scholarly journals Pandemic, Humanity and Education

2020 ◽  
Author(s):  
Andi Asrifan
Keyword(s):  
Learning Styles ◽  
Learning Process ◽  
Teaching Methods ◽  
Teaching Practice ◽  
Teaching Style ◽  
Motivational Orientation ◽  
Behavioral Reactions ◽  
Parallel Learning ◽  
Visual Spatial ◽  
Curriculum Creation

Learning is a series of activities designed to enable the learning processto occur in students. The implication is that learning habits must bedesigned, developed, and managed creatively, dynamically by applying amulti-approach to create a conducive atmosphere and learning process forstudents. One way to develop learning is to apply multiple intelligences andinvasion of learning.The level of student achievement is determined by curriculum types. Ifthe student's chosen teaching style does not fit the teaching practice or thelearning environment, the results may be negative behavioral reactions anddiminished student engagement. If the conflicts between learning styles andteaching styles persist, and there is no effort to deal with them, students canexperience physical, mental, and emotional problems. The weak students insome subjects may be due to non-parallel learning styles and teaching styles.This indicates that not all teaching methods are considered successful fromthe viewpoint of teachers' pedagogy compatible with students' expected orfavored teaching. Goodnaugh (2001) found out that the learningenvironment is not likely to weaken students' motivational orientation. Theskill of learners who do not dominate orientation-introduced-intelligenceled to chore-chored learning sessions. Leaving the intelligence orientation isa prerequisite for the development of a learning environment conducive tolearning. In shaping educational missions, curriculum creation, andpedagogy, more than ten nations incorporate the concepts of multipleintelligences. According to Hopper and Hurry (2000), the multipleintelligence approach emphasizes their own discovery and comprehension ofthe students in their learning process.Multiple intelligences are referred to by people who occur in nature asvarious abilities, talents, or skills (Armstrong, 2000). There are eight (8) different kinds of intelligence studied in this study, as outlined by Gardner(1993, 1999): verbal-linguistic, logical-mathematical, visual-spatial, musical,interpersonal, intrapersonal, kinaesthetic, and naturalistic.

scholarly journals Teachers’ Perception on Students’ Learning Style and Their Teaching

2019 ◽  
Vol 7 (1) ◽  
pp. 11-19
Author(s):  
Agustrianita Agustrianita ◽  
Didi Suherdi ◽  
Pupung Purnawarman
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Teaching Methods ◽  
Quantitative Research ◽  
Teaching Style ◽  
Group Discussion ◽  
English Teachers ◽  
Research Approach ◽  
Teachers Perceptions ◽  
Teaching Learning

Lack of teachers’ understanding in students’ learning styles and their teaching could cause unfacilitated teaching methods for example through the use of traditional lecturing methods. This issue brings the importance of this research objective to investigate teachers’ perceptions about learning style, their teaching, and the applied methods in the classroom. This study uses a quantitative research approach that is the analysis of learning style types for different students at different grade levels. To find out the perceptions of English teachers in this study, information was collected through 20 closed questions with data analysis to find out how the learning style influenced the teaching learning process of 28 English teachers. The findings of this study suggest that teachers’ understand about students’ different learning styles, so they adopt their students’ learning styles to their teaching. The last, teachers agree to use group discussion rather than lecturing methods by integrating ICT. In conclusion, teachers’ perception on students’ learning styles can increase their awareness to design teaching methods that differentiate students’ learning styles. Abstrak Kelangkaan pemahaman guru mengenai gaya belajar siswa dan bagaimana cara mengajarnya yang tepat dapat disebabkan oleh metode mengajar yang tidak bersifat fasilitatif, misalnya masih berupa perkuliahan tradisional. Oleh karena itu, penting untuk meneliti persepsi guru mengenai gaya belajar, cara mengajarnya, dan implementasinya di kelas. Penelitian ini menggunakan pendekatan kuantitatif yang fokus pada beragam gaya belajar siswa pada kelas-kelas yang berbeda. Infomasi diperoleh dengan memberikan 20 pertanyaan tertutup untuk mencari tahu bagaimana gaya belajar memengaruhi proses pembelajaran di kelas Bahasa Inggris (28 guru). Penelitian ini menemukan bahwa guru memahami keragaman gaya belajar siswa, sehingga mereka mengadopsi gaya belajar siswa dalam pengajaran mereka. Guru juga sepakat menggunakan kelompok diskusi ketimbang perkuliahan tradisional dengan mengintegrasikan Teknologi Informasi dan Komunikasi (TIK). Dapat disimpulkan bahwa persepsi guru terhadap gaya belajar siswa meningkatkan kepedulian mereka dalam mengembangkan metode mengajar yang beragam sesuai keragaman belajar siswa. Keywords: Students’ learning style, teaching style

