scholarly journals Academic Procrastination in the Structure of Learning Activity Styles in Students

2018 ◽  
Vol 23 (4) ◽  
pp. 61-69 ◽  
Author(s):  
A.V. Miklyaeva ◽  
S.A. Bezgodova ◽  
S.V. Vasilyeva ◽  
P.V. Rumyantseva ◽  
N.V. Solntseva
Keyword(s):  
Learning Styles ◽  
University Education ◽  
Learning Activity ◽  
Academic Procrastination ◽  
Entire Sample ◽  
Student Behaviour ◽  
Psychological Structure ◽  
Different Types ◽  
Context Of Learning ◽  
Activity Organization

The paper focuses on one of the aspects of student behaviour, academic procrastination, in the context of learning activity organization. Since academic procrastination is highly prevalent in student environment, it can be assumed that its manifestations are stable characteristics of the individual’s learning activity style at the stage of university education. We present outcomes of a study that involved 449 students of different universities aged 17—23 and evaluated the indicators of learning activity styles with respect to academic procrastination. In this study we identify the psychological structure of the phenomenon, describing four types of academic procrastination and two ‘protection factors’. We outline the prevalence of different types of academic procrastination and different learning activity styles across the entire sample as well as across the subsamples of students of different universities. Also, we reveal two fundamentally opposite types of correlation between academic procrastination and learning styles (rs, p<0,01) that can be characterized as “Taking the risk of academic procrastination” and “Protecting oneself from academic procrastination”.

Multimedia Resources in an Online Course: Access and Usage with/Multimedijski resursi e-kolegija: pristup i upotreba s obzirom na osjetilni modalitet

2014 ◽  
Vol 16 ◽  
Author(s):  
Tomislava Lauc ◽  
Sanja Kišiček ◽  
Petra Bago
Keyword(s):  
Learning Styles ◽  
Multimedia Learning ◽  
Virtual Learning Environment ◽  
Learning Activity ◽  
Online Course ◽  
Course Content ◽  
Multimedia Resources ◽  
Perceptual Modality ◽  
Different Types ◽  
Research Findings

AbstractIn this paper we present a research on students perceptual modes and their learning activity with respect to use of multimedia learning resources in a virtual learning environment within an online course. The course content is offered in the form of lessons designed in the Moodle course management system. Lessons contain three different types of resources: textual, pictorial resources accompanied by text, and video resources. Considering the results of the VARK questionnaire, which labels the students learning styles, i.e. perceptual modes, as visual, aural, read/write and kinesthetic, we investigate the relation between the students perceptual modes and their learning activity regarding different types of resources. The results show that two out of three students are multimodal regarding their perceptual modality, and that students prefer pictorial resources accompanied by text. The research findings on learners preferences lead to more effective instructional design in an online learning environment.Key words: multimedia learning; perceptual modality; VARK.---SažetakU radu je prikazano istraživanje odnosa osjetilnog modaliteta i aktivnosti studenata s obzirom na odabir multimedijskih resursa e-kolegija. Sadržaj kolegija prezentiran je upotrebom lekcija izrađenih u sustavu za upravljanje nastavnim sadržajima Moodle. Lekcije sadrže tri tipa resursa: tekstualni, slikovno-tekstualni i video resurs. Upotrebom upitnika VARK utvrđeni su načini učenja utemeljeni na senzornom modalitetu (vizualni, auralni, tekstualni i kinestetički), zatim istraženi odnosi modaliteta studenata i aktivnosti s obzirom na odabir različitih multimedijskih resursa. Rezultati pokazuju da su dva od tri studenta multimodalni i da su u učenju skloni odabiru slikovno-tekstualnog resursa.Ključne riječi: multimedijsko učenje; osjetilni modalitet; VARK.

Faculty Development in Instructional Technology in the Context of Learning Styles and Institutional Barriers

2010 ◽  
pp. 1-38
Author(s):  
Robson Marinho
Keyword(s):  
Instructional Technology ◽  
Learning Styles ◽  
Learning Experience ◽  
The United States ◽  
Faculty Members ◽  
Institutional Barriers ◽  
North Carolina State University ◽  
Personal Approach ◽  
Context Of Learning ◽  
Academic Rewards

This chapter describes the within-case analysis of ten faculty members who agreed to share their learning experience and struggles in learning instructional technology. The case focuses on the in-depth description of each participant stressing their unique personal approach and learning styles, describing the main steps experienced and resources utilized by the participants during the learning process. It also highlights one dominant learning characteristic of each participant, which is compared with the participant’s result in the Index of Learning Styles Questionnaire of North Carolina State University, with potential implications for academic administrators in promoting the use of instructional technology by faculty members of diverse profiles. The case also discusses the institutional barriers faced by faculty members while learning how to use instructional technology at a public university in the United States. Three institutional barriers were a major concern for the participants: Time, rewards, and cost. One hundred percent of the participants agreed that providing more time—along with financial and academic rewards—is critical to supporting the learning and implementation of instructional technology.

