Matching Learning Style and Instructional Strategy: An Application of the Person-Environment Interaction Paradigm

1993 ◽  
Vol 76 (1) ◽  
pp. 63-79 ◽  
Author(s):  
John Hayes ◽  
Christopher W. Allinson
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Interaction Effect ◽  
Instructional Strategy ◽  
Education And Training ◽  
The Other ◽  
Environment Interaction ◽  
And Training

There is a widely held view that matching learning style and instructional strategy can improve the effectiveness of education and training. This paper is a review of 17 studies, drawn from a variety of educational contexts, which investigate the interaction effect of learning style and instructional strategy. Ten studies provide support for the proposition that instructional strategy will be differentially effective for students with different learning styles. Three factors which might have contributed to the lack of support associated with the other seven studies are discussed.

THE EFFECT BETWEEN COOPERATIVE LERANING AND LEARNING STYLE OF THE GERMANY WRITTING OUTCOM

Jurnal KATA ◽  
2017 ◽  
Vol 1 (2) ◽  
pp. 172
Author(s):  
Fauzan Adhima
Keyword(s):  
Data Analysis ◽  
Cooperative Learning ◽  
Learning Styles ◽  
Factorial Design ◽  
Learning Style ◽  
Interaction Effect ◽  
Empirical Data ◽  
Visual Learning ◽  
Design Data ◽  
Auditory Learning

<p><em>The aim of the study is to reveal the empirical data about the effect of cooperative learning and learning styles on the outcome of germany writting of SMA Negeri 42 Jakarta. The methodology used is the experimental method with a 2x2 factorial design. Data analysis performed by using two way variance analysis. The findings of the study demonstrated: 1)   The teaching cooperative leraning type STAD was higher than students who take cooperative leraning type Pair Cheks teaching. 2) The visual learning style was higher than students who have auditory learning style. 3) The students who take the teaching  cooperative leraning type Pair Cheks and have a visual learning style higher than students who take cooperative leraning type STAD and have a visual learning style . 4) The cooperative leraning type STAD and auditory learning style is higher than  cooperative leraning type Pair Cheks and have auditory learning styles. 5) The teaching cooperative leraning type STAD and have a auditory learning style was higher than the teaching cooperative leraning type STAD and have visual learning styles. 6) The cooperative leraning type Pair Cheks and have a visual learning style is higher than cooperative leraning type Pair Cheks and have auditory learning styles. 7) There is an interaction effect between  cooperative leraning  and learning style of the germany writting outcome.</em></p><p><em><br /></em></p><p> </p><p>Tujuan dari penelitian ini adalah untuk mengetahui pengaruh pembelajaran kooperatif (tipe STAD dan tipe <em>Pair Cheks</em>) dan gaya belajar (visual dan auditori) terhadap keterampilan menulis bahasa Jerman Siswa SMA N 42 Jakarta. Penelitian ini merupakan penelitian kuantitatif dengan metode eksperimen menggunakan desain faktorial 2 X 2. Pengukuran keterampilan menulis bahasa Jerman menggunakan tes tulis sedangkan gaya belajar menggunakan kuesioner. Teknik analisis data dalam penelitian ini adalah teknkik analisis variansi (ANAVA) 2 jalur dan dilanjutkan dengan uji Tuckey untuk melihat interaksi antar kelompok.  Hasil penelitian menunjukan bahwa: (1) keterampilan menulis tipe STAD lebih baik dari pada tipe <em>Pair Cheks</em>, (2) gaya belajar visual lebih baik dari auditori, (3) gaya belajar auditori lebih baik menggunakan pembelajaran kooperatif tipe STAD dari pada tipe <em>Pair Cheks</em>, (4) keterampilan menulis bahasa Jerman kelompok siswa yang memiliki gaya belajar visual lebih baik menggunakan pembelajaran kooperatif tipe <em>Pair Cheks</em> dari pada tipe STAD, (5) Belajar dengan pembelajaran kooperatif tipe STAD lebih baik diterapkan pada siswa yang memiliki gaya belajar auditori dari pada gaya belajar visual, (6) belajar dengan pembelajaran kooperatif tipe <em>Pair Cheks</em> lebih baik diterapkan pada siswa yang memiliki gaya belajar visual dari pada auditori, dan (7) terdapat pengaruh interaksi antara pembelajaran kooperatif dan gaya belajar terhadap keterampilan menulis bahasa Jerman.</p><p>Tujuan dari penelitian ini adalah untuk mengetahui pengaruh pembelajaran kooperatif (tipe STAD dan tipe <em>Pair Cheks</em>) dan gaya belajar (visual dan auditori) terhadap keterampilan menulis bahasa Jerman Siswa SMA N 42 Jakarta. Penelitian ini merupakan penelitian kuantitatif dengan metode eksperimen menggunakan desain faktorial 2 X 2. Pengukuran keterampilan menulis bahasa Jerman menggunakan tes tulis sedangkan gaya belajar menggunakan kuesioner. Teknik analisis data dalam penelitian ini adalah teknkik analisis variansi (ANAVA) 2 jalur dan dilanjutkan dengan uji Tuckey untuk melihat interaksi antar kelompok.  Hasil penelitian menunjukan bahwa: (1) keterampilan menulis tipe STAD lebih baik dari pada tipe <em>Pair Cheks</em>, (2) gaya belajar visual lebih baik dari auditori, (3) gaya belajar auditori lebih baik menggunakan pembelajaran kooperatif tipe STAD dari pada tipe <em>Pair Cheks</em>, (4) keterampilan menulis bahasa Jerman kelompok siswa yang memiliki gaya belajar visual lebih baik menggunakan pembelajaran kooperatif tipe <em>Pair Cheks</em> dari pada tipe STAD, (5) Belajar dengan pembelajaran kooperatif tipe STAD lebih baik diterapkan pada siswa yang memiliki gaya belajar auditori dari pada gaya belajar visual, (6) belajar dengan pembelajaran kooperatif tipe <em>Pair Cheks</em> lebih baik diterapkan pada siswa yang memiliki gaya belajar visual dari pada auditori, dan (7) terdapat pengaruh interaksi antara pembelajaran kooperatif dan gaya belajar terhadap keterampilan menulis bahasa Jerman.</p>