scholarly journals Teaching Styles, Learning Styles and the ESP Classroom

2018 ◽  
Vol 150 ◽  
pp. 05082
Author(s):  
Lee Mei Ph’ng
Keyword(s):  
Learning Styles ◽  
Learning Process ◽  
Technical Communication ◽  
Teaching And Learning ◽  
Engineering Students ◽  
Teaching Style ◽  
Visual Learning ◽  
Teaching Styles ◽  
Teaching Approach ◽  
Field Of Study

Learner diversity that exists in the classroom plays a role in influencing the teaching and learning process in the classroom. It should be acknowledged in order for the teaching and learning process to be a meaningful and effective process. Thus, this study examined the learning styles preference of engineering students and the teaching styles preferences of their Technical Communication lecturers. The study also looked at whether the students’ learning styles preferences were influenced by their field of study, gender and ethnic backgrounds. Felder and Solomon’s Index of Learning Styles was administered to 588 engineering students while Grasha and Riechmann-Hruska’s Teaching Style Survey was administered to 10 Technical Communication lecturers. The findings revealed that the students have a marked preference for the visual learning style but balanced preferences for the other learning styles dimensions. The students’ field of study, gender and ethnic backgrounds did not seem to influence the students’ learning styles preferences. As for their Technical Communication lecturers, they seem to favour the student-centered teaching approach. All the data support the notion of adopting a balanced teaching approach in the Technical Communication classroom.

scholarly journals LEARNING STYLE SEBAGAI UPAYA PENINGKATAN PRESTASI BELAJAR

2017 ◽  
Vol 7 (2) ◽  
pp. 119
Author(s):  
Zalik Nuryana
Keyword(s):  
Learning Styles ◽  
Student Learning ◽  
Learning Style ◽  
Learning Process ◽  
Teaching Methods ◽  
Teaching Method ◽  
Field Research ◽  
Learning Method ◽  
Human Need ◽  
The Will

Learning is the basic human need to know something, whether packed formally or not. There is not one method that is appropriate and certainly appropriate with all students. Students have their own learning styles between one another can’t be equated. Real memorable learning comes from the will of the heart, not coercion. The uniqueness of each individual is what makes the variety of learning styles should be understood so that each student can overcome difficulties learning. In the implementation of learning many teachers doesn’t understand the learning style, so as to force students to always pay attention to the speech and explanation of teachers. The learning process will be effective if the method of learning  used can accommodate students. Research on the most appropriate teaching methods turns out to be a failure, because each teaching method depends on the way or style of the student in learning. This research was conducted in the school as a place of observation (field research) by using a quantitative approach. Data were collected by questionnaires, observations, interviews, and document studies which were then processed and analytically analyzed descriptively. The results of research showed that a class can not be equally aligned using and applying a single learning method only. Because in the class there are several learning styles of students. The student's learning style visually dominates the class, followed by the auditorial style, and the kinesthetic style. This research also provides advice to educators / teachers to understand the diversity of student learning styles. so that with the basic teachers are required to be more creative and innovative in applying the method of learning so that all learning styles of students can be accommodated, so that with this understanding of learning achievement can be improved. 

scholarly journals LEARNING STYLE SEBAGAI UPAYA PENINGKATAN PRESTASI BELAJAR

2019 ◽  
Author(s):  
Zalik Nuryana
Keyword(s):  
Learning Styles ◽  
Student Learning ◽  
Learning Style ◽  
Learning Process ◽  
Teaching Methods ◽  
Teaching Method ◽  
Field Research ◽  
Learning Method ◽  
Human Need ◽  
The Will

Learning is the basic human need to know something, whether packed formally or not. There is not one method that is appropriate and undoubtedly appropriate for all students. Students have their learning styles between one another can’t be equated. Real great learning comes from the will of the heart, not coercion. The uniqueness of each is what makes the variety of learning styles should be understood so that each student can overcome difficulties learning. In the implementation of learning many teachers doesn’t understand the learning style, to force students to always pay attention to the speech and explanation of teachers. The learning process will be useful if the method of learning used can accommodate students. Research on the most appropriate teaching methods turns out to be a failure because each teaching method depends on the way or style of the student in learning. This research was conducted in the school as a place of observation (field research) by using a quantitative approach. Questionnaires collected data, observations, interviews, and document studies which were then processed and analytically analyzed descriptively. The results of the research showed that a class couldnot be equally aligned using and applying a single learning method only. Because in the course there are several learning styles of students. The student's learning style visually dominates the course, followed by the auditorial style, and the kinesthetic style. This research also provides advice to educators/teachers to understand the diversity of student learning styles. So that with the basic teachers are required to be more creative and innovative in applying the method of learning so that all learning styles of students can be accommodated so that with this understanding of learning achievement can be improved.

