scholarly journals Evaluating the Effect of Arabic Engineering Students’ Learning Styles in Blended Programming Courses

10.28945/3423 ◽  
2016 ◽  
Vol 15 ◽  
pp. 109-130 ◽  
Author(s):  
Ahmed Al-Azawei ◽  
Ali kadhim Al-Bermani ◽  
Karsten Lundqvist
Keyword(s):  
Academic Performance ◽  
Learning Styles ◽  
Learning Style ◽  
Structural Equation ◽  
Engineering Students ◽  
Learning Context ◽  
Learning Platform ◽  
Perceived Satisfaction ◽  
E Learning ◽  
Programming Courses

This study investigated the complex relationship among learning styles, gender, perceived satisfaction, and academic performance across four programming courses supported by an e-learning platform. A total of 219 undergraduate students from a public Iraqi university who recently experienced e-learning voluntarily took place in the study. The integrated courses adopted a blended learning mode and all learners were provided the same learning content and pathway irrespective of their individual styles. Data were gathered using the Index of Learning Styles (ILS), three closed-ended questions, and the academic record. Traditional statistics and partial least squares structural equation modelling (PLS-SEM) were performed to examine the proposed hypotheses. The findings of this research suggested that, overall, learning style dimensions are uncorrelated with either academic performance or perceived satisfaction, except for the processing dimension (active/reflective) that has a significant effect on the latter. Furthermore, gender is unassociated with any of the proposed model’s constructs. Finally, there is no significant correlation between academic performance and perceived satisfaction. These results led to the conclusion that even though Arabic engineering students prefer active, sensing, visual, and sequential learning as do other engineering students from different backgrounds, they can adapt to a learning context even if their preferences are not met. The research contributes empirically to the existing debate regarding the potential implications of learning styles and for the Arabic context in particular, since respective research remains rare.

scholarly journals An Emotion-Aware Learning Analytics System Based on Semantic Task Automation

Electronics ◽  
2020 ◽  
Vol 9 (8) ◽  
pp. 1194
Author(s):  
Sergio Muñoz ◽  
Enrique Sánchez ◽  
Carlos A. Iglesias
Keyword(s):  
Learning Analytics ◽  
Structural Equation ◽  
Critical Factor ◽  
Equation Modeling ◽  
Automation System ◽  
Learning Context ◽  
Semantic Task ◽  
Learning Platform ◽  
Teachers And Students ◽  
E Learning

E-learning has become a critical factor in the academic environment due to the endless number of possibilities that it opens for the learning context. However, these platforms often suppose to increase the difficulties for the communication between teachers and students. Without having real contact between teachers and students, the former finds it harder to adapt their methods and content to their students, while the students also find complications for maintaining their focus. This paper aims to address this challenge with the use of emotion and engagement recognition techniques. We propose an emotion-aware e-learning platform architecture that recognizes students’ emotions and attention in order to improve their academic performance. The system integrates a semantic task automation system that allows users to easily create and configure their own automation rules to adapt the study environment. The main contributions of this paper are: (1) the design of an emotion-aware learning analytics architecture; (2) the integration of this architecture in a semantic task automation platform; and (3) the validation of the use of emotion recognition in the e-learning platform using partial least squares structural equation modeling (PLS-SEM) methodology.

Understanding Online Cultural Learning Styles and Academic Performance of Management Students in an Ethnic Context

2018 ◽  
pp. 317-339
Author(s):  
Syed Raza Ali Bokhari ◽  
Iqbal Ahmed Panhwar
Keyword(s):  
Academic Performance ◽  
Learning Styles ◽  
Learning Style ◽  
Structural Equation ◽  
Epistemological Beliefs ◽  
Negative Relationship ◽  
Cultural Dimensions ◽  
Mba Students ◽  
Student Academic Performance ◽  
Learning Styles Inventory

