scholarly journals Discovering Learning Style with Active Music Education Practices

2018 ◽  
Vol 13 (4) ◽  
pp. 562-576
Author(s):  
Kıvanç Aycan
Keyword(s):  
Learning Styles ◽  
Music Education ◽  
Learning Style ◽  
Test Data ◽  
Fine Arts ◽  
Structured Interview ◽  
Elementary Music ◽  
University Faculty ◽  
Negative Effects ◽  
Music Department

This study was carried out to investigate the relation between active music education methods and learning style (LS) preferences of Erciyes University, Faculty of Fine Arts, music department students. The aim of the research is to discover primarily the LSs of participants. A test used with the participants that consisting of three categories and 20 questions, and identified with visual, auditory, kinesthetic, tactile LSs that they used online, were applied. A structured interview form has been implemented to understand the test data in depth. The results imply participants indicated that if active music education methods are applied, they will be more dominant and will teach more easily. Students who indicated that they were a system that affected LSs expressed a system of disciplined, prescriptive and active music education methods or individual examples in their immediate surroundings. Students who indicated that they did not have an affected system indicated the negative effects of their environment.   Keywords: Elementary music, dun and dun learning styles, MAXQDA 11+.

scholarly journals A Study on Learning Styles of Individuals Receiving Vocational Music Education

2019 ◽  
Vol 7 (10) ◽  
pp. 108
Author(s):  
Koray Çelenk ◽  
Emrah Lehimler
Keyword(s):  
High School ◽  
Learning Styles ◽  
Music Education ◽  
Learning Style ◽  
Team Work ◽  
University Faculty ◽  
Learning Style Inventory ◽  
Class Level ◽  
Significant Difference ◽  
Visual Materials

The aim of this study is to examine the learning styles of the students who take vocational music education and to determine whether the learning styles differ according to gender, age, high school, university, faculty, and class level and instrument variables. This research is a descriptive study conducted in a survey model. In this context, the conceptual infrastructure has been formed by searching the literature, studies on learning styles have been examined and Kolb’s Learning Style Inventory III has been used as a data collection tool. The study group consists of 423 students who study in faculties and conservatories which give vocational music education of 9 universities in Turkey. The results show that the students receiving vocational music education are mostly in the “Diverger” category, while the distribution of students in the “Assimilator”, “Accommodator”, and “Converger” categories is less. In this study, it has been found that the learning styles of the students receiving vocational music education have not differred according to gender, age, university, faculty, and class level and instrument variables. A significant difference has been found in the high school variable. Basing on Kolb’s learning approach, it can be said that providing education in accordance with the students’ preferred instructional approaches (using question-answer, using metaphor, discussion, expression, team work, project preparation, using visual materials, conducting individual research, collecting information from mass media, organizing seminars, utilization from experts etc.) in Diverger and Assimilator categories will have a positive effect on the complete and meaningful learning of the students.

Prevalence of Learning Styles in Educational Psychology and Introduction to Education Textbooks: A Content Analysis

2019 ◽  
Vol 18 (3) ◽  
pp. 221-243 ◽  
Author(s):  
Steven R Wininger ◽  
Jenni L Redifer ◽  
Antony D Norman ◽  
Mary K Ryle
Keyword(s):  
Content Analysis ◽  
Learning Styles ◽  
Student Learning ◽  
Learning Style ◽  
Educational Psychology ◽  
Instructional Methods ◽  
Empirical Studies ◽  
Empirical Support ◽  
Future Research ◽  
Negative Effects