Learning and Teaching Styles for Teaching Effectiveness

2011 ◽  
Vol 6 (1) ◽  
pp. 1-13 ◽  
Author(s):  
Anshu Saxena Arora ◽  
Reginald Leseane ◽  
Mahesh S. Raisinghani
Keyword(s):  
Learning Styles ◽  
Teaching Methods ◽  
Cognitive Abilities ◽  
Teaching Effectiveness ◽  
Teaching Style ◽  
Teaching Styles ◽  
Learning And Teaching ◽  
Learning Patterns ◽  
Index Of Learning Styles ◽  
Practical Implications

Students do not have homogeneous learning patterns, their learning styles and preferences vary, their cognitive abilities vary; similarly instructors employ different teaching methods. This research explores the linkages between learning and teaching styles by using the Felder-Solomon Index of Learning Styles and CORD’s teaching style inventories to match and expand the learning and teaching styles interpretation from the learners’ perspective. This research provides practical implications for educators to think about how their students learn and what would be the best instructional methods for their learners.

scholarly journals Enhanced Multi-Faceted Teaching Methods

2004 ◽  
Vol 1 (6) ◽  
Author(s):  
Dennis L. Payette
Keyword(s):  
Undergraduate Students ◽  
Learning Process ◽  
Teaching Methods ◽  
Teaching Style ◽  
Collaborative Teaching ◽  
Learning Technologies ◽  
Broad Array ◽  
Teaching Learning ◽  
College Or University

This paper is a case study on how a combination of teaching/learning technologies and methods can be used for teaching graduate and undergraduate students. A matrix will be presented on how many technologies can be blended with a collaborative teaching style. Teaching in virtually any college or university now means having a broad array of resources to enhance the teaching/learning process for faculty and students alike.

scholarly journals Learning styles, teaching methods, and student performance in industrial engineering at a University of Technology

2015 ◽  
Author(s):  
◽  
Hester Jackson
Keyword(s):  
Learning Styles ◽  
Student Performance ◽  
Teaching Methods ◽  
Engineering Students ◽  
Teaching Method ◽  
Teaching Style ◽  
Teaching Styles ◽  
Industrial Engineering ◽  
Research Approach ◽  
University Of Technology

Student success and throughput rates remain a challenge at South African higher education institutions (Strydom, Mentz and Kuh, 2010) and the results in Industrial Engineering at the Durban University of Technology are no exception. Statistics released by the Department of Management Information Systems at this university in November 2012 on the graduation rates of students registered for the National Diploma: Industrial Engineering from 2009 to 2011 bear testimony to this, as the average graduation rate is between 10% and 21%. This research study investigated the learning styles, teaching methods and student performance in Industrial Engineering at a selected university of technology in South Africa by examining the preferred learning styles of students, and lecturers’ preferred teaching styles at various levels. The Felder and Silverman Model (1988) which was specifically designed to capture significant differences in learning styles amongst engineering students, was employed as the framework for the study. Using a mixed-methods research approach, the target population for the study was the 200 students registered for the National Diploma: Industrial Engineering at the Durban University of Technology in 2013. The lecturers were identified through convenience sampling. The sample comprised five lecturers and 150 students. The participants were recruited by sending letters to inform them about the study and its purpose. Student participation was completely voluntary. The data was collected through questionnaires, and semi-structured interviews. The study used the ILS Questionnaire developed by Felder and Solomon to assess the four scales of leaning style preference among engineering students. The questionnaire was adapted to include some demographic information such as race and gender. After the lecturers were interviewed, direct observation took place in the class room in order to determine their teaching style. The researcher ensured validity of the data through triangulation and tested the reliability of the ILS questionnaire by running a pilot study. In order for the questionnaire to be reliable, the results should be the same on both occasions. The Statistical Package for the Social Sciences was used to analyse the data from the ILS questionnaire and the data from the interviews were analysed using NVivo™ software. After the learning styles and teaching styles were identified, the quasi experiment was used to determine if changes in the lecturers’ teaching methods had any influence on the students’ learning styles and performance. It was found that this was indeed the case. In some instances such as Engineering Work Study 1, changes in the teaching method had a positive effect on student performance, but in modules such as Costing 2 and Production Engineering 2, the changes negatively impacted student performance. The study therefore confirmed that teaching styles and learning styles influence student performance. This knowledge could be used by lecturers to familiarise themselves with their students’ learning styles and to match their teaching to these learning styles in a manner that benefits all students. Students also need to be aware of their preferred learning styles and to be guided on how to use these to improve their performance in each of their modules.

