Epistemological Exploration: Generalization of Learning Styles and Analytical Skills between Academic and Religious Materials

2004 ◽  
Vol 94 (3) ◽  
pp. 1083-1088 ◽  
Author(s):  
Alida S. Westman ◽  
Nicholas A. Alexander
Keyword(s):  
Learning Styles ◽  
Learning Strategies ◽  
Learning Style ◽  
Conceptual Understanding ◽  
Cognitive Skills ◽  
Religious Affiliation ◽  
Deep Processing ◽  
Elaborative Processing ◽  
Analytical Skills

Among 139 students (mean age 21.8, SD = 3.5), use of Schmeck's Deep Processing learning style (looking for conceptual understanding) on academic materials correlated modestly with its use on religious materials. The same was true for Elaborative Processing (looking for associations and applications). Both Deep and Elaborative Processing of academic materials correlated with better Analytical Skills. Only Elaborative Processing of religious materials correlated with Religiousness. Religiousness correlated with poorer Analytical Skills on academic materials and with a more Concrete Divine Concept; however, specific religious affiliation made a difference. Our understanding of the role of contents of materials and characteristics of learners on the types of learning strategies used and competence with cognitive skills is still very limited.

scholarly journals BEHAVIORAL BACKGROUND OF CARDIOVASCULAR DISEASE IN PENSIONERS OF VARIOUS PROFESSIONAL TYPES

2020 ◽  
Vol 17 (35) ◽  
pp. 977-987
Author(s):  
Tatiana N. BEREZINA ◽  
Elizaveta CHUMAKOVA
Keyword(s):  
Learning Styles ◽  
Learning Strategies ◽  
Learning Style ◽  
Conceptual Understanding ◽  
Multiple Representations ◽  
Problem Based Learning ◽  
Learning Preferences ◽  
Analysis Of Covariance ◽  
Control Group ◽  
Chemistry Teaching

Studies in the area of chemistry teaching discovered that problem-based learning strategies (PBL) effectively improve students’ conceptual understanding. However, there is minimal information about the effectiveness of PBL if it is applied with multiple representations (MR) for the students with different learning preferences. This study aimed to prove the effects of problem-based learning strategies (PBL) using multiple representations (MR) and students’ learning styles on the conceptual understanding in chemistry. There were two whole classes in the Mechanical Engineering Department of Bali State Polytechnic that were assigned to be the experimental group (n = 59) and control group (n = 58). Felder-Soloman's Index of Learning Style (ILS) was applied to differentiate the students’ learning preferences, while their conceptual understanding in chemistry was assessed using a test after 6 weeks of treatment. The analysis of covariance (ANCOVA) shows that the conceptual understanding of students taught using PBL strategies with MR was significantly better than those taught using PBL strategies only. Besides, based on the variation of learning styles, students with a visual style had a better conceptual understanding than those with verbal style, but the difference was not statistically significant. The absence of interaction effect between PBL strategies with MR and learning style on students’ conceptual understanding suggests that the support of multiple representations in PBL strategies can effectively enhance students' understanding of concepts in chemistry regardless of their learning style.

Deskripsi Kemampuan Berikir Kritis Matematis dan Kemandirian Belajar Siswa Ditinjau dari Gaya Belajar

2020 ◽  
Vol 5 (2) ◽  
pp. 40
Author(s):  
Cici Mursari
Keyword(s):  
Problem Solving ◽  
Learning Styles ◽  
Learning Strategies ◽  
Learning Style ◽  
Visual Learning ◽  
Learner Autonomy ◽  
Learning Resources ◽  
Auditory Learning ◽  
Problem Solving Skills ◽  
Analytical Skills