The role of learning styles in the classroom remains a heavily debated topic within education. Notable problems with using learning styles to inform classroom instruction include a lack of empirical support and potential negative effects on student learning and motivation. This content analysis focused on the presence and quantity of learning styles discussion in 20 texts commonly used in educator preparation programs (i.e., introduction to education and educational psychology texts); definitions, models, stances on usage, and recommendations for usage provided; and whether references cited in the texts were empirical studies. Eighty percent of the reviewed textbooks included a discussion of learning styles. Half of the textbooks defined learning style as a preference or approach, whereas the other half defined it as an individual style. Introduction to education texts tended toward a more positive stance on learning style usage whereas introduction to educational psychology texts exhibited a more neutral stance. A quarter of the textbooks recommended matching instructional methods to learning styles. Texts with higher numbers of both empirical and non-empirical references were more likely to describe learning styles in terms of how students prefer to gather information rather than as innate differences in information processing. Given that most textbooks did not recommend matching instructional methods to learning styles, future research should examine the source of the continued prevalence of teachers’ beliefs that student learning improves with the matching of learning styles to teaching approach.

scholarly journals Formal and informal learning situations or practices vs formal and informal ways of learning

2006 ◽  
Vol 23 (2) ◽  
pp. 135-145 ◽  
Author(s):  
Göran Folkestad
Keyword(s):  
Learning Styles ◽  
Music Education ◽  
Informal Learning ◽  
Learning Style ◽  
Music Pedagogy ◽  
Institutional Settings ◽  
Indigenous Music ◽  
Learning Practices ◽  
Formal And Informal Learning ◽  
The Relationship

During the last decade there has been an awakening interest in considering not only formalised learning situations within institutional settings, but also all the various forms of informal musical learning practices outside schools. Informal musical learning outside institutional settings has been shown to contribute to important knowledge and aspects of music education. In this article, I will examine research studies which in different ways focus on formal and informal learning situations and practices or formal and informal ways of learning. I will consider the relationship between music education as praxis (music pedagogy) and as research, and the relationship between these two facets of music education and the surrounding society. I will identify four different ways of using and defining formal and informal learning, respectively, either explicitly or implicitly, each one focusing on different aspects of learning: (i) the situation, (ii) learning style, (iii) ownership, and (iv) intentionality. Formal – informal should not be regarded as a dichotomy, but rather as the two poles of a continuum; in most learning situations, both these aspects of learning are in various degrees present and interacting. Music education researchers, in order to contribute to the attainment of a multiplicity of learning styles and a cultural diversity in music education, need to focus not only on the formal and informal musical learning in Western societies and cultures, but also to include the full global range of musical learning in popular, world and indigenous music in their studies.

scholarly journals Is Experiential Learning Possible with Active Music Education?*

2021 ◽  
Author(s):  
Kivanc Aycan
Keyword(s):  
Experiential Learning ◽  
Music Education ◽  
Learning Style ◽  
Elementary Music ◽  
General Music ◽  
Test Results ◽  
Movement Education ◽  
Education In Turkey ◽  
The Way

This study was designed to understand the effects of experiential learning style test on elementary music and movement education experiences of students. Despite the general music education in Turkey elementary music and movement, education was used. The students were expected to gain experience, by the way, perceiving the rhythm of the words, singing, dancing, and playing free and regular games. The rhythm studies similar to the prosody written according to the rules of classical Ottoman poetry were developed with the participants. And also the students interpreted the test results according to these experiences. At the end of the study, the rhythm studies similar to the prosody written according to the rules of classical Ottoman poetry were developed with the participants. While the rhythm of the syllables and words were studied by the applications and also the letters were provided with the correct accent and intonation during the syllables. The experiential learning style test was used to understand how the students affected their elementary music and movement education experiences. And also the students interpreted the test results according to these experiences.

scholarly journals The opinions of the preservice music teachers regarding the teaching of orchestra and chamber music courses during distance education process

2021 ◽  
Vol 16 (3) ◽  
pp. 1088-1096
Author(s):  
Gokhan Cagirgan
Keyword(s):  
Distance Education ◽  
Music Education ◽  
Chamber Music ◽  
Music Teachers ◽  
Fine Arts ◽  
Structured Interview ◽  
Study Data ◽  
Education Department ◽  
Technical Problems ◽  
Education Process