Visual-Based Resources for Teaching

2010 ◽  
pp. 112-121
Author(s):  
Lawrence A. Tomei
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Web Sites ◽  
Instructional Strategy ◽  
Visual Media ◽  
Individual Learning ◽  
Instructional Materials ◽  
Multimedia Environment ◽  
Power Point ◽  
Slide Shows

Research has found that students learn better when they rely on the instructional strategy best suited to their own particular learning style (Fitzsimmons, 1996). While concrete learners depend on the text-based workbook for reinforcement, abstract learners find visual media more to their liking. Microsoft Power Point creates presentations suitable for the classroom by offering a multimedia environment for concepts and ideas important for understanding. It provides a suite of tools to create powerful slide shows incorporating bulleted lists and numbered text; multimedia clip art, pictures, sounds, and movies; links to teacher-validated web sites, programs, and documents; colorful charts and graphs; and, a choice of output options tailored to individual learning styles. Power Point offers an extensive fare of commands, options, and menus. With the advanced features of auto content wizard, hyperlinks, and printing alternatives, it also provides an array of all the tools necessary to build truly exciting and interactive instructional materials.

The Second Century Papers: Looking Ahead in Aeronautics—15

1969 ◽  
Vol 73 (698) ◽  
pp. 91-100
Author(s):  
Joseph Black
Keyword(s):  
Technological Progress ◽  
Education And Training ◽  
Second Century ◽  
The Other ◽  
The Individual ◽  
Point Of Intersection ◽  
And Training

“Man's curiosity searches past and future And clings to that dimension. But to apprehend The point of intersection of the timeless With time, is an occupation for the saint.” The Dry Salvages—T. S. Eliot Why include the topic of education and training, it could be asked, in a series devoted to predicting ahead to the Second Century of the Society. It is obvious that in the other fields covered there is bound to be great technological progress but men, it might be thought, will teach, and learn, and study much as they do today, and as they did yesterday. Thus we could advise our student engineer that “the acquirements which are necessary to enable the individual to distinguish himself, or even to practise his profession with a moderate chance of success are partly abstract and theoretical, and partly experimental or practical.

scholarly journals When are nursing students on clinical placements ready to expand their learning repertoire?

