Preferences of the ELT Graduate Students

2017 ◽  
Vol 4 (1) ◽  
pp. 45-58
Author(s):  
Rumana Rafique
Keyword(s):  
Graduate Students ◽  
Foreign Language ◽  
Learning Styles ◽  
Language Learning ◽  
Learning Style ◽  
Learning Style Preferences ◽  
Perceptual Learning Style ◽  
Style Preferences ◽  
The University ◽  
Individual Style

The paper aims at discovering the language learning style preferences of the ELT graduate students of the English Department of the University of Dhaka. The paper explores the students’ learning style preferences based on Reid’s (1984) six perceptual learning style categories such as visual, auditory, kinesthetic, tactile, group and individual style preferences. Both quantitative and qualitative data were collected using a questionnaire and interview of the ELT students of a public university in Bangladesh. The results revealed that the ELT students are more or less aware of their own learning styles and the way they learn better. It was found out from the study that majority of the students preferred the auditory style of learning while individual style is the least preferred. The study also brings students’ opinions regarding learning styles in the field of learning ESL (English as a Second Language) or EFL (English as a Foreign Language) to light. The paper then discusses the implications of the findings and offers some recommendations regarding the need to identify students’ learning styles in Bangladeshi classroom.  

scholarly journals Learning Style Preferences among Pre-clinical Medical Students in a Public University in Pahang

2018 ◽  
Vol 17 (2) ◽  
Author(s):  
Nurjasmine Aida Jamani ◽  
Karimah Hanim AbdAziz ◽  
Hanis Syazana Che Ab Karim ◽  
Fatma Azzahraa Nizar ◽  
Husna Najihah Dzulkarnain ◽  
...  
Keyword(s):  
Medical Students ◽  
Learning Style ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Public University ◽  
Cross Sectional ◽  
Learning Style Preferences ◽  
Bivariable Analysis ◽  
Medical Educators ◽  
Style Preferences

Educational experts affirm that students prefer various type of learning preference. It is known that the learning style preferences vary among medical students worldwide. Knowing the types will help medical educators to improve their way of conveying lectures and teaching in a more effective learning environment. This study aims to describe the learning style preferences of pre-clinical medical students and the association with their socio-demography. This is a cross sectional study done among Year 1 and Year 2 pre-clinical year medical students in a public university in Kuantan Pahang. Medical students who fulfilled the inclusion and exclusion criteria were recruited using systematic random sampling. A validated learning style questionnaire (VARK) was used to assess their learning style. Descriptive statistics and bivariable analysis was used using SPSS version 23. A total of 166 pre-clinical year medical students participated in this study. The mean age was 21.3 (0.84). Majority of them were Malays (98.2%) and females (69.9%). Most of the students preferred unimodal learning style (80.0%) with the most preferred learning style preferences being kinaesthetic (39.1%). Bivariable analysis showed female students preferred kinesthetic learning style compared to male students (p=0.03). In this study, majority of the pre-clinical year medical students preferred ‘life-like’ learning experience in their study. Hence, we recommend that medical educators to be more aware of the varieties of learning style preferences in order to improve the quality of teaching and learning experiences.

scholarly journals IDENTIFYING STUDENTS LEARNING STYLE PREFERENCES AT IAIN TERNATE

2018 ◽  
Vol 10 (2) ◽  
Author(s):  
Jumahir Jamulia
Keyword(s):  
Perceptual Learning ◽  
Learning Style ◽  
Teaching And Learning ◽  
Visual Learning ◽  
Learning Preferences ◽  
State Institute ◽  
Learning Style Preferences ◽  
Perceptual Learning Style ◽  
Style Preferences ◽  
Different Characteristics

Students are the unique entities with different characteristics to be paid attention by the teachers in teaching and learning process. Teachers can feed their students based on their unique characteristics. Students learning style is one of the entities which will contribute toward students’ success in learning. This paper is aimed (1) to identify and to prepare information about students’ major perceptual learning style preferences and (2) to identify and to prepare information about students’ minor learning preferences. This research was conducted at State Institute for Islamic Studies (IAIN) Ternate towards 116 students of Shariah Department of academic year 2012/2013 which are chosen purposively as the sample of the research. The data of the research were elicited by using Reid’s (1987) Perceptual Learning Style Preferences (PLSP). The data were analyzed into statistical descriptive by using Microsoft Excel 2007. The finding of the research stated that the students’ major perceptual learning style preferences are visual (mean=40.2). and the minor perceptual learning style preferences are kinesthetic (mean=37.0), individual (mean=36.7), tactile (mean=36.3), auditory (mean=35.8), and group (mean=33.9). The characteristics of students with visual learning style preferences are: (a) The students remember better when they read instructions; (b) The students understand better when they read instructions; (c) The students learn better by reading what the teacher writes on the writing-board; (d) The students learn better by reading than by listening to someone; and (e) The students learn more by reading textbooks than by listening to lectures.

Survey of Students' Perception and the Influence of Learning Style Preferences on Learner's Intention to Use 3D Visualization Instruction

2019 ◽  
pp. 349-368
Author(s):  
Yu-Hsin Hung ◽  
Ray I. Chang ◽  
Chun Fu Lin
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Undergraduate Students ◽  
Teaching And Learning ◽  
3D Visualization ◽  
Intention To Use ◽  
Learning Style Preferences ◽  
Computer Science Pedagogy ◽  
Style Preferences ◽  
3D Representations

3D visualization specifically has been widely applied in a broad range of fields, including computer science, pedagogy, and so forth. 3D visualization instruction has become the essential tool that uses computer programs to generate 3D representations of manmade objects. For users, 3D visualization instruction can be manipulated, altered and efficiently communicated to others, and it is efficient for teaching and learning. The aim of this study is investigating students' perception toward 3D visualization instruction, and the influence of learning-style preferences on learners' intentions to use 3D visualization instruction. We are trying to develop the experiment which undergraduate students participated in this study, the purpose of which was to investigate the utilize 3D visualization instruction access to the single learning style and multiple learning styles. Data mining technology was employed in this study to identify multiple learning styles. The result showed that high visual and high sensing learning style has potential of using 3D visualization instruction.

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