This study was carried out to determine the opinions of preservice music teachers on the processing and efficiency of Orchestra and Chamber Music courses which are based on collective playing and singing, among the online music teaching undergraduate courses conducted in the distance education process that started in Turkey in March 2020 due to the COVID-19 pandemic. The study group of the study consisted of 40 students studying at the 3rd and 4th grades in Mehmet Akif Ersoy University, Fine Arts Education Department, Music Education Department. In this study, the case study method which is one of the qualitative research methods, was used. The study data were collected online with a semi-structured interview form prepared by the researcher based on the literature and current researches, and were tabularized by evaluating with content analysis.  According to the results of the study, it was determined that the preservice music teachers thought that the Orchestra and Chamber Music courses were not suitable for distance education and were not taught efficiently, and partition playing and video merging techniques were used in their online courses. In addition, it was concluded that they thought that lesson teaching methods in distance education had no advantage and that the biggest disadvantage was the not being able to play music together. Preservice music teachers suggested that face-to-face education should be initiated in order to teach lessons more efficiently, or that courses should be taught by eliminating connection and technical problems on different online platforms that allow making music together.   Keywords: Distance Education, Music, Orchestra, Chamber Music

PERSEPSI GURU TERHADAP GAYA PEMBELAJARAN VAK DALAM MEMBANTU PELAJAR PERALIHAN MEMBACA DAN MENULIS (Teachers’ Perception on VAK Learning Style to Support Transition Students’ Reading and Writing Skills)

2021 ◽  
Vol 22 (1) ◽  
pp. 238-245
Author(s):  
MUHAMMAD ALEE SONG ◽  
NUR HATIQAH WAKANAN ◽  
LYDIAWATI W AKANAN
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Teacher Perception ◽  
Writing Skills ◽  
Structured Interview ◽  
Easy Access ◽  
Full Potential ◽  
Education Development ◽  
Reading And Writing ◽  
Teachers Perceptions

The Malaysian Education System aims to ensure that every student reaches their full potential, especially in literacy (reading and writing skills). In this regard, every student must master the Malay language in line with the requirements of the Malaysian Education Development Plan 2013 - 2025. Writing and reading is an important element in the development of students referring to the Malay language DSKP. These elements can be identified through easy access from increased decision performance as a result of an organized, systematic, and continuous learning process. This study aims to obtain teachers' perceptions of VAK learning style in helping students transition to reading and writing in a school in Puchong. This study uses a qualitative design by involving a total of 3 teachers with a structured interview method. The results of the study found that having a positive attitude towards VAK learning style and applying in PdPc transition class. The selection of learning styles that are appropriate to students' abilities is also important in optimizing the effectiveness of the reading and writing process. Keywords: Teacher perception; VAK learning styles; Transition students, Reading and writing

scholarly journals How Do Kastamonu University Education Faculty Fine Arts Education Department Music Education Department Students Use Their Smartphones?

2021 ◽  
Vol 11 (1) ◽  
pp. 1
Author(s):  
Mustafa Kabataş
Keyword(s):  
Music Education ◽  
Arts Education ◽  
Fine Arts ◽  
Field Education ◽  
University Education ◽  
Education Faculty ◽  
Education Department ◽  
Music Department ◽  
Questionnaire Method ◽  
Fine Arts Education

This work; Kastamonu University, Department of Fine Arts Education Faculty of Education was made to students in the Music Department in Turkey. The study is a descriptive field study and it was conducted with a questionnaire model. The study group of this study consists of all students of Kastamonu University Education Faculty Music Education Department. The aim of this study is to get an idea about the use of smart phones by music department students. In the study, a review was made of how music students use their smartphones. The questionnaire method was used to answer questions such as what kind of applications they use on smartphones and how much they benefit from the applications they use professionally. Research questions were asked which applications are the most popular for personal and school use, which applications are satisfied and which applications they are not satisfied with. The data obtained were presented in the form of a table and interpreted. It was concluded that the students used certain programs on their smartphones beneficial for their field education. The study is important because it contributes to researchers, field experts and similar studies.

scholarly journals A Comparison of the Multiple Intelligence Profiles of Trainee Music Teachers in Respect of Music Genre Preference

