scholarly journals Hands-on Learning In STEM: Revisiting Educational Robotics as a Learning Style Precursor

2020 ◽  
Vol 10 (1) ◽  
pp. 649-657
Author(s):  
Cucuk Budiyanto ◽  
Regina Nur Fitriyaningsih ◽  
Faiz Kamal ◽  
Rosihan Ariyuana ◽  
Agus Efendi
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Learning Experience ◽  
Case Study Research ◽  
Learning Performance ◽  
Educational Robotics ◽  
Case Research ◽  
Hands On ◽  
Hands On Learning

AbstractThe importance of learning style in student’s learning performance has been gaining scholar’s attention since it was coined in the early 70s. Atmatzidou’s robotics procedure of a five-stages robotic activities was deployed in the research. This study adopts a case study research design for gathering and analyzing data as the case research allows the exploration of unforeseen phenomena and offers insights into the interdependencies among components revealed in the study. This research introduces the use of Lego Mindstorm as the mean of pro-filing a student’s behavioral patterns. Student’s behavior patterns, then, mapped into radar charts to present the extent of both Kolb and science, technology, engineering, and math (STEM)’s profile of student’s learning style categories. The paper contributes to theory by extending Kolb’s Learning Style instrument by mapping the pattern of learning styles identified in the research and exploring students learning experience. Dominant four-domain-indicators captured during the activities characterize Students’ learning profiles. While the Kolb Learning Style and its instrument are considered classic in hands-on literature, the use of educational robotics to elaborate students’ learning style is novel in the literature that may affect the delivery of non-technology subjects in the curricula.

scholarly journals ANALISIS GAYA BELAJAR SISWA DISLEKSIA

2020 ◽  
Vol 3 (1) ◽  
pp. 69-74
Author(s):  
Fitri Siti Sundari ◽  
Cicih Handayani
Keyword(s):  
Physical Activity ◽  
Elementary School ◽  
Learning Styles ◽  
Learning Style ◽  
Case Study Research ◽  
Kinesthetic Learning ◽  
Data Validity ◽  
Academic Year ◽  
Dyslexic Students

ANALYSIS OF LEARNING STYLE OF DYSLEXIAThis research applies case study research with a qualitative approach. The purpose of this study was to describe the findings on the learning styles of dyslexic students in Dago State Elementary School, Bogor Regency, 2018/2019. The subject of this study was one of the students who came from Dago State Elementary School, Bogor Regency, 2018/2019 academic year. This research was conducted in the odd semester of the 2018/2019 academic year. The procedure for collecting data and recording data is carried out through observation, interviews, and documentation. Data analysis techniques are carried out by the stage of data reduction, data presentation, and verification (conclusion drawing). The researcher uses credibility, transferability, dependability, and confirmability tests to obtain data validity. The results showed that the learning styles of dyslexic students at SDN Negeri Dago 02 showed kinesthetic learning styles, learning processes that required a lot of movement or physical activity. Based on the results of the study it can be concluded that dyslexia students have a kinesthetic learning style, during the learning process in the Rendi class it is easier to understand or capture lessons with activities or activities that involve a lot of motion or physical activity.

scholarly journals Tongue Twister, Students’ Pronunciation Ability, and Learning Styles

2017 ◽  
Author(s):  
Arab World English Journal ◽  
Fatchul Mu’in ◽  
Rosyi Amrina ◽  
Rizky Amelia
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Learning Experience ◽  
Reflective Learning ◽  
Control Group ◽  
First Year ◽  
Significant Difference ◽  
English Major ◽  
Tongue Twister ◽  
Teaching Pronunciation

In EFL context, considering appropriate technique in teaching pronunciation is a pivotal issue since it could help students to learn how to pronounce English sounds easy. This study aimed to investigate the effect of tongue twister technique on pronunciation ability of students across different learning styles. This study involved 34 first-year English major students taking Intensive English course at Universitas Lambung Mangkurat, one of leading universities in Indonesia. The students in the experimental group were taught by using tongue twister, while those in the control group were taught by using repetition technique. The students were also grouped based on two types of learning styles, namely active and reflective learning styles referring to Felder and Silverman’s (1988) learning style model. The findings of the study showed that there was no significant difference in pronunciation ability between the groups. No significant difference was either found in pronunciation ability between students with active learning style and those with reflective learning style. In spite of the insignificant results, tongue twister is considered beneficial by the students as they perceived that practicing tongue twisters cultivated joyful learning and it helped them to improve their pronunciation, fluency, and motivation in learning English pronunciation. Tongue twister practice could complement the use of repetition technique to enhance students’ learning experience and learning outcome.