scholarly journals Multiple-role perspective on assessing teaching ability: reframing TVET teachers’ competency in the information age

2021 ◽  
Vol 14 (1) ◽  
pp. 57-77
Author(s):  
Jun-feng Diao ◽  
Juan Yang
Keyword(s):  
Learning Styles ◽  
Vocational Education ◽  
Teaching Methods ◽  
Teaching Practice ◽  
Information Age ◽  
Multiple Role ◽  
Vocational Teachers ◽  
New Challenges ◽  
Teachers Professional Development

In the information age, technology has changed people's lives as well as working and learning styles. The teaching competency of vocational teachers’ is facing new challenges. Based on the modernization of vocational education, "Internet + Vocational Education", and "reform of teachers, teaching materials and teaching methods", the study intends to enrich the research on vocational teachers’ teaching competency theoretically by establishing the framework, criteria and assessing instrument. In practice, the study aims to provide benchmarks and tools for the diagnosis and assessment of vocational teachers’ teaching competency. Furthermore, the study wishes to provide guidelines for vocational teachers' professional development and improve the quality of the ICT teaching practice.

FACILITATING SKILLS OF GRADE SCHOOL TEACHERS IN INCREASING LEARNING RETENTION AMONG GRADE SCHOOL PUPILS

2019 ◽  
Author(s):  
GARRY LINGON
Keyword(s):  
Learning Styles ◽  
Learning Process ◽  
Learning Activities ◽  
Survey Questionnaire ◽  
Grade School ◽  
School Teachers ◽  
Weighted Mean ◽  
Daily Lives ◽  
Learning Retention ◽  
Materials Used

<p>Teachers are a facilitator of the learning process. Teachers give pupils an ample time to discover new things on their own. Many challenges faced by the teachers in facilitating the activity of learners such as planning, creating, preparing, and selecting the materials used in the activity. Because of this, the task of the teachers is multi-faceted. Many things to be considered in making learning activities, must suit the capability of the learners, this activity can be adapted to different learning styles, and the activity must stimulate the interest of the learners. But not all activities are fitted for all learners because learners are diverse and unique in nature. The needs of pupils are the major concern of the teachers, to retain the learning of the pupils and especially the learning could apply in their daily lives for meaningful learning. The research dealt with the challenges of the teachers in increasing the learning retention among pupils and possible activities that stimulate the interest of the learners. This research measure the responses measured in getting the frequency, percentage, and weighted mean using formulas to analyze the data gathered. Utilize descriptive design with a survey questionnaire as the research instrument. This research has two sets of respondents the grade school teachers and pupils. <br></p>

A Qur’anic Methodology for Integrating Knowledge and Education

2016 ◽  
Vol 32 (2) ◽  
pp. 1-30
Author(s):  
Sidek Bin Baba ◽  
Mohamad Johdi Salleh ◽  
Tareq M Zayed ◽  
Ridwan Harris
Keyword(s):  
University Students ◽  
Learning Process ◽  
Teaching Methods ◽  
School Students ◽  
Types Of Knowledge ◽  
Teaching Learning ◽  
Teacher Centered ◽  
Integrated Knowledge

Integrating knowledge and education has become a major issue in Malaysia in the context of globalization. This study develops a teacher-centered Qur’anic methodology based on the integration of acquired (‘aqlī) and revealed (naqlī) knowledge as regards content, as well as the integration of teachers’ role in a teaching-learning process designed to empower students to manage “self” and “system.” It further investigates the existing curriculum and institutional efforts to integrate these two types of knowledge, students’ understanding of the integrated knowledge and its learning process, as well as how the teachers and lecturers understand this integrated knowledge and apply it to their teaching methods. Data collected through interviews and surveys of participating school students and teachers, as well as university students and lecturers, revealed several issues that need to be addressed.

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