2021 ◽  
Vol 14 (7) ◽  
pp. 36
Author(s):  
Yuksel Pirgon
Keyword(s):  
Music Education ◽  
Normal Distribution ◽  
Music Teachers ◽  
Fine Arts ◽  
Structured Interview ◽  
Multiple Intelligence ◽  
Education Department ◽  
Significant Difference ◽  
Music Genre ◽  
Faculty Of Education

The aim of this study was to compare the multiple intelligence profiles of students in the Music Education Department of Necmettin Erbakan University, Ahmet Kelesoglu Faculty of Education, Department of Music Teaching of Fine Arts Department, in relation to the variable of music genre to which they preferred to listen. The data collection tool used in the research was the 80-item “Scale for the Evaluation of Multiple Intelligence Areas”, developed by Armstrong, and to obtain the relevant variables, a structured interview form was prepared. The scale was applied to 106 trainee music teachers. Conformity of the data obtained to normal distribution was assessed with the Kolmogorov-Smirnov test, and in the comparisons of multiple groups, the One Way ANOVA test was applied as the data showed normal distribution. The most general result that emerged was that there was a difference between the points of the multiple intelligence profiles that the students have developed according to the music genre to which they listen. A striking result was that there was a significant difference between all the intelligence profile points of the students who preferred to listen to rap/hip-hop music and those of the students who preferred other music types.

Learning styles of entrepreneurs in knowledge-intensive industries

2017 ◽  
Vol 23 (3) ◽  
pp. 446-464 ◽  
Author(s):  
Robert M. Gemmell
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Entrepreneurial Success ◽  
Negative Effects ◽  
Firm Level ◽  
Entrepreneurial Learning ◽  
Content Type ◽  
Entrepreneurial Performance ◽  
Learning Style Inventory ◽  
Knowledge Industry

Purpose The purpose of this paper is to explore whether there is a prevalent entrepreneurial learning style trait associated with successful knowledge industry entrepreneurial practice. Design/methodology/approach The paper reviews prior entrepreneurship studies utilizing experiential learning theory and examines the learning style preferences of 168 knowledge industry entrepreneurs to deduce a hypothesized entrepreneurial learning style. The entrepreneur participants’ Kolb Learning Style Inventory scores are modeled to explore causal links to individual and firm level entrepreneurial success. Findings Preference for the Kolb Active Experimentation (AE) learning mode over Reflective Observation (RO) predicts adoption of a key entrepreneurial innovation behavior and significant entrepreneurial performance benefits. In contrast to published theories, the RO learning mode exhibits surprising negative effects on entrepreneurial performance. Data analysis also reveals that 90 percent of sampled co-founder/partners had at least one partner with the hypothesized entrepreneurial style. Research limitations/implications The study fills a major research gap in entrepreneurial learning literature by identifying learning style traits associated with entrepreneurial success. The study findings can also be used by educators, practitioners and investors to help identify, appraise and develop entrepreneurial talent. Originality/value The study provides novel insights into the learning styles of practicing technology entrepreneurs by establishing a significant preference within this community for the AE and Concrete Experience learning modes. The study illustrates the negative effects of the RO learning mode which has previously linked to successful entrepreneurial practice.

scholarly journals Exploration of learning styles by applying data mining technologies

2014 ◽  
Vol 55 ◽  
Author(s):  
Danutė Kaklauskienė ◽  
Sigita Turskienė
Keyword(s):  
Data Mining ◽  
Distance Learning ◽  
Learning Styles ◽  
Data Base ◽  
Learning Style ◽  
Test Data ◽  
Research Data

The article deals with the possibilities to estimate students’ learning styles by applying data mining technologies and the methods suggested by the VARK learning styles model. Using the method of communication, the VARK learning style model in a chosen respondents’ set was estimated. This enables to formulate recommendations for an author of a distance learning course concerning possibilities of personalisation of a particular distance learning course. The concept-baseddata model was chosen to model the research data. The data of the designed e-test data base was processed by applying five stages of data mining.

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