The study aimed to describe the mathematical critical thinking skills and learner autonomy of students at SMP Negeri 1 Baturraden viewed from learning style. This study was descriptive qualitative. The subjects of the study were students of grade VII G. The selection of the sample was done through purposive sampling technique obtaining 3 students of visual learning style, 3 students of auditory learning style and 3 students of kinesthetic learning style. Techniques to collect the data were questionnaire, test, and interview. Data analyses were data reduction, data presentation, and drawing conclusions. The validity test of the data was triangulation test of triangulation techniques. The findings obtained that students with visual learning styles mastered the indicators of analytical skills, synthesizing skills, problem solving skills as well as the skills of evaluating and assessing, meanwhile the learner autonomy mastered indicators of learning strategies, planning, evaluating, assignments/exercises, various learning resources and students workbook. Students with auditory learning styles grasped indicators of analytical skills, problem solving skills, as well as evaluating and assessing skills while for learner autonomy understood indicators of learning strategies, planning, evaluating, various learning resources and students workbook. While kinesthetic learning style students grasped the indicators of synthesizing and evaluating skills while for learner autonomy mastered the indicators of using learning strategies and using various learning resources.

Learning Styles are Content Specific and Probably Influenced by Content Areas Studied

1993 ◽  
Vol 73 (2) ◽  
pp. 512-514 ◽  
Author(s):  
Alida S. Westman
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Content Area ◽  
Foreign Languages ◽  
Deep Processing ◽  
California Psychological Inventory ◽  
Content Areas ◽  
Elaborative Processing ◽  
Psychological Inventory

To investigate whether use of a learning style depends on content area, 67 seniors in college were given Schmeck's Deep and Elaborative Processing scales, the Repression-Sensitization Scale, and the Flexibility scale of the California Psychological Inventory. Scores on both the Deep and Elaborative Processing scales correlated with those on the Repression-Sensitization Scale and not with those on the Flexibility scale. Learning style depends on content area. Study of foreign languages correlated with Deep Processing, and this suggests that further study of development and change in learning styles might concentrate on this and possibly other content areas.

scholarly journals PROBLEM-BASED LEARNING STRATEGIES USING MULTIPLE REPRESENTATIONS AND LEARNING STYLES TO ENHANCE CONCEPTUAL UNDERSTANDINGS OF CHEMISTRY

2020 ◽  
Vol 17 (35) ◽  
pp. 860-876
Author(s):  
Ida Ayu Anom ARSANI ◽  
Punaji SETYOSARI ◽  
Dedi KUSWANDI ◽  
I Wayan DASNA
Keyword(s):  
Learning Styles ◽  
Learning Strategies ◽  
Learning Style ◽  
Conceptual Understanding ◽  
Multiple Representations ◽  
Problem Based Learning ◽  
Learning Preferences ◽  
Analysis Of Covariance ◽  
Control Group ◽  
Chemistry Teaching

Studies in the area of chemistry teaching discovered that problem-based learning strategies (PBL) effectively improve students’ conceptual understanding. However, there is minimal information about the effectiveness of PBL if it is applied with multiple representations (MR) for the students with different learning preferences. This study aimed to prove the effects of problem-based learning strategies (PBL) using multiple representations (MR) and students’ learning styles on the conceptual understanding in chemistry. There were two whole classes in the Mechanical Engineering Department of Bali State Polytechnic that were assigned to be the experimental group (n =59) and control group (n = 58). Felder-Soloman's Index of Learning Style (ILS) was applied to differentiate the students’ learning preferences, while their conceptual understanding in chemistry was assessed using a test after 6 weeks of treatment. The analysis of covariance (ANCOVA) shows that the conceptual understanding of students taught using PBL strategies with MR was significantly better than those taught using PBL strategies only. Besides, based on the variation of learning styles, students with a visual style had a better conceptual understanding than those with verbal style, but the difference was not statistically significant. The absence of interaction effect between PBL strategies with MR and learning style on students’ conceptual understanding suggests that the support of multiple representations in PBL strategies can effectively enhance students' understanding of concepts in chemistry regardless of their learning style.