2018 ◽  
Vol 8 (6) ◽  
pp. 10
Author(s):  
Marlene Holmberg ◽  
Bente K. Stisen ◽  
Sarah M. Grau ◽  
Kirsten Nielsen
Keyword(s):  
Nursing Students ◽  
Learning Styles ◽  
Learning Style ◽  
Baccalaureate Nursing ◽  
Baccalaureate Nursing Students ◽  
The Other ◽  
Clinical Placements ◽  
The Third ◽  
New Learning ◽  
Learning Research

Learning styles indicate an individual’s preferred way of learning. Research suggests that it is important for students on clinical placements to begin the learning process with the preferred learning style and subsequently develop their ability to use other styles and become more balanced learners. What is unknown is when baccalaureate nursing students are ready to develop the other learning styles, and what facilitates such an expansion in their learning style repertoire? This is important, because students need to develop the abilities to learn both by acting and by deepen their knowledge of theory to meet the requirements of the nursing profession. An American study found that operating room students felt confident to adopt new learning styles by the third week of clinical placements. No studies to date have retrieved a similar pattern of readiness to expand learning style repertoire among nursing students. Therefore, the aim of this study was to investigate when students are ready to expand their learning style repertoire in a Baccalaureate Nursing Programme and to investigate the factors that influence such an expansion. Data were generated through participant observations and interviews. The findings indicated that students were ready in different weeks, and that interaction with nurses, the context, and the type of ward in the clinical placement were crucial factors for students to be able to expand their repertoire. The conclusion was that both students and preceptors need to be ready before students can adopt and develop other learning styles.

scholarly journals THE STYLE USED BY STUDENTS IN LEARNING VOCABULARY

2018 ◽  
Vol 4 (2) ◽  
pp. 62
Author(s):  
Fithria Ulfani Yuliatin
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Qualitative Data ◽  
Visual Learning ◽  
The Other ◽  
Applied Learning ◽  
Descriptive Data ◽  
Qualitative Descriptive ◽  
Student Learning Style ◽  
Mastery Criteria

The purpose of this study is to describe the application of Learning Styles in the vocabulary used by students of SMAN 1 Sakra Timur. To know the percentage of student learning style in vocabulary. Students of grade 2 IPA 1 are less in applied learning styles, students are more sitting and silent, whether they understand what is described or not. In keeping the results of research, conducted data collection using qualitative descriptive. Data obtained from the results of vocabulary and questionnaire tests. On the other hand, the qualitative data comes from student observations as well. Then the data can be seen that students have problems with the vocabulary, from 37 students who are able to achieve it consists of 15 students (40%) able to achieve the Minimum Mastery Criteria with qualifications consisting of 5 students (14%) to Prima, 9 students (24% to Very good, and 10 students (27%) became good, while there were 13 students (35%) who were unable to achieve minimum mastery with poor or failing qualifications. For percentage of learning style preferred by students to learn to use visual learning style, (89%) SS, 3 (8%) S, 1 (2%) TT and nobody chose disagree and strongly disagree. In addition, from the observation, Students are less active to respond to lessons taught due to lack of force learning applied by the teacher.

scholarly journals Analisis Implementasi Pelayanan Pada Penyelenggaraan Diklat Di Ppsdma (Studi Kasus Pada Diklat Teknis Pelaksana I Tahun 2018 di Bandung dan Cisolok)

2021 ◽  
Vol 3 (1) ◽  
pp. 13-20
Author(s):  
Ganjar Hermadi
Keyword(s):  
Research Method ◽  
Education And Training ◽  
The Other ◽  
The Future ◽  
Qualitative Descriptive ◽  
Descriptive Approach ◽  
The One ◽  
Training Services ◽  
And Training