The Learning Style of Gamers

2018 ◽  
pp. 106-129
Author(s):  
Francisco Jurado ◽  
Pilar Rodriguez
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Learning Process ◽  
Experimental Analysis ◽  
User Profile ◽  
Learning Performance ◽  
Learning Methods ◽  
Interesting Approach ◽  
Teaching Learning

The use of gamification has shown to be an interesting approach to engage users in MOOCs. In this context, different game strategies, elements, and mechanics are applied to help to improve the teaching/learning process. When designing teaching/learning methods, teachers must take into account both gamification techniques and learning styles in order to encourage students and to improve their learning performance, respectively. However, while applying gamification and at the same time keep taking into account the corresponding learning styles, we may find some kinds of incompatibilities. Thus, what this chapter covers is the conducted experimental analysis aimed at exploring the viability of merging gamer's profiles and learning styles in a single multidimensional user profile. The obtained results expose that, with this approach, we are able to identify groups of students so that, while designing teaching/learning methods, we can take into account both learning styles to improve the learning performance and gamification techniques to motivate and encourage the student.

Integrating Educational Robotics to Enhance Learning for Gifted and Talented Students

2015 ◽  
pp. 1467-1495
Author(s):  
Amy Eguchi
Keyword(s):  
Learning Environment ◽  
21St Century ◽  
Gifted And Talented ◽  
Educational Robotics ◽  
Learning Tool ◽  
Us Economy ◽  
Hands On ◽  
Hands On Learning ◽  
Talented Students ◽  
Robotics In Education

Using educational robotics as a learning tool fosters gifted and talented students' learning, helping to instill the qualities necessary for them to be successful 21st century citizens and innovators who can profoundly affect the future US economy. Educational robotics provides a stimulating hands-on learning environment in which students constantly encounter problems that trigger inquiries, inspiring them to develop new solutions, test them out using the physical robots, and reiterate the process until they successfully solve the problems. Although educational robotics is considered “the most perfect instructional approach currently available” (Gura, 2013, para. 2), just bringing the tool into a classroom does not necessarily create the learning transformation that we wish to witness. The chapter presents the theories behind ideal Robotics in Education (RiE) approaches, introducing tips to ensure effective student learning and to maximize the potential of able students to display giftedness.

A Model for an Adaptive Hypermedia Learning System Based on Data Mining Technique

2017 ◽  
pp. 65-85
Author(s):  
Mahnane Lamia ◽  
Mohamed Hafidi
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Personal Characteristics ◽  
Learning Objects ◽  
Learning System ◽  
Learning Performance ◽  
Adaptive Hypermedia ◽  
Data Mining Technique ◽  
Pedagogical Strategies ◽  
Hypermedia Learning

Since the learning style of each learner is different. Adaptive hypermedia learning system (AHLS) must fit different learner's needs. A number of AHLS have been developed to support learning styles as a source for adaptation. However, these systems suffer from several problems, namely: less attention was paid to the relationship between learning styles and learning performance. This paper proposes an AHLS model based on learning styles and learning performance. On one hand, the developed prototype will assist a learner in accessing and using learning resources which are adapted according to his/her personal characteristics (in this case his/her learning style and level of knowledge). On the other hand, it will facilitate the learning content teacher in the creation of appropriate learning objects and their application to suitable pedagogical strategies.

scholarly journals A CASE STUDY ON BLENDED LEARNING IN ENGINEERING EDUCATION

2017 ◽  
Author(s):  
Jeffrey Harris ◽  
Charles Park
Keyword(s):  
Blended Learning ◽  
Flipped Classroom ◽  
Lessons Learned ◽  
Learning Problem ◽  
Thermal Energy Conversion ◽  
Classroom Space ◽  
Online Lectures ◽  
Hands On ◽  
Hands On Learning

This paper explores a case study of implementing blended learning in a third-year engineering course. In “Mechanical and Thermal Energy Conversion Processes”, blended learning was implemented by flipping the classroom (i.e. reversing the roles of lectures and homework) for selected units of the course. While flipping an entire course can be a significant undertaking, it can be much easier to take a blended approach and only flip lectures on selected topics. Many studies on flipped classroom learning have focused on the production of online lectures and active learning methods; often these case studies have overlooked the mechanisms to bring homework into the classroom. In this case study, homework was adapted into a variety of in-class activities, composed of hands-on learning, problem solving, and classroom discussions. In addition, a variety of classroom space types were used to conduct these activities. In this paper, the successes, challenges, and lessons learned for each type of activity and classroom space are discussed. Strategies for student engagement and acceptance of blended learning are also discussed.

scholarly journals PowerPoint presentation in learning physiology by undergraduates with different learning styles