EXPRESS: Testing Theories of Goal Progress in Online Learning

2021 ◽  
pp. 002224372199110
Author(s):  
Joy Lu ◽  
Eric T. Bradlow ◽  
J. Wesley Hutchinson
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Detection System ◽  
Traditional Education ◽  
Performance Outcomes ◽  
Learner Engagement ◽  
Goal Progress ◽  
Business Courses ◽  
Using Data

Online educational platforms increasingly allow learners to consume content at their own pace with on-demand formats, in contrast to the synchronous content of traditional education. Thus, it is important to understand and model learner engagement within these environments. Using data from four business courses hosted on Coursera, we model learner behavior as a two-stage decision process, with the first stage determining across-day continuation versus quitting and the second stage determining within-day choices among lectures, quizzes, and breaks. By modeling the heterogeneity across learners pursuing lecture and quiz completion goals, we capture different patterns of consumption that correspond to extant theories of goal progress within an empirical field setting. We find that most individuals exhibit a learning style where lecture utility changes as an inverted-U-shaped function of current progress. Our model may also be used as an early detection system to anticipate changes in engagement and allows us to relate learning styles to final performance outcomes and enrollment in additional courses. Finally, we examine the role of quizzes in how consumption patterns vary across learners in different courses and between those who have paid or not paid for the option to earn a course certificate.

The Impact of Foreign Language Learning Style on Strategies Preferences in Art Colleges

2014 ◽  
Vol 971-973 ◽  
pp. 2677-2680
Author(s):  
Di Jiao
Keyword(s):  
Foreign Language ◽  
Learning Styles ◽  
Language Learning ◽  
Learning Strategies ◽  
Learning Style ◽  
Foreign Language Learning ◽  
English Learning ◽  
Factors Affecting ◽  
The Impact ◽  
The Relationship

Factors affecting students’ English learning performances are always debated among language researchers. This research is carried out in art colleges to figure out the students’ preferences in learning styles and learning strategies as well as the relationship between them. Questionnaires have been applied and data have been dealt with by SPSS. This research has shown that students in the art college tend to be visual and individual learners, and thus they prefer to adopt metacognitive, memory and affective strategies.

The Role of Learning Styles and Technology

2009 ◽  
Vol 4 (4) ◽  
pp. 50-65 ◽  
Author(s):  
Royce Ann Collins
Keyword(s):  
Adult Learners ◽  
Learning Environment ◽  
Learning Styles ◽  
Learning Style ◽  
Virtual Space ◽  
Classroom Teaching ◽  
Initial Learning ◽  
Education Today ◽  
Electronic Environments

Learning style research has informed effective classroom teaching strategies for decades. Technology has allowed faculty and students to move the learning environment from the four-walled classroom to a fluid global virtual space. Knowledge gained through the application of learning style research to online instruction has enhanced practice; however, research demonstrating the alignment of learning styles with current technological resources has been limited. Learning styles and their interrelationship with technology and adult learners is as important today as initial learning style research was in the six decades after its beginnings in the 1940s. Education today must meet the needs of students who are more comfortable in electronic environments, as well as those who need the four-walled classroom. The ability to use learning style research to accomplish both will lead to enhanced student learning and a more productive experience.

Relationships between Learning Styles and Solutions Based on Analogies or Background Knowledge

1995 ◽  
Vol 77 (3_suppl) ◽  
pp. 1115-1120 ◽  
Author(s):  
Gary Wautier ◽  
Alida S. Westman
Keyword(s):  
Learning Styles ◽  
Concept Formation ◽  
Background Knowledge ◽  
Medical Problem ◽  
Learning Processes ◽  
Deep Processing ◽  
Elaborative Processing

100 students completed Schmeck's Inventory of Learning Processes and tried to solve a medical problem after reading one or two analogies, first before and again after a hint to consider the stories just read. Two analogies made it more likely that those emphasizing Deep Processing (concept formation) would apply the analogies, but two analogies were usually not enough for those emphasizing Elaborative Processing (association) or Fact Retention. The hint helped, especially after two analogies. Students who used more Deep or Elaborative Processing also were more likely to devise solutions from their background knowledge and indicate interest in learning a greater variety of information than those relying on retention of fact.

scholarly journals Blended Learning Strategies of Telegram-Assisted Learning Towards Student Mathematics Learning Results Reviewed from Learning Style

2020 ◽  
Vol 4 (2) ◽  
pp. 133
Author(s):  
Kadek Suryati ◽  
I Gede Adnyana
Keyword(s):  
Learning Styles ◽  
Blended Learning ◽  
Learning Outcomes ◽  
Learning Strategies ◽  
Learning Style ◽  
Learning Strategy ◽  
Mathematics Learning ◽  
Sampling Technique ◽  
Learning Material ◽  
Online Application

The research aims to describe the influence of telegram-assisted blended learning strategies on mathematics learning outcomes in terms of learning styles. This research is a quasi-experimental research using 2x3 factorial design. The respondents taken is the second semester students majoring in informatics engineering at the STMIK STIKOM Indonesia campus. The sampling procedure in this study was a random sampling technique that was started by carrying out the equivalency test of 4 classes taken using the one-way ANOVA test. After that randomly selected, two classes as an experimental class and two classes as a control class. To get instruments that have validity before use, questionnaires and tests are first tested and validated by experts who are experts in their fields. Normality and homogeneity tests are needed as a prerequisite before analyzing the data. The method used to analyze data is two-way ANOVA. The results showed that (1) student mathematics learning outcomes taught with telegram-assisted blended learning strategies were better than conventional mathematics learning outcomes of students taught, (2) the effect of telegraph-assisted blended learning strategies on student mathematics learning outcomes in learning styles. Based on the results of the research that has been carried out, it is recommended that further researchers or educators be able to develop a blended learning strategy as a way to convey learning material so that they can pay more attention to the learning styles of each student and can develop telegrams with more attractive features so that the telegram becomes one of online application for learning media.

scholarly journals Gaya Belajar Mahasiswa Thailand di Universitas Islam Riau

GERAM ◽  
2018 ◽  
Vol 6 (2) ◽  
pp. 27-34
Author(s):  
Muhammad Mukhlis
Keyword(s):  
Learning Styles ◽  
Learning Strategies ◽  
Learning Style ◽  
Foreign Students ◽  
Visual Learning ◽  
Auditory Learning ◽  
Kinesthetic Learning ◽  
Lecture Material ◽  
Lecture Method ◽  
Good Learning

Learning styles are the ways, attitudes, and habits undertaken by students to gain comfort in learning. In this case, the researcher analyzed the foreign students’ learning style from Thailand who are studying at the Islamic University of Riau. The result of study showed that foreign students’ learning style from Thailand tended to use Kinesthetic learning style. This was based on research findings, learning style that has the highest value of kinestetik with an average of 84.6%, followed by an auditory learning style with an average of 76.9% and then visual learning style with an average of 61.5 %. As the findings in research are: First, for visual learning style students prefered to use the media in the lecture process. They were more able to concentrate when the lecturer explains the lecture material when looking at the face. Students could not memorize the material while listening to music. Students understood the material written on the board rather than read more quickly. Second, for auditory learning style, students prefered their lecturers by using lecture method. Students more easily remembered well the lecture material during the discussion. Students will lose concentration, when they heard a noise. Students prefered to discuss with friends if they find problems learning. Third, for students' kinesthetic learning styles along with. Students were more interested in lectures that are in practice. Students memorized the material while walking more dominant. when studying students could not read quickly. The findings could certainly be an input for educators in order to absorb, organize, and suit the learning strategies with learning styles, so as to show good learning outcomes and will be in accordance with lecture objectives

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