Implementation of services, especially in education and training services has not run optimally. Especially if the training is held in two different locations, Bandung and Cisolok. The purpose of this study is to analyze the implementation of education and training services in Diklat Teknis Pelaksana I (TP I) in 2018 held in Bandung and Cisolok, Sukabumi. The research method uses a qualitative descriptive approach based on the author's observations as one of the instructors in the training and analysis of the results of the evaluation of the training implementation and an interview. The informant is the one of the training officer that involved at Diklat TP I. The expected results of the study are recommendations for better implementation of Diklat TP I in the future and the implementation of education and training in the PPSDMA in general. The other expected results of this study is to be a reference for the implementation of training that is more optimal in accordance with the services applicable in PPSDMA. ABSTRAKImplementasi pelayanan, khususnya pada pelayanan diklat belum berjalan secara optimal. Terlebih jika penyelenggaraan diklat dilaksanakan didua lokasi yang berbeda Bandung dan Cisolok. Tujuan penelitian ini adalah menganalisa implementasi pelayanan diklat pada Diklat Teknis Pelaksana I (TP I) pada 2018 di Bandung dan Cisolok, Sukabumi. Metode penelitian menggunakan pendekatan deskriptif kualitatif berdasarkan pengamatan penulis sebagai salah satu pengajar pada diklat tersebut dan analisis data hasil evaluasi penyelenggaraan diklat serta wawancara. Informan penelitian adalah salah satu petugas di bidang penyelenggaraan diklat yang terlibat pada Diklat TP I. Hasil yang diharapkan dari penelitian ini adalah rekomendasi untuk pelaksanaan Diklat TP I yang lebih baik di masa depan dan penyelenggaraan diklat di PPSDMA secara umum. Hasil lain yang diharapkan adalah penelitian ini bisa menjadi referensi untuk pelaksanaan pelatihan yang lebih optimal sesuai dengan pelayanan yang berlaku di PPSDMA.

scholarly journals International Curriculum Comparison in Vocational Education and Training: A Collaborative Development of an Analysis Instrument

2021 ◽  
Vol 8 (4) ◽  
pp. 16-43
Author(s):  
Pujun Chen ◽  
Anastasia Goncharova ◽  
Matthias Pilz ◽  
Dietmar Frommberger ◽  
Junmin Li ◽  
...  
Keyword(s):  
Vocational Education ◽  
Comparative Research ◽  
Education And Training ◽  
Research Process ◽  
The Other ◽  
Vocational Education And Training ◽  
International Team ◽  
Other Hand ◽  
Analysis Instrument ◽  
And Training

Context: International comparative research on Vocational Education and Training (VET) is gaining importance, as global cooperation and mutual learning in VET grows.  However, it is characterized by a high degree of complexity, due on one hand, to the heterogeneity of the VET sector, and on the other hand to the unique challenges of international comparisons.  In addition, comparative research projects are increasingly conducted in the form of cross-border collaborations, which have their own particular organizational and methodological considerations, opportunities, and challenges. This paper presents an example of a cooperative research process, aimed at investigating the complex phenomenon of the competence-based approach in Russian and Chinese VET. In providing an example of developing an instrument for curriculum analysis and comparison, we discuss and reflect on the methodological and organizational peculiarities and challenges of the research process conducted collaboratively by an international team.  Method: The instrument for analysis and comparison of curricular documents, was developed in an iterative multi-stage process, combining deductive and inductive steps. The embeddedness of the elements of a competence-based approach in curricular documents is investigated, using qualitative content analysis. To develop a coding frame, we started with a comprehensive partially systematic literature review of international, Russian and Chinese discourses on competence-based curricula. The frame was built on the selected model of competence-based education, and on accumulated results of the literature analysis of national discourses. Furthermore, during the first coding process, an iterative adaptation of the developed instrument took place. Results: The result of this process was the development of an analysis instrument which, on the one hand, is well-adapted to each national context and, on the other hand, allows a comparison of results along the same dimensions of analysis, in our case, elements of the competence-based approach in curriculum.  Conclusion: Developing an analysis framework for a cross-cultural comparative investigation of such a diffuse and heterogeneous construct as the competence-based approach, can pose a methodological challenge for an international team of researchers. However, an effective application of own team resources such as proficiency in different languages, insider and outsider perspectives, along with continuous intensive communication and a flexible, iterative research process, allows development of a well-adapted analysis instrument for international comparison.

Editorial

1977 ◽  
Vol 78 (4) ◽  
pp. 63-64
Keyword(s):  
Professional Education ◽  
Education And Training ◽  
The Other ◽  
The Individual ◽  
And Training

THERE ARE, possibly, two points of departure for a discussion about the nature of professional education and training. One, adopted by those most affected by any changes, concerns the contribution to be made by the individual in following her or his profession; the other concerns the contribution to be made by the profession as a whole to the society within which it exists, and this viewpoint is easily taken by those not likely to be affected by any changes—those who are above the strife, the leaders of a profession.

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