Advancing Learning Through Virtual Worlds

2010 ◽  
pp. 556-572
Author(s):  
Steve Mahaley ◽  
Robin Teigland
Keyword(s):  
Higher Education ◽  
Learning Styles ◽  
Virtual Worlds ◽  
Second Life ◽  
Higher Education Institutions ◽  
Learning Activities ◽  
Learning Activity ◽  
Future Research ◽  
Implementation Challenges ◽  
Incoming Students

Higher education institutions and corporations are increasingly exploring new pedagogical methods to align with learning styles of incoming students and employees, who are amazingly adept at using Web 2.0 applications. This chapter explores the use of virtual worlds, in particular that of Second Life, in educational activities by organizations such as higher education institutions or corporations. We begin by introducing virtual worlds with a particular focus on Second Life. We then provide an overview of the benefits of this environment for learning activities before presenting a set of potential learning activities that can be conducted within Second Life. We then discuss an in-depth example of 3D teaming-one learning activity within Second Life conducted by the authors. After a discussion of implementation challenges, we then present areas for future research.

The Learning Style-Based Adaptive Learning System Architecture

2015 ◽  
Vol 5 (2) ◽  
pp. 1-10 ◽  
Author(s):  
Chyun-Chyi Chen ◽  
Po-Sheng Chiu ◽  
Yueh-Min Huang
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Adaptive Learning ◽  
System Architecture ◽  
Learning System ◽  
Learning Materials ◽  
Learning Path ◽  
Different Types ◽  
Learning System Architecture ◽  
Adaptive Learning System

In the current study of learning process that show learners will take a different way and use different types of learning resources in order to learning better. Any many researchers also agree that learning materials must be able to meet the various learning styles of learners. Therefore, let learners can effective to improve their learning, for different learning styles of learners should be given different types of learning materials. In this paper the authors propose a learner's learning style-based adaptive learning system architecture that is designed to help learners advance their on-line learning along an adaptive learning path. The investigation emphasizes the relationship of learning content to the learning style of each participant in adaptive learning. An adaptive learning rule was developed to identify how learners of different learning styles may associate those contents which have the higher probability of being useful to form an optimal learning path. In this adaptive learning system architecture, it will according to different learning styles given different types of learning materials and will according to learner's profile to adjust learner's learning style for providing suitable learning materials.

scholarly journals Learning Style Dimensions and Professional Characteristics of Academic Librarians

2015 ◽  
Vol 76 (4) ◽  
pp. 450-468
Author(s):  
Amanda Rinehart ◽  
Jennifer Sharkey ◽  
Chad Kahl
Keyword(s):  
Learning Styles ◽  
Interpersonal Communication ◽  
Learning Style ◽  
Staff Training ◽  
Teaching Styles ◽  
Academic Librarians ◽  
Professional Characteristics ◽  
Index Of Learning Styles ◽  
Different Types ◽  
Different Characteristics

Do librarians with different characteristics, such as type of work responsibilities or age, have different learning styles? The authors analyzed results from over 1,500 responses to a version of the Index of Learning Styles (ILS) questionnaire based on the Felder-Silverman Learning Styles model. This model consists of eight dimensions paired on four scales: Active/Reflective; Sensing/Intuitive; Visual/Verbal; and Sequential/Global. In addition to their scores on the ILS questionnaire, respondents were also asked about demographic and professional characteristics. Statistically significant differences in learning style scores were found to exist between librarians with different types of position responsibilities. In particular, for three out of four scales, catalogers have statistically different learning styles than other librarian groups. Recognition of different learning styles and thoughtful integration of appropriate teaching styles may improve workplace interpersonal communication, enhance professional development and staff training, and strengthen teaching.

