scholarly journals METODE INCREMENTAL DALAM MEMBANGUN APLIKASI IDENTIFIKASI GAYA BELAJAR UNTUK MENINGKATKAN HASIL BELAJAR SISWA

2019 ◽  
Vol 4 (1) ◽  
pp. 42-49
Author(s):  
Muhamad Syarif ◽  
Wahyu Nugraha
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Learning Process ◽  
Individual Learning ◽  
Web Based ◽  
Incremental Methods ◽  
Web Based Learning ◽  
The Individual ◽  
Answering Questions ◽  
Different Levels

Abstrak Belajar dapat diartikan sebagai proses dari suatu individu yang mengalami perubahan perilakunya akibat bertambahnya pengalaman. Kemampuan seseorang dalam memahami dan menyerap informasi ketika proses belajar pasti berbeda tingkat waktunya, ada yang cepat, sedang maupun lambat. Perbedaan kecepatan ini dipengaruhi beberapa faktor, salah satu faktornya adalah cara atau gaya belajar dari individu tersebut. Gaya belajar memiliki 3 jenis yaitu visual, audio dan kinestetik, pelajar dapat mengetahui gaya belajar yang sesuai dengan cara melakukan tes dengan menjawab pertanyaan-pertanyaan yang berkaitan dengan cara belajar individu. Tujuan penelitian ini yaitu membuat aplikasi identifikasi gaya belajar berbasis web menggunakan metode incremental. Diharapkan dengan adanya penelitian ini dapat memberikan kontribusi kepada pelajar agar menemukan gaya belajarnya dan berdampak pada pemahaman menyerap informasi ketika proses belajar lebih cepat. Kata kunci : gaya belajar, visual, audio, kinestetik, metode incremental Abstract Learning can be interpreted as the process of an individual who experiences changes in behavior due to increased experience. The ability of a person to understand and absorb information when the learning process must be different levels of time, some are fast, medium or slow. This speed difference is influenced by several factors, one of the factors is the way or learning style of the individual. Learning styles have 3 types, namely visual, audio and kinesthetic, students can find out the appropriate learning style by doing tests by answering questions related to individual learning methods. The purpose of this study is to create a web-based learning style identification application using incremental methods. It is expected that this research can contribute to students to find their learning styles and have an impact on understanding absorbing information when the learning process is faster. Keywords : learning style, visual, audio, kinesthetic, incremental methods

scholarly journals LANGUAGE TEACHING AT THE MEDICAL UNIVERSITY AND INSTRUMENTS FOR ACHIEVING EFFECTIVENESS

2019 ◽  
Vol 34 (6) ◽  
pp. 1633-1639
Author(s):  
Zlatina Zheleva ◽  
Slavka Hristozova ◽  
Rumyana Stoyanova
Keyword(s):  
Foreign Language ◽  
Learning Styles ◽  
Learning Style ◽  
Learning Process ◽  
Language Teaching ◽  
Foreign Language Learning ◽  
Educational Process ◽  
Academic Education ◽  
The Individual ◽  
Medical University