This study utilizes Structural Equation Modeling with maximum likelihood discrepancy function to examine the relationship among various cultural dimensions and multicultural learning styles, and subsequently the impact thereof on student academic performance. 210 MBA students who enrolled in an online class were examined. The hypothetical model integrated proven learning styles and cultural theories. While Kolb's Learning Styles Inventory (LSI) version 3.1 captured attributes of learning style preferences, the Cultural Dimensions of Learning Framework questionnaire developed by Parrish and Linder-VanBerschot (2010) captured cultural preferences. Three structural models (epistemological beliefs, social beliefs, and temporal perceptions dimension of culture) were analyzed. It was found that epistemological beliefs and temporal perceptions dimensions of culture exhibited a positive relationship with multicultural learning styles; the social relationship dimension showed negative relationship, while total effect on student academic performance across was relatively similar across all models.

scholarly journals Online Learning Styles Identification Model, Based on the Analysis of User Interactions Within an E-Learning Platforms, Using Neural Networks and Fuzzy Logic

2018 ◽  
Vol 7 (3.13) ◽  
pp. 76
Author(s):  
L Alfaro ◽  
C Rivera ◽  
J Luna-Urquizo ◽  
E Castañeda ◽  
F Fialho
Keyword(s):  
Fuzzy Logic ◽  
Learning Styles ◽  
Learning Style ◽  
User Behavior ◽  
Backpropagation Neural Network ◽  
User Interactions ◽  
Learning Platform ◽  
Proposed Model ◽  
E Learning ◽  
Learning Platforms

Individual Learning Style identification is an essential aspect in the development of intelligent or adaptive e-Learning platforms. Traditional methods are based on the application of questionnaires or psychological tests, which may not be the most appropriate in all cases. The proposed model is based on the analysis of user behavior through the study of their interactions within an e-Learning platform, using a multilayer Backpropagation Neural Network and Fuzzy Logic concepts, for the preprocessing of the inputs and the categorization of the outputs.                                                                              

scholarly journals The relationship between Personality Traits, Learning Styles and Academic Performance of E-Learners

Open Praxis ◽  
2018 ◽  
Vol 10 (3) ◽  
pp. 249 ◽  
Author(s):  
Nabia Luqman Siddiquei ◽  
Dr Ruhi Khalid
Keyword(s):  
Academic Performance ◽  
Learning Styles ◽  
Personality Traits ◽  
Learning Strategies ◽  
Learning Style ◽  
Big Five ◽  
Policy Makers ◽  
Grade Point ◽  
E Learning ◽  
The Relationship

The rapid growth of e-learning has greatly influenced the educational system across the globe. Personality traits and learning styles are both likely to play considerable roles in influencing academic achievement of e-learners. Based on this foundation, a study was designed that attempts to establish the missing links between personality traits, learning styles, and academic performance of students enrolled in various e-learning courses. University students (N=144) completed the Big Five Inventory (BFI), Index of Learning Style (ILS) and reported their grade point average (GPA). One of the Big Five traits i.e. extraversion was positively related with all four learning styles whereas neuroticism was negatively related with all four learning styles. It has also been revealed that GPA was positively correlated with three personality traits and was negatively correlated with neuroticism. Similarly GPA was positively correlated with three learning styles. Finally, there were no significant differences in learning styles and personality traits of e-learners in terms of gender. Implications of these results are expected to help academics, managers, and policy makers for implementation of future e-learning strategies in Pakistan.

scholarly journals Analysing the relationship between learning styles and navigation behaviour in web-based educational system

2010 ◽  
pp. 400-421 ◽  
Keyword(s):  
Learning Styles ◽  
Computer Science ◽  
Learning Style ◽  
Web Based ◽  
Learning Platform ◽  
Web Based Learning ◽  
Index Of Learning Styles ◽  
Type Indicator ◽  
E Learning ◽  
The Relationship

