scholarly journals Utilization of Information Technology and Interest in Using and Learning Style on Readiness for Change of Leadership Training Participants in the State Administration Institution of Samarinda

2021 ◽  
Vol 8 (12) ◽  
pp. 370
Author(s):  
Djoko Setyadi ◽  
Ardi Paminto ◽  
Felisitas Defung ◽  
Doddy Adhimursandi
Keyword(s):  
Information Technology ◽  
Learning Styles ◽  
Learning Style ◽  
The State ◽  
Readiness For Change ◽  
Technology Learning ◽  
Face To Face ◽  
Technology And Learning ◽  
Administrative Institution ◽  
Face To Face Learning

This study aims to prove the effect of expectations using information technology, learning styles on interest in using information technology, and readiness for change in training for State Civil Apparatus at the State Administrative Institution (LAN) in Samarinda. The results of the analysis conclude from the data of 167 research samples using the WarpPLS program that expectations of using information technology and learning styles have a positive and significant effect on interest in using information technology, as well as expectations of using information technology and interest in using information technology on readiness for change. However, the learning style has a negative and significant effect on readiness for change. The results of this study conclude that the more you apply the conventional face-to-face learning style, the lower the readiness for change. conceptual material training is carried out online (online) while the practical one is carried out offline.

scholarly journals Information Technology Student’s Perception Toward E-Learning During Pandemic Covid-19

2021 ◽  
Vol 10 (5) ◽  
pp. 2971-2976
Keyword(s):  
Information Technology ◽  
Learning Styles ◽  
Negative Impact ◽  
Student Activities ◽  
Face To Face ◽  
The World ◽  
E Learning ◽  
Face To Face Learning ◽  
Item Scores ◽  
Technology And Communication

The outbreak of COVID-19 has had a significant impact on the educational system around the world. It prompted the closure of educational institutions, which had a negative impact on the student activities all over the world. COVID-19 required confinement and isolation due to its infectious nature thus imposed seclusion, which has a significant impact on lecturers and student’s personal interactions. The quantitative approach has been adopted and responses using the data that collected through online questionnaires from 200 students from Department of Information technology and Communication at Politeknik Ungku Omar. This research was conducted during August – September 2021 and the data were recorded in SPSS and analyzed using descriptive statistics. This study reveals that the most difficulties in e-Learning to adjust their learning styles and maintain focus. Moreover, students also most of the students have less motivation when learning online compared to face-to-face learning. The mean perceived in the differences of perceptions according to gender, household income and area of residence are also have significantly different. this study reveals that most students satisfied with the lecturer’s teaching delivery through online platform. This item scores the highest score mean among other items. Most students recommend reducing workload and providing longer assessment times to improve motivation in an e-Learning environment. By giving light on the perspective of diploma students, the findings of this study add to current studies on students' perspectives and preferences for e-Learning education

scholarly journals Implikasi Gaya Belajar dalam Desain Blended Learning

2018 ◽  
Author(s):  
Z Mawardi Effendi ◽  
Hansi Effendi ◽  
Hastria Effendi
Keyword(s):  
Online Learning ◽  
Learning Styles ◽  
Blended Learning ◽  
Learning Style ◽  
Learning Process ◽  
Visual Learning ◽  
State University ◽  
Auditory Learning ◽  
Face To Face ◽  
Face To Face Learning

Each student has their own learning style which can be one of the factors that will support their success in learning. In general, learning styles are divided into: visual, auditory, and kinesthetic. Some students categorized as visual, and others categorized as auditory or kinesthetic. Students tend to process information more quickly if the information obtained in accordance with their style. Lecturers should know the student's learning style so they can design an instruction that suits them. This study aimed to uncover the learning styles of students of Padang State University. The study of literature used to reveal the importance of learning styles to be considered in the blended learning process, both in face-to-face learning and online learning. The research found that 57% of students have a visual learning style, 27% have auditory learning style, and the rest have a kinesthetic learning style. These results may be better used as guidelines for lecturers to design blended learning.

