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 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 Research on the differences of students’ learning styles and knowledge integration in SPOC learning: a case study of course “Basic Portuguese”

2021 ◽  
Vol 18 (1) ◽  
pp. 12-26
Author(s):  
Jing Hu ◽  
Silva Maria Do Carmo Vieira
Keyword(s):  
Online Learning ◽  
Learning Styles ◽  
Learning Style ◽  
Knowledge Construction ◽  
Knowledge Integration ◽  
Teaching Method ◽  
Integration Theory ◽  
Online Data ◽  
Learning Behaviors ◽  
Learning Platform

Problem and goal. With the advent of the information age, Internet-based online learning has also become one of the learning methods chosen by many learners. They can use these online learning platforms to complete knowledge construction while learning offline. Methodology. Most studies of learning behaviors focus on the discovery of the best learning model and disregard the possible impact of different learning behaviors on knowledge construction. Therefore, based on the Felder - Silverman learning style model, this article uses the Solomon learning style scale to improve the design of the questionnaire and collect four-dimensional differential learning behaviors data. In order to further understand the influence of learning styles on the effectiveness of online learning, we also use online learning data on the Small Private Online Course platform and general cognitive intelligence knowledge integration theory to clarify the relation between learning modes and individuals differences. Results. This study observes and analyzes the learning behavior data of 46 students of Nankai University in the SPOC learning platform, also analyzes the differences in learning styles and knowledge construction of students in the SPOC environment. Compared with the traditional Basic Portuguese teaching method, the blended teaching model based on the Chaoxing Learning platform has unparalleled advantages. Interactions inside and outside the classroom, improving student participation and promoting teaching diagnosis. Conclusion. Through a comprehensive analysis of questionnaire data and online data, we found that some learning styles have different effects on the effectiveness of online learning, ignoring the individual differences of learners will still cause problems in knowledge construction.

scholarly journals Efetividade das Estratégias de Ensino no Desenvolvimento das Competências de Estudantes do Curso de Administração

REVISTA PLURI ◽  
2019 ◽  
Vol 1 (1) ◽  
pp. 293
Author(s):  
Katia Maria Rocha de Lima
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Online Learning ◽  
Learning Style ◽  
Undergraduate Students ◽  
Teaching And Learning ◽  
The World ◽  
E Learning ◽  
On Line ◽  
Different Levels

O objetivo desta investigação é estruturar um modelo que avalie a efetividade das estratégias de ensino (tradicional, online e hibrido) utilizadas para o desenvolvimento das competências dos estudantes de graduação em administração, observando o perfil do estudante e o estilo de aprendizagem. A aprendizagem online, baseada no e-learning, tem desempenhado um papel fundamental no ensino e aprendizagem, que se torna cada vez mais popular não apenas em diferentes níveis escolares, mas também em várias instituições de educação superior em todo o mundo (Nedungadi & Raman, 2012). Nesse contexto, a educação a distância emerge como uma oportunidade que pode ampliar as possibilidades de aprendizagem do estudante, implementando ensino totalmente a distância ou no modelo híbrido.Palavras-Chave: Modelos de aprendizagem, e-learning, tradicional, on-line, híbrido.Abstract:The objective of this research is to structure a model that evaluates the effectiveness of teaching strategies (traditional, online and hybrid) used for the development of Administration course undergraduate students’ skills, observing student’s profile and his/her learning style. Online learning, based on e-learning, has played a key role in teaching and learning, which is becoming increasingly popular not only at different levels of education but also in several higher education institutions around the world (Nedungadi & Raman, 2012). In this context, distance education emerges as an opportunity that can broaden students’ learning possibilities, implementing distance education or the hybrid model.

scholarly journals Learning Styles and Dyslexia Types – Understanding Their Relationship and its Benefits in Adaptive E-learning Systems

2020 ◽  
Vol 14 (15) ◽  
pp. 25
Author(s):  
Aisha Y Alsobhi ◽  
Khaled H Alyoubi
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Learning Systems ◽  
Learning System ◽  
Knowledge Level ◽  
Educational Establishment ◽  
E Learning ◽  
User Learning ◽  
The Relationship ◽  
Better Than