2015 ◽  
Vol 39 (4) ◽  
pp. 367-371 ◽  
Author(s):  
Roopa B. Ankad ◽  
Shashikala GV ◽  
Anita Herur ◽  
Manjula R ◽  
Surekharani Chinagudi ◽  
...  
Keyword(s):  
Sex Differences ◽  
Learning Styles ◽  
Student Performance ◽  
Learning Style ◽  
Research Question ◽  
Sensory Modality ◽  
Learning Performance ◽  
Learning Style Preferences ◽  
Advantages And Disadvantages ◽  
Style Preferences

PowerPoint presentations (PPTs) have become routine in medical colleges because of their flexible and varied presentation capabilities. Research indicates that students prefer PPTs over the chalk-and-talk method, and there is a lot of debate over advantages and disadvantages of PPTs. However, there is no clear evidence that PPTs improve student learning/performance. Furthermore, there are a variety of learning styles with sex differences in classrooms. It is the responsibility of teacher/facilitator and student to be aware of learning style preferences to improve learning. The present study asked the following research question: do PPTs equally affect the learning of students with different learning styles in a mixed sex classroom? After we assessed students' predominant learning style according to the sensory modality that one most prefers to use when learning, a test was conducted before and after a PPT to assess student performance. The results were analyzed using Student's t-test and ANOVA with a Bonferroni post hoc test. A z-test showed no sex differences in preferred learning styles. There was significant increase in posttest performance compared with that of the pretest in all types of learners of both sexes. There was also a nonsignificant relationship among sex, learning style, and performance after the PPT. A PPT is equally effective for students with different learning style preferences and supports mixed sex classrooms.

scholarly journals TEACHING THE FUNDAMENTALS OF CIVIL ENGINEERING MATERIALS THROUGH EXPERIENTIAL LEARNING

2017 ◽  
Author(s):  
Joshua Woods ◽  
Natalie Mazur ◽  
John Gales
Keyword(s):  
Experiential Learning ◽  
Environmental Sustainability ◽  
Civil Engineering ◽  
Experimental Testing ◽  
Learning Experience ◽  
Reinforced Concrete Beam ◽  
Learning Activity ◽  
Hands On ◽  
Hands On Learning ◽  
Engineering Materials

This study presents an overview of a civil engineering materials course curriculum at Carleton University developed by the authors. The curriculum aims to move away from traditional civil engineering materials courses, which focus heavily on concepts related to material science, and instead concentrate on concepts that are more relevant to today’s practicing civil engineers. The rationale, application, and analysis of the integration of these concepts through an advanced application of case-based and experiential learning is discussed. Central to this new course curriculum is a hands-on experiential learning activity on the construction and experimental testing of reinforced concrete beam specimens in lab sections of approximately 25 students. The goal of the lab is to provide students with a hands-on learning experience and use this as a tool to cover advanced topics related to civil engineering; for example, environmental sustainability and resilience. The assessment of the students’ understanding of the concepts taught in class were performed through the use of an anonymous questionnaire distributed at the end of the course and through traditional examination and assignments. Results of the survey were compared between classes who engaged in the advanced experiential learning laboratory and those who did not. The results demonstrate that after introducing experiential learning into the course curriculum, students were more likely to form an educated opinion on the potential sustainability of a material. Experiential learning is shown to be a valuable tool for engineering education that, when used efficiently, can seamlessly incorporate newly emerging engineering concepts to ensure that graduating students are equipped with the knowledge and tools they require to be competitive in the job market. The relation of the course to contemporary accreditation of Graduate attributes is discussed at length along with critical information regarding the effectiveness of balancing student engagement in STEM subjects.

Innovative, creative VARK learning styles improvement strategies

2018 ◽  
Vol 8 (3) ◽  
pp. 87-93
Author(s):  
Ezzat Tabatabei
Keyword(s):  
Learning Styles ◽  
Learning Outcomes ◽  
Learning Style ◽  
Learning Experience ◽  
Real Life ◽  
Self Disclosure ◽  
Knowledge And Skills ◽  
Improvement Strategies ◽  
Significant Research ◽  
Mental Abilities

Learning styles are different ways of understanding information. There are a lot of models and theories about learning styles one of which is the learning styles of VARK_ Visual, Audio, Read/Write, Kinaesthetic. Learners may have diverse mental abilities, affective orientations, motivations, and perseverance, but they can all use productive creative strategies. Also, significant research indicates that student self-disclosure plays an important role in the learning experience and producing positive learning outcomes. If student’s self-disclosure is based on their learning style, best results can be achieved. The main purpose of this article is to explain a scheme for improving the process of learning. In deeper learning uses their knowledge and skills in a way that prepare students for real life. So student self-disclosure with using senses according to VARK learning style leads to a deeper learning.   Key words: learning styles VARK; self-disclosure; deeper learning; learning style

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