Learning Styles: Impact on Knowledge and Confidence in Nursing Students in Simulation and Classroom

2016 ◽  
Vol 13 (1) ◽  
pp. 63-73 ◽  
Author(s):  
Jane D. Brannan ◽  
Anne White ◽  
Janice Long
Keyword(s):  
Nursing Students ◽  
Learning Styles ◽  
Student Learning ◽  
Learning Strategies ◽  
Nursing Student ◽  
Nursing Practice ◽  
Visual Sensing ◽  
Index Of Learning Styles ◽  
Context Of Learning ◽  
Student Learning Styles

AbstractNurse Educators must develop nursing curriculum with engaging learning strategies that promote the knowledge and confidence needed for safe, effective nursing practice. Faculty should explore new methods of teaching that consider how students learn. Studies have shown mixed results regarding student learning styles, academic achievement, and development of confidence in nursing practice. An experimental study using Felder and Soloman’s (2004). Index of learning styles instrument was conducted to examine nursing student learning styles and their impact on confidence and knowledge in traditional and high fidelity simulation settings. Findings revealed students were more likely to have active, visual, sensing, and sequential learning styles. Student confidence or knowledge did not significantly differ among the learning styles in either simulation or traditional classroom methods. Awareness of learning styles may aid faculty in adapting engaging teaching strategies. Further research is needed with larger samples to identify best approaches to enhance student learning within the context of learning styles.

scholarly journals Incorporating Kinesthetic Learning into University Classrooms: An Example from Management Information Systems

10.28945/4527 ◽  
2020 ◽  
Vol 19 ◽  
pp. 031-045
Author(s):  
Christopher B Califf
Keyword(s):  
Learning Styles ◽  
Undergraduate Students ◽  
Positive Impact ◽  
Business Community ◽  
Learning Activities ◽  
Learning Activity ◽  
Future Research ◽  
Kinesthetic Learning ◽  
Before And After ◽  
Learning Principles

Aim/Purpose: Students tend to learn best when an array of learning styles is used by instructors. The purpose of this paper is to add, to introduce, and to apply the concepts of kinesthetic learning and learning structures to university and STEM education. Background: The study applies the concept of kinesthetic learning and a learning structure called Think-Pair-Share to an experiential exercise about Moore’s Law in an introductory MIS classroom. The paper details the exercise and each of its components. Methodology: Students in two classes were asked to complete a short survey about their conceptual understanding of the course material before and after the experiential exercise. Contribution: The paper details the benefits of kinesthetic learning and learning structures and discusses how to apply these concepts through an experiential exercise used in an introductory MIS course. Findings: Results indicate that the kinesthetic learning activity had a positive impact on student learning outcomes. Recommendations for Practitioners: University educators can use this example to structure several other learning activities that apply kinesthetic learning principles. Recommendation for Researchers: Researchers can use this paper to study more about how to incorporate kinesthetic learning into education, and about teaching technology concepts to undergraduate students through kinesthetic learning. Impact on Society: The results of this study may be extremely beneficial for the university and STEM community and overall academic business community. Future Research: Researchers should consider longitudinal studies and other ways to incorporate kinesthetic learning activities into education.

scholarly journals Psychological Security of Psychology Students in the University Educational Environment in the Context of Distance Learning

2021 ◽  
Vol 38 ◽  
pp. 36-47
Author(s):  
E. A. Kedyarova ◽  
◽  
N. I. Cherneckaya ◽  
N. S. Kondrashova ◽  
K. S. Litvinenko ◽  
...  
Keyword(s):  
Distance Learning ◽  
Psychology Students ◽  
Educational Environment ◽  
University Education ◽  
Learning Activity ◽  
Psychological Violence ◽  
Face To Face ◽  
Cognitive Component ◽  
Education Environment ◽  
The University

The article presents the findings of the comparative study of the indices of psychological security of educational environment in the context of face-to-face and distance learning formats. The study has revealed the decrease in the level of resistance to psychological violence from teachers, and that of satisfaction with significant attributes of education environment during a distance learning period. It has been proved that psychology students demonstrate weakening of the learning activity significance and lack of face-to-face trustful communication with a teacher. Most differences have been revealed on the behavior component of the attitude towards university education environment: a positive attitude lessened, while a neutral one rose. The indices of the attitude towards education environment on the cognitive component were also high: a neutral level increased

scholarly journals Failsafe Education

1976 ◽  
Vol 6 (1) ◽  
pp. 29-49
Author(s):  
John Alan Lee
Keyword(s):  
High School ◽  
College Student ◽  
School System ◽  
University Education ◽  
False Consciousness ◽  
Student Behaviour ◽  
Academic Entrepreneurs ◽  
The Impact

A third ideal-typical normative pattern of mobility in education is added to Ralph Turner's classic models of contest and sponsored mobility. The salient characteristics of the new "Failsafe " model are illustrated from the Ontario high school system. The impact of the new normative pattern on university education is illustrated from the author's own college. Student behaviour ranging from increased cheating to increased petitioning is related to the failsafe norms. The failsafe system lacks important selective functions of the contest and sponsored models, and has produced an excess of graduates "with elite skills, for whom there are no elite stations". False consciousness of students as individual "academic entrepreneurs" has thus far prevented the experience of frustration at "overqualification" from becoming a class protest.

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