Learning is a fundamental element of people’s everyday lives. Learning experiences can take the form of our interactions with others, through attending an educational establishment, etc. Not everyone learns in the same way, and even people who are considered to have a similar standard of abilities or proficiency will exhibit different learning styles. This does not necessarily mean that some students are better than others; it means that students are different from one another. Adaptive e-learning system should be capable of adapting the content to the user learning style, abilities and knowledge level. In this paper, we investigate the benefits of incorporating learning styles and dyslexia type in adaptive e-learning systems. Adaptivity aspects based on dyslexia type and learning styles enrich each other, enabling systems to provide learners with materials which fit their needs more accurately. Besides, consideration of learning styles and dyslexia type can contribute to more accurate student modelling. In this paper, the relationship between learning styles, the Felder–Silverman learning style model (FSLSM), and dyslexia type, is investigated. These relationships will lead to a more reliable student model.

scholarly journals E-learning Platforms and E-learning Students: Building the Bridge to Success

2013 ◽  
Vol 1 (2) ◽  
pp. 21-34 ◽  
Author(s):  
Manuel Rodrigues ◽  
Sérgio Gonçalves ◽  
Florentino Fdez-Riverola
Keyword(s):  
Online Learning ◽  
Learning Styles ◽  
Traditional Learning ◽  
Affective States ◽  
Non Invasive ◽  
Learning Platform ◽  
E Learning ◽  
Learning Platforms ◽  
Dynamic Recognition ◽  
Insight Into

E-learning platforms are becoming more and more common in education and with organisations. They are seen as a complementary tool to support learning or, as in many cases, as the primary tool to do it (possibly the only one). In traditional learning, teachers can easily get an insight into how their students work and learn, and how they interact in the classroom. However, in online learning, it is more difficult for teachers to see how individual students behave. Affective states and learning styles are determinant in students’ performance. Together with stress, these are crucial factor to success. It is believed that the sole use of an E-learning platform can in itself be a cause of stress for students. Estimating, in a non-invasive way, such parameters, and taking measures to deal with them, are then the goal of this paper. We do not consider the use of dedicated sensors (invasive) such as special gloves or wrist bracelets since we intend not to be dependent on specific hardware and also because we believe that such specific hardware can induce for itself some alteration in the parameters being analysed. Our work focuses on the development of a new module (Dynamic Recognition Module) to incorporate in Moodle E-learning platform, to accommodate individualized support to E-learning students.

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.                                                                              

Adaptation algorithms for selecting personalised learning experience based on learning style and dyslexia type

2019 ◽  
Vol 53 (2) ◽  
pp. 189-200 ◽  
Author(s):  
Aisha Yaquob Alsobhi ◽  
Khaled Hamed Alyoubi
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Learning Experience ◽  
Assistive Technologies ◽  
Learning Systems ◽  
Learning System ◽  
Fixed Cost ◽  
Learning Material ◽  
Content Type ◽  
E Learning

PurposeThrough harnessing the benefits of the internet, e-learning systems provide flexible learning opportunities that can be delivered at a fixed cost at a time and place to suit the user. As such, e-learning systems can allow students to learn at their own pace while also being suitable for both distance and classroom-based learning activities. Adaptive educational hypermedia systems are e-learning systems that employ artificial intelligence. They deliver personalised online learning interventions that extend electronic learning experiences beyond a mere computerised book through the use of intelligence that adapts the content presented to a user according to a range of factors including individual needs, learning styles and existing knowledge. The purpose of this paper is to describe a novel adaptive e-learning system called dyslexia adaptive e-learning management system (DAELMS). For the purpose of this paper, the term DAELMS will be employed to describe the overall e-learning system that incorporates the required functionality to adapt to students’ learning styles and dyslexia type.Design/methodology/approachThe DAELMS is a complex system that will require a significant amount of time and expertise in knowledge engineering and formatting (i.e. dyslexia type, learning styles, domain knowledge) to develop. One of the most effective methods of approaching this complex task is to formalise the development of a DAELMS that can be applied to different learning styles models and education domains. Four distinct phases of development are proposed for creating the DAELMS. In this paper, we will discuss Phase 3 which is the implementation and some adaption algorithms while in future papers will discuss the other phases.FindingsAn experimental study was conducted to validate the proposed generic methodology and the architecture of the DAELMS. The system has been evaluated by group of university students studying a Computer Science related majors. The evaluation results proves that when the system provide the user with learning materials matches their learning style or dyslexia type it enhances their learning outcomes.Originality/valueThe DAELMS correlates each given dyslexia type with its associated preferred learning style and subsequently adapts the learning material presented to the student. The DAELMS represents an adaptive e-learning system that incorporates several personalisation options including navigation, structure of curriculum, presentation, guidance and assistive technologies that are designed to ensure the learning experience is directly aligned with the user's dyslexia type and associated preferred learning style.