Foreign language teaching to medical students depends on solving various institutional problems. In this sense, its effectiveness is a variable which influences the level of education at the university. Effectiveness of academic education depends on two groups of conditions- one is the purely material aspect- the place and conditions in which education takes place, the financial resources and the second one includes the psychoemotional aspect of training- the so-called didactic costs which include the physical and emotional efforts invested in the process of training both on the side of the lecturer and student. One of the ways to improve effectiveness is by restricting didactic costs- the less the psychoemotional tension and anxiety- the better results would a student achieve. Giving the student the opportunity to “manage his/her own manner of learning” and placing the student in the centre of the educational process would inevitably lead to increasing student motivation.Another mechanism to achieve effectiveness and quality of education is through activating the inner motivation of students to learn a foreign language. The latter is influenced by factors such as concentration, attention, a feeling of complete participation in the process of training, lack of fear of failure, assuming responsibility for the achieved results etc. A new aspect of contemporary learning success is differentiation in education, introduction of the individual, personal style of learning of each student. An appropriate instrument or tool in achieving motivation is for the learning process to follow and conform to the different learning styles of students. The individual learning style implies the individual preferences in perceiving and memorizing information. The aim of the present paper is to identify these styles in students from the Medical University – Plovdiv and thus to identify their satisfaction with foreign language learning. The survey was conducted in 2017 among 140 students from 16 countries. A written questionnaire and a psychological test were used to gather the data. Determinants for satisfaction were identifies as: the material setting and technological equipment, personal characteristics of the teacher and the microclimate in the student group. An adapted LSI (Learning Style Inventory) specifically adapted for Bulgaria which includes four types of approaches to the learning process- specific experience, reflective observation, abstract conceptualization and active experimentation was used. The results are distributed according to gender, specialty, year of studies and Kolb’s learning styles- divergent, assimilative, convergent and accommodative. The leading learning style according to our survey proves to be the convergent on with women having higher values (32,14%) than men (24,28%), next comes the assimilative learning style with men having higher value (17,14%) as opposed to women (14,28%). The accommodative is next – 5% of women and 3.57% men prefer this learning style and the least proffered one is the divergent one – 3,57% of women and 2,88% of men prefer it.

scholarly journals NEURO LINGUISTIC PROGRAMMINNG AND DIFFERENTIATED TRAINING

2017 ◽  
Vol 5 ◽  
pp. 751-756
Author(s):  
Constantin Petrovici ◽  
Tudor Stanciu
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Teaching Strategies ◽  
Individual Learning ◽  
Learning Assessment ◽  
Teaching Activities ◽  
Programming Theory ◽  
Inclusive Learning ◽  
The Individual ◽  
Teaching Learning

This article analyses the different modalities of applying the theory of learning styles in the teaching-learning-assessment process.On the assumption that the mode of receiving information influences how we learn, the researchers Richard Bandler and John Grinder created the Neuro linguistic programming theory. Learning that considers the neuro-linguistic paradigm is an inclusive learning type, which harmonizes the individual needs of the learner with concrete ways to meet those needs. This type of differentiated training represents a tool which allows teachers to achieve the best possible correspondence between their teaching strategies and individual learning styles.To support our arguments, we created an example of teaching activities using the Neuro linguistic paradigm in mathematics lessons. This example illustrates how each student can be directed in the process of solving tasks useful in the issue demonstration, tasks which are appropriate to his learning style.

The influence of learning style on satisfaction and learning effectiveness in the asynchronous web-based learning system

2017 ◽  
Vol 35 (4) ◽  
pp. 473-489 ◽  
Author(s):  
Fei-Fei Cheng ◽  
Chui-Chen Chiu ◽  
Chin-Shan Wu ◽  
Der-Chian Tsaih
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Learning System ◽  
Learning Effectiveness ◽  
Web Based ◽  
Content Type ◽  
Web Based Learning ◽  
Significant Difference ◽  
E Learning ◽  
The Web

Purpose The purpose of this paper is to investigate the effect of user’s learning style (including accommodators, divergers, convergers, and assimilators) on user’s satisfaction on the web-based learning system and their learning effectiveness. Design/methodology/approach This experimental research used the college students from a technology institute in Taiwan as the subject sources. By using the Kolb’s learning style model, the students are classified as four types of learners: convergers, divergers, assimilators, and accommodators. The authors analyzed the relationships among the different learning styles with their effectiveness of learning and satisfaction of using the web-based learning system. The mediation effect of gender is also presented. Findings This research indicates that: first, the satisfaction of the web-based learning system has significant influence on the learning performance of learners; second, different learning styles learners have no significant effect to the satisfaction on using the web-based learning system; third, learning effectiveness has significant difference among different learning style learners on the web-based learning system; the learning effectiveness of accommodators and divergers was significantly higher than the assimilators; fourth, different learning styles learners show significant difference in gender proportion. In addition to accommodators, whose proportion of women is higher than men, the other three learning styles’ proportions in men are higher than women. Research limitations/implications This study was grounded in the Kolb’s learning style theory. The authors provide implications for academic studies in e-learning research stream that aimed at understanding the role of learning style as well as gender differences in the asynchronous web-based learning system. Practical implications Results from this study provided the implications for students, educators, and e-learning system designers. The design of teaching materials as well as functions of e-learning systems should take learners’ learning style into consideration to ensure the best learning outcome. Originality/value This study examined the students’ learning style as well as gender differences in the asynchronous web-based learning system. An experiment was conducted to ensure the data were collected in a controlled environment, thus, offer the value that most of the prior study lacks.