Blended Learning in Teaching Technical Teacher Candidates With Various Types of Learning Styles

2021 ◽  
Vol 13 (3) ◽  
pp. 58-70
Author(s):  
Hamonangan Tambunan ◽  
Marsangkap Silitonga ◽  
Uli Basa Sidabutar
Keyword(s):  
Online Learning ◽  
Learning Styles ◽  
Blended Learning ◽  
Student Teachers ◽  
Learning Style ◽  
Teacher Candidates ◽  
Engineering Students ◽  
Learning Groups ◽  
Face To Face ◽  
Face To Face Learning

To compare the different impacts of the balance of face-to-face and online learning in blended learning, along with learning styles, an experiment was done using a 3x4 design consisting of three blended learning composition groups of 25% face-to-face and 75% online, an equal balance of face-to-face and online, and 75% face-to-face and 25% online. There were four learning style type groups of Diverger, Assimilator, Converger, and Accommodator. The population was student teachers in electrical engineering. Students of each style were randomly allocated to the three blended learning groups. It was found that both the blend of online and face-to-face learning and the types of learning styles affect competence outcomes significantly in some combinations.

scholarly journals Perceived Best Practices for Faculty Training in Distance Education

2014 ◽  
Vol 5 (1) ◽  
pp. 48-56
Author(s):  
Michael G. McVey
Keyword(s):  
Distance Education ◽  
Best Practices ◽  
Learning Styles ◽  
Student Learning ◽  
Learning Style ◽  
Online Teaching ◽  
Teaching Method ◽  
Perceived Learning ◽  
Face To Face ◽  
Significant Difference

Student learning style differences have been widely researched in both traditional face-to-face and online learning environments (Irani, Scherler & Harrington, 2003;Steinbronn, 2007; Williamson & Watson, 2007; Ugur, Akkoyunlu & Kurbanoglu, 2001). After conducting a literature review of adult student learning styles and teaching method analysis, it became apparent that there was not a significant difference in academic performance for students with differing learning styles whether they attended face-to-face or online classroom environments. What was not clearly indicated though, from the review of the literature, was what were the perceived best practices for online teaching from the perspective of experienced distance educators and whether the instructors' perceived learning style was incorporated in training programs to assist faculty to teach online. Thus, the purpose of this qualitative pilot study is to determine the perceived best practices to train faculty to teach in an online environment and how individual instructors' perceived learning style can be incorporated within best practices to foster competence on an individual instructor level. This study also analyzes faculty resistance to distance education and how transformative learning theory may play a role in overcoming this resistance.

scholarly journals The influences of teachers’ communicational style upon the learning style of high school students

2021 ◽  
Vol 8 (3) ◽  
pp. 104-113
Author(s):  
Ionela Roxana Urea
Keyword(s):  
High School ◽  
High School Students ◽  
Learning Styles ◽  
Learning Style ◽  
Online Teaching ◽  
Communication Style ◽  
Communication Analysis ◽  
School Students ◽  
Face To Face ◽  
Teaching Learning

This study, conducted over 2 years (2019–2020), aimed to highlight how teachers’ communication style influences the learning style of high school students. We used research methods of the S.C. Questionnaire (communication analysis), a questionnaire to identify students’ learning styles, and guidance interview structured on 10 items. Both questionnaires were administered according to GDPR rules. We also used IBM Statistical Package for the Social Sciences 25 for statistical data processing. The outcomes of this research are as follows: (a) it allows a better understanding of the teaching–learning process in high school students; (b) it highlights how the teacher’s communication style influences the learning style of high school students, in both face-to-face teaching activities and online teaching–learning activities; and (c) it highlights the methods that facilitate the analysed phenomenon.   Keywords: Teachers’ communication, style, student’s learning style, Influence, High school    

scholarly journals Arab and Malay Students’ Attitudes toward Statistics and Their Learning Styles: A Rasch Measurement Approach

2022 ◽  
Vol 2022 ◽  
pp. 1-10
Author(s):  
Aisha Fayomi ◽  
Zamalia Mahmud ◽  
Ali Algarni ◽  
Abdullah M. Almarashi
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Rasch Analysis ◽  
Face To Face ◽  
Attitudes Toward Learning ◽  
Arab Students ◽  
Attitudes Toward Statistics ◽  
Statistical Problems ◽  
Students Attitudes ◽  
Measurement Approach

