scholarly journals Aplicação do instrumento LASSI e ILS em estudantes de farmácia para caracterização de ensino-aprendizagem

2021 ◽  
Vol 10 (17) ◽  
pp. e140101724126
Author(s):  
Patricia Becker ◽  
Aline de Jesus Santos ◽  
Fernando Henrique Oliveira de Almeida ◽  
Danilo Santos de Sousa ◽  
Alícia Natália dos Santos ◽  
...  
Keyword(s):  
Learning Styles ◽  
Study Strategies ◽  
Index Of Learning Styles ◽  
Learning And Study Strategies

O conceito de estilo na linguagem pedagógica é frequentemente utilizado para abordar os diferentes tipos de comportamentos que estão reunidos em um único estereótipo, o que de certa forma, se torna útil para a classificação e análises comportamentais. Desta forma, o trabalho teve como objetivo caracterizar os estilos e estratégias de aprendizagem entre estudantes universitários do curso de graduação em Farmácia. O trabalho foi realizado em dois momentos: Primeiramente foi realizado a fundamentação teórica sobre o processo de ensino-aprendizagem; Logo após, foi realizada a caracterização das estratégias de aprendizagem utilizando o questionário LASSI (Learning and Study Strategies Inventory) e para a caracterização dos estilos de aprendizagem, o instrumento ILS (Index of. Learning Styles). Os resultados apresentados não demostraram relações de ensino-aprendizagem durante o tempo de graduação em relação as estratégias de aprendizagem. Enquanto, os estilos de aprendizagem, mais observadas, foram os estilos sensorial/intuitivo. Além disso, existiu uma predominância entre os estudantes dos estilos sensorial, visual e sequencial, tendo como o estilo menos frequente entre os estudantes, o intuitivo. Diante os dados apresentados, pode-se observar à escassez de estudos que avaliaram os estilos ou as estratégias de aprendizagem entre estudantes universitários brasileiros. Sendo assim, se torna necessário mais investigações no âmbito da farmácia para a verificação de mais detalhes sobre fatores e suas relações com a utilização desses estilos e estratégias de aprendizagem no incremento acadêmico dos estudantes.

scholarly journals Assessing Learning Styles of Students at Zayed University

2009 ◽  
Vol 6 (2) ◽  
pp. 2-35
Author(s):  
Tofi Rahal ◽  
David Palfreyman
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Teaching Styles ◽  
Study Strategies ◽  
Learning Preferences ◽  
Educational Setting ◽  
Learning And Teaching ◽  
Left Brain ◽  
Teachers And Students ◽  
Learning And Study Strategies

Learning styles based education is becoming influential at higher education institutions around the world. Learning styles are characteristics of how students prefer to learn; they draw their origin from both biological and experiential conditions that make each student unique in the way he/she learns. An important first step in improving learning is to identify or assess students’ learning styles, and there are several instruments that can be used for this purpose. This is necessary for teachers and students who wish to improve learning and study strategies. Students who perform poorly in a conventional educational setting may suffer from a mismatch of learning and teaching styles; for example kinesthetic learners may not adapt to learning by listening or by reading. When we teach tactual and/or kinesthetic students by talking, they focus for only a brief amount of time and then wander off into their own thoughts and quickly forget (Burke & Dunn, 2002). We can improve students’ academic performance by providing them with alternative strategies and activities that respond to their learning style needs (Dunn & Dunn, 1993). In spring 2008, the learning styles of over 700 Zayed University students were assessed using the BE (Building Excellence) survey developed by Rundle & Dunn. The data collected is being analyzed with a view to making recommendations for teachers, students and parents to improve students’ learning. This paper represents the first in a series of publications on this subject; it reviews the survey process, and focuses on the nature and learning preferences of ZU students in perceptual elements (e.g. visual, auditory) and cognitive elements (e.g. Analytic-sequential (left-brain) vs. Global-simultaneous (right-brain) preferences).

scholarly journals Learning Styles and Asynchronous Learning: Comparing the LASSI Model to Class Performance

2019 ◽  
Vol 4 (1) ◽  
Author(s):  
Kenneth D. Loomis
Keyword(s):  
Learning Styles ◽  
Time Management ◽  
Study Strategies ◽  
Asynchronous Learning ◽  
Management Skills ◽  
Final Exam ◽  
Final Grade ◽  
Course Assessment ◽  
Learning And Study Strategies ◽  
The Relationship

This study investigated the relationship between students’ individual study and learning styles with their performances in an online Research Methods class. At the beginning of the semester the Learning and Study Strategies Inventory (LASSI) measured each student’s study and learning styles on ten scales.The students’ LASSI scores were later correlated to their total class points, and grades on exams, projects, and assignments. Five of the LASSI scales had significant correlations with at least one aspect of the course assessment. The strongest correlation was found between time management skills and the final grade. The ability to effectively use study aids was significant in the students’ performance on the final grade, the final exam and all activities outside exams (journal reportsand chapter assignments).

scholarly journals Cluster Analysis for Student Grouping Based on Index of Learning Styles

2021 ◽  
Vol 1808 (1) ◽  
pp. 012023
Author(s):  
Allan Auri Putra Pamungkas ◽  
Dwi Maryono ◽  
Cucuk Wawan Budiyanto
Keyword(s):  
Cluster Analysis ◽  
Learning Styles ◽  
Student Grouping ◽  
Index Of Learning Styles

LASSI's great adventure: A meta-analysis of the Learning and Study Strategies Inventory and academic outcomes

2021 ◽  
Vol 34 ◽  
pp. 100407
Author(s):  
Carlton J. Fong ◽  
Megan R. Krou ◽  
Karen Johnston-Ashton ◽  
Meagan A. Hoff ◽  
Shengjie Lin ◽  
...  
Keyword(s):  
Academic Outcomes ◽  
Meta Analysis ◽  
Study Strategies ◽  
Learning And Study Strategies

Communication technology use and study skills

2017 ◽  
Vol 18 (3) ◽  
pp. 257-270 ◽  
Author(s):  
Penny Thompson
Keyword(s):  
Online Social Networks ◽  
Technology Use ◽  
Study Skills ◽  
Text Messaging ◽  
Instant Messaging ◽  
Negative Relationship ◽  
Communication Technologies ◽  
Study Strategies ◽  
Learning And Study Strategies ◽  
The Relationship

Research suggests a negative relationship between frequent use of communication technologies, such as text messaging and social network sites, and academic performance, but the nature of the relationship needs to be explored in