scholarly journals An Investigation Of The Relationship Between Students’ Views On Homework And Their Learning Styles

2016 ◽  
Vol 12 (7) ◽  
pp. 47
Author(s):  
Ayten Iflazoglu Saban
Keyword(s):  
Academic Success ◽  
Learning Styles ◽  
Learning Style ◽  
Personal Information ◽  
Target Population ◽  
Grade Point ◽  
Significant Difference ◽  
The Difference ◽  
Learning Styles Inventory ◽  
The Relationship

The purpose of this study is to identify the relationship between students’ views on homework and their learning styles. The study follows a descriptive survey model. It is also an example of descriptive study in relational screening model. Target population is all first, second, third, and fourth year students who are enrolled in Çukurova University Primary School Classroom Teaching Department. The participants are 443 students who volunteered to fill in the data collection forms used in the study. Of the participants, 90 were first year, 103 were second year, 140 were third year, and 110 were fourth year students. 275 of the students participating in the study were female (62.1%) and 168 were male (37.9%). The data were collected through “Homework Attitudes Scale” developed by Gündüz (2005), Kolb’s Learning Styles Inventory (LSI) which was first examined for its applicability in Turkey by Aşkar and Akkoyunlu (1993), “Homework Purpose Scale”, “Homework Management Scale” and “Personal Information Form” developed by the researcher. No instruments were used to measure students’ academic success levels; their academic success was identified according to the overall mean score obtained from the scores they received from all lessons. Findings show that 141 students (31.8%) preferred assimilating learning style while 133 students (30%) preferred converging learning style. Dominant learning style was found to differ according to grade level and grade point average. The difference in terms of homework attitudes, homework purpose, and homework management scale mean scores was in favour of mostly students who have converging learning style. Besides, there was a significant difference in terms of doing homework on time in favour of students who have converging learning style, and there was a significant difference in terms of coming to class without homework in favour of students who have diverging learning style.

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 The Use of e-Learning Course during the COVID-19: A Systems Thinking Approach

2020 ◽  
Vol 15 (1) ◽  
pp. 2157-2160
Author(s):  
Chin-Yen Alice Liu
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Learning Environment ◽  
Systems Thinking ◽  
Online Courses ◽  
Learning Experience ◽  
Cloud Services ◽  
Learning Platform ◽  
E Learning ◽  
National Emergency

In the era of theInternet, most educators have been supported by powerful tools ranging from e-books and e-learning sites to cloud services, and students’ learning environment has been a mix between traditional study (in class) and e-learning through some kind of online learning platform. Due to the uncertainty of the rapidly changing COVID-19 situation, all colleges and universities have to shutter their physical campuses and move their courses to remote and online formats hastily. This prompted many to wonder if all of the faculty are ready and qualified to teach online courses and/or if all of the students are ready to learn in the comprehensive online environment. If not, what ultimate impact will be to our higher education during this national emergency virus pandemic since there is no choice but depend on where they sit currently, not to mention the negative reviews and concerns regarding the online education. To make this transfer seamlessly and conflict mitigation, this paper applied systems thinking for an e-Learning course and proposed a flexible grading method for an e-learning environment, which will enhance students’ grades by allowing students to control their own study paces and the amount of efforts spent in the course, which can bring a successful online learning experience.

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