scholarly journals Learning Styles in Business Management students: An empirical study in Portuguese Higher Education

2020 ◽  
Vol 21 (3) ◽  
pp. 348-384
Author(s):  
Luísa Margarida Cagica Carvalho ◽  
João Manuel do Freixo Pereira ◽  
Rui Manuel Teixeira Santos Dias ◽  
Adriana Backx Noronha
Keyword(s):  
Higher Education ◽  
Learning Styles ◽  
Learning Strategies ◽  
Learning Style ◽  
Learning Process ◽  
Cognitive Strategies ◽  
Business Management ◽  
Portuguese Higher Education ◽  
The Individual ◽  
Teaching Learning

This research aims to identify the learning styles of Portuguese higher education students in business administration, and in return to enable the identification of effective ways to foster the teaching-learning process. The research is divided into two parts: a theoretical approach and the analysis and discussion of the results obtained in light of the learning style of these students as characterized by the Felder-Silvernman model. The data were collected from 3 Portuguese Higher Education Institutions and seek to contribute to the improvement of the learning process in business management courses and to provide for adequate planning of learning strategies aimed at educational success. The statistical analysis of the data was performed with SPSS version 25.0 for Windows and included both descriptive and inferential statistics. The results of the study are consistent with the findings in the literature in similar contexts, suggesting that learning styles vary according to the individual. Regarding gender, a variable that has been studied relatively little to date, there is also evidence in the study that female students seem to use cognitive strategies significantly more than their male counterparts.

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.

Investigating the Opportunities to Improve the Personalization of the Secondary School Education through the Use of ICT

2018 ◽  
Vol 1 (1) ◽  
Author(s):  
Tzoni Chotov ◽  
◽  
Donika Valcheva ◽  
◽  
◽  
...  
Keyword(s):  
Information Technology ◽  
Secondary School ◽  
Learning Styles ◽  
Learning Style ◽  
Individual Learning ◽  
School Education ◽  
Educational Technologies ◽  
Learning Materials ◽  
Secondary School Education ◽  
The Individual

The paper discusses the opportunities to improve the personalization of the education through the use of ICT. One approach to achieve this by providing appropriate learning materials, depending on the individual learning of each student is suggested. Two different theories for determining the individual learning styles are presented and the appropriate ICT educational technologies for each style are defined. Also an experiment with the 10th grade students at Georgi Karavelov Secondary School in Shivachevo, Sliven for defining their individual learning style was provided and the results are analyzed. In addition an investigation of the possibility to apply ICT educational technologies among the students from 9 to 12 grades in Information Technology at Georgi Karavelov Secondary School in Shivachevo is discussed.

Towards Best Practices in Web-Based Learning and Teaching

2016 ◽  
pp. 317-332
Author(s):  
Mercy A. Iroaganachi
Keyword(s):  
Best Practices ◽  
Learning Environment ◽  
Learning Styles ◽  
Learning Style ◽  
Learning Objects ◽  
Web Based ◽  
Learning And Teaching ◽  
Web Based Learning ◽  
E Learning ◽  
Level Of Knowledge

The chapter explored best practices in web-based learning and teaching with a view to discover trends and provide valuable information for all in the e-learning environment. It affirms that paradigms in Web-based education have shifted from teacher-centered to learner-centered but basically it remains synchronous or asynchronous. This requires Learning Objects (LOs) to be pedagogically efficient, designed to standard (Multimodal) with designers bearing in mind the varied population and learning styles. LOs are to be personalized thereby creating adaptive content based on learner's abilities, learning style, level of knowledge and preferences. It is recommended that educators have requisite background knowledge and competencies in technology such as hardware, software, and course management systems etcetera. Instructors, designers and all interested persons should consult a checklist of best practices, for assessing learning object repositories. More so, there is need to incorporate hands-on component into the e-learning environment. The chapter provides Indicators for best practices.