Students’ learning of statistics has been studied from a variety of angles, and this study is no different. The main purpose is to compare the Malay and Arab students’ attitudes toward learning statistics and their learning styles in understanding statistics. A survey questionnaire and face-to-face interview techniques were used to elicit information from 150 students based on the cohort. They were asked about how they learn to solve statistical problems based on Kolb’s four learning cycles: feeling, reflective observation, thinking, and doing. Attitude responses were numerically recorded based on a five-point Likert scale, while preference for learning styles was recorded as 1 (Do and Feel) or 0 (Watch and Think). Both attitude and learning style data were combined and subjected to Rasch analysis. Results show that a majority of the Arab and Malay students have moderate to high positive attitude toward learning statistics. Generally, students from both cultures are classified as the “Accommodating” type with a preference for doing and feeling from the experience of doing statistical problems. Arab students are classified as the “Assimilating” type with a preference for thinking, reflecting, and learning from observation, while Malay students are classified as the “Converging” type with a preference for thinking and doing statistical exercises.

Investigating the Opportunities to Improve the Personalization of the Secondary School Education through the Use of ICT

2018 ◽  
Vol 1 (1) ◽  
Author(s):  
Tzoni Chotov ◽  
◽  
Donika Valcheva ◽  
◽  
◽  
...  
Keyword(s):  
Information Technology ◽  
Secondary School ◽  
Learning Styles ◽  
Learning Style ◽  
Individual Learning ◽  
School Education ◽  
Educational Technologies ◽  
Learning Materials ◽  
Secondary School Education ◽  
The Individual

The paper discusses the opportunities to improve the personalization of the education through the use of ICT. One approach to achieve this by providing appropriate learning materials, depending on the individual learning of each student is suggested. Two different theories for determining the individual learning styles are presented and the appropriate ICT educational technologies for each style are defined. Also an experiment with the 10th grade students at Georgi Karavelov Secondary School in Shivachevo, Sliven for defining their individual learning style was provided and the results are analyzed. In addition an investigation of the possibility to apply ICT educational technologies among the students from 9 to 12 grades in Information Technology at Georgi Karavelov Secondary School in Shivachevo is discussed.

scholarly journals Pengelolaan Pembelajaran melalui Blanded Learning dalam Meningkatkan Receptive Skill Peserta Didik di Pondok Pesantren

PALAPA ◽  
2018 ◽  
Vol 6 (2) ◽  
pp. 1-18
Author(s):  
Nur Hayati ◽  
Mualim Wijaya
Keyword(s):  
Information Technology ◽  
Online Learning ◽  
Rapid Development ◽  
Boarding School ◽  
Learning Model ◽  
Learning Models ◽  
Great Opportunity ◽  
Face To Face ◽  
Face To Face Learning ◽  
Learning Interest

This study discusses the management of learning through blanded learning in improving receptive skill of students in boarding school Bahrul Ulum Besuk Kidul, Besuk, Probolinggo. Arabic is now widely provided by using varied models and online learning media. However, the various learning models are still less relevant and efficient, which causes students to understand less ability receptive skill, especially on learning Arabic. The rapid development of information technology has provided a great opportunity for the development of online learning model on motivation or increase student learning interest. This study aims to produce a blended learning model, which is a combination of online learning model and face to face learning, which can improve the receptive skills of learners.

scholarly journals FLIP TEACHING IN PROMOTING ACTIVE STUDENT LEARNING

2016 ◽  
Vol 4 (8(SE)) ◽  
pp. 40-44
Author(s):  
Ligi B ◽  
B. William Dharma Raja
Keyword(s):  
Student Learning ◽  
Learning Style ◽  
Teaching Method ◽  
Lessons Learned ◽  
Traditional Classroom ◽  
Paper Briefly ◽  
Face To Face ◽  
The Past ◽  
Face To Face Learning ◽  
Use Of Internet

During the past decade, the teachers in the schools have increased their use of Internet based content and resources in their classrooms. This paper briefly explains about a new teaching method known as flip teaching (FT) where students can adjust some features according to their preferences and learning style, which also supports to educate the children in a active learning(AL) environment. The system is capable of assisting children which can make them engage in learning activities successfully. This environment enables monitoring students’ progress, total time students have spent in the system, their activity on the class, the overall achievements in lessons learned, tests performed and solutions to given projects which helps in active student learning. Personalized assistance that teacher provides in a traditional classroom is not easy to implement. FT is booming as the education becomes more demand-focused. Also, this method suggests ways to bridge the gaps between students and instructors and students and their peers, which are typical of online learning and face-to-face learning.

Sign in / Sign up

Export Citation Format

Share Document