The aim of our research is to automatically deduce the learning style from the analysis of browsing behaviour. To find how to deduce the learning style, we are investigating, in this paper, the relationships between the learner’s navigation behaviour and his/her learning style in web-based learning. To explore this relation, we carried out an experiment with 27 students of computer science at the engineering school (ESI-Algeria). The students used a hypermedia course on an e-learning platform. The learners’ navigation behaviour is evaluated using a navigation type indicator that we propose and calculate based on trace analysis. The findings are presented with regard to the learning styles measured using the Index of Learning Styles by (Felder and Solomon 1996). We conclude with a discussion of these results.

scholarly journals An ESL Online Classroom Experience in Oman during Covid-19

2020 ◽  
Author(s):  
Syerina Syahrin ◽  
Abdelrahman Abdalla Salih
Keyword(s):  
Online Learning ◽  
Learning Styles ◽  
Learning Style ◽  
Undergraduate Students ◽  
Learning Experience ◽  
Online Classroom ◽  
Learning Platform ◽  
E Learning ◽  
Learning Styles Inventory ◽  
The Relationship

This paper aimed to investigate the online learning experience of a group of ESL students at a higher learning institution in Oman during the Covid-19. The paper studied the interaction between the students’ preferred online learning style and the technologies the students experienced on the e-learning platform (Moodle) for the particular ESL course. The rationale for investigating the relationship between the students’ learning styles and the technologies the students experienced is to evaluate if the learning style and the technologies complement each other. It is also aimed to provide an evaluation of an ESL e-learning course by considering the different technologies that can be incorporated into the e-learning classroom to meet the different learning styles. Data was gathered from 32 undergraduate students by utilizing Kolb’s Learning Styles Inventory. The study included analysis of Moodle utilizing Warburton’s Technologies in Use (2007) to develop an understanding of the technologies the students experienced online. The results of the study revealed that the majority of the students’ preferred learning style is reflected in the technologies they experienced in the online classroom. As the relationship of the technology in use and the students learning style preference in the classroom complements each other, the study revealed that the emphasis of the particular skill-based pedagogy ESL classroom is on receptive skills (listening and reading). The lack of the students’ productive skills (speaking and writing) is a cause for concern to the ESL course instructors, policymakers, and the wider community.

scholarly journals Personalized E-Learning: Relation Between Felder– Silverman Model and Academic Performance

2019 ◽  
Vol 24 (1) ◽  
pp. 25-31 ◽  
Author(s):  
Diana Zagulova ◽  
Viktorija Boltunova ◽  
Sabina Katalnikova ◽  
Natalya Prokofyeva ◽  
Kateryna Synytsya
Keyword(s):  
Academic Performance ◽  
Learning Styles ◽  
Learning Style ◽  
University Education ◽  
Global Learning ◽  
Learning Style Preferences ◽  
Index Of Learning Styles ◽  
E Learning ◽  
Style Preferences

Abstract The growing demands for the training of students and the need for continuous improvement of the quality of university education make it necessary to find and apply more effective educational technologies and practices based on the correlation of teaching with the student’s profile and his/her individual Learning Style. This article discusses the topic of relevance of personalized e-learning. It describes Learning Styles and looks at the Felder– Silverman model in more detail. The article contains the results of student surveys on the basis of which the interrelation between the Index of Learning Styles and academic performance is analysed. The relation between performance and learning styles according to the Felder-Silverman Learning Style Model is shown: in some specialties, students with sequential learning style have higher academic performance than students with global learning style, as well as students with mild learning style preferences on the Activist/Reflector dimension.

Understanding Online Cultural Learning Styles and Academic Performance of Management Students in an Ethnic Context

2014 ◽  
pp. 149-169
Author(s):  
Syed Raza Ali Bokhari ◽  
Iqbal Ahmed Panhwar
Keyword(s):  
Academic Performance ◽  
Learning Styles ◽  
Learning Style ◽  
Structural Equation ◽  
Epistemological Beliefs ◽  
Negative Relationship ◽  
Cultural Dimensions ◽  
Mba Students ◽  
Student Academic Performance ◽  
Learning Styles Inventory