scholarly journals Analysis of efficiency of perception of information depending on the individual learning style

2019 ◽  
Vol 78 (2) ◽  
pp. 61-67
Author(s):  
V. Andrusiak ◽  
V. Kravchenko
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Information Acquisition ◽  
Spectral Power ◽  
Individual Learning ◽  
Scientific Texts ◽  
Information Assimilation ◽  
The Individual ◽  
The Brain

The paper explored the features of information acquisition by people with different individual learning styles in accordance with the VARK classification (Visual, Auditory, Reading, Kinesthetic), which is popular in the educational field, using a comparative analysis of memorizing the details of fiction and scientific texts, as well as the brain's electrical activity during reading and listening.It is revealed that the way of presenting the text corresponding to the individual learning style does not increase the efficiency of memorizing its details.Audials, better than visuals, learned the content of a fiction text, when it is visually presented. Audials and kinesthetics demonstrated the worst long-term memorization of the details of a fiction text, regardless of how it was processed. It is shown that, regardless of the dominant learning style, listening to the text is accompanied by a greater cognitive load compared to reading, which was reflected in a generalized increase in spectral power in the theta EEG range. Reading was accompanied by a greater spectral power in the delta range in comparison with listening to texts for representatives of all learning styles, except visuals. In the kinesthetics, the spectral power of the high-frequency beta range of the EEG increased in the left temporo-occipital zones, while reading a fiction fragment, which indicates higher level of psycho-emotional tension in comparison with listening. The brain mechanism for maintaining attention and working memory during perception of information had specific EEG correlates in subjects with different individual learning styles, which, however, did not affect the differences in the efficiency of information assimilation by representatives of these groups.

Integrating Individual Differences in Adaptive Educational Systems

2012 ◽  
pp. 94-118
Author(s):  
Elvira Popescu
Keyword(s):  
Individual Differences ◽  
Learning Styles ◽  
Learning Style ◽  
Learning Preferences ◽  
Traditional Learning ◽  
Educational Systems ◽  
Technology Enhanced Learning ◽  
Web Based ◽  
Adaptive Educational Systems ◽  
The Individual

The chapter provides an overview of the individual differences that have an impact on the learning process and that are currently integrated in adaptive educational systems (AES). The focus is on one of these human factors in particular, namely learning style, which constitutes a popular source of adaptation in recent AES, but also one of the most controversial. The chapter includes a critical analysis of learning styles and their use in technology-enhanced learning settings, motivating the need for a Unified Learning Style Model (ULSM). This model integrates a carefully selected set of learning preferences extracted from several traditional learning style models, related to perception modality, way of processing and organizing information, as well as motivational and social aspects. The practical applicability of the model is also shown by briefly introducing an adaptive Web-based educational system built on it (called WELSA) and reporting the encouraging experimental results obtained so far. The use of ULSM in the emerging Web 2.0 context is also envisioned, by proposing the addition of a social learning dimension to WELSA.

scholarly journals Students’ Voice in Learning Style Assessment: The Innovative Learning Experiences Tool (ILE)

2016 ◽  
Vol 6 (2) ◽  
pp. 180
Author(s):  
Nosisana Patricia Mkonto
Keyword(s):  
Higher Education ◽  
Learning Styles ◽  
Learning Style ◽  
Learning Process ◽  
Assessment Tool ◽  
Learning Experiences ◽  
Active Role ◽  
Learning Needs ◽  
Diverse Learning ◽  
Innovative Learning

<strong></strong><p>Students who enter higher education have diverse learning needs, andhigher education institutions need to provide for these needs. One way of dealing with this variety of learning needs is to empower students to play an active role in their own learning, by making them aware of their learning styles.  Identifying learning styles is an important facet within the learning process. Assessing learning styles could provide students with an opportunity to be reflective, and interrogate how they learn. Students’ learning styles can be assessed by using a learning styles assessment tool. The Innovative Learning Experiences (ILE) which was developed in this study, caters for the students` voice where students reflect on their past and present learning experiences. </p><br /><strong> </strong>

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