This study utilizes Structural Equation Modeling with maximum likelihood discrepancy function to examine the relationship among various cultural dimensions and multicultural learning styles, and subsequently the impact thereof on student academic performance. 210 MBA students who enrolled in an online class were examined. The hypothetical model integrated proven learning styles and cultural theories. While Kolb’s Learning Styles Inventory (LSI) version 3.1 captured attributes of learning style preferences, the Cultural Dimensions of Learning Framework questionnaire developed by Parrish and Linder-VanBerschot (2010) captured cultural preferences. Three structural models (epistemological beliefs, social beliefs, and temporal perceptions dimension of culture) were analyzed. It was found that epistemological beliefs and temporal perceptions dimensions of culture exhibited a positive relationship with multicultural learning styles; the social relationship dimension showed negative relationship, while total effect on student academic performance across was relatively similar across all models.

Understanding Online Cultural Learning Styles and Academic Performance of Management Students in an Ethnic Context

2018 ◽  
pp. 1285-1307
Author(s):  
Syed Raza Ali Bokhari ◽  
Iqbal Ahmed Panhwar
Keyword(s):  
Academic Performance ◽  
Learning Styles ◽  
Learning Style ◽  
Structural Equation ◽  
Epistemological Beliefs ◽  
Negative Relationship ◽  
Cultural Dimensions ◽  
Mba Students ◽  
Student Academic Performance ◽  
Learning Styles Inventory

This study utilizes Structural Equation Modeling with maximum likelihood discrepancy function to examine the relationship among various cultural dimensions and multicultural learning styles, and subsequently the impact thereof on student academic performance. 210 MBA students who enrolled in an online class were examined. The hypothetical model integrated proven learning styles and cultural theories. While Kolb's Learning Styles Inventory (LSI) version 3.1 captured attributes of learning style preferences, the Cultural Dimensions of Learning Framework questionnaire developed by Parrish and Linder-VanBerschot (2010) captured cultural preferences. Three structural models (epistemological beliefs, social beliefs, and temporal perceptions dimension of culture) were analyzed. It was found that epistemological beliefs and temporal perceptions dimensions of culture exhibited a positive relationship with multicultural learning styles; the social relationship dimension showed negative relationship, while total effect on student academic performance across was relatively similar across all models.

scholarly journals Investigating the effect of learning styles in a blended e-learning system: An extension of the technology acceptance model (TAM)

2016 ◽  
Author(s):  
Ahmed Al-Azawei ◽  
Patrick Parslow ◽  
Karsten Lundqvist
Keyword(s):  
Learning Styles ◽  
Technology Acceptance ◽  
Technology Acceptance Model ◽  
Structural Equation ◽  
Learning System ◽  
Learner Satisfaction ◽  
Psychological Traits ◽  
Perceived Satisfaction ◽  
E Learning ◽  
Acceptance Model

<p>This study assesses learner perceptions of a blended e-learning system (BELS) and the feasibility of accommodating educational hypermedia systems (EHSs) according to learning styles using a modified version of the technology acceptance model (TAM). Recently, Moodle has been adopted by an Iraqi university alongside face-to-face (F2F) classrooms to provide flexible learning and improve understanding. Based on TAM, individual differences and perceptions were explored in relationships between learner satisfaction and technology adoption. The model was extended to include e-learning self-efficacy, perceived satisfaction, and learning styles. Although other variables can be integrated, the proposed framework is to investigate the effect of learning styles in predicting satisfaction and BELS acceptance. A total of 210 undergraduate students voluntarily took part in the research. Data was gathered using a survey instrument and the Index of Learning Styles (ILS) Questionnaire. Partial least squares structural equation modelling (PLS-SEM) technique was used to examine the path associated between dependent and independent constructs. Unlike prior TAM literature, this research highlights the integration of perceived satisfaction and technology acceptance in accordance with psychological traits and learner beliefs. Overall, the model achieved an acceptable fit and successfully integrated intention to use (ITU) and perceived satisfaction (PS). However, psychological differences did not indicate positive impacts on learner satisfaction and e-learning adoption.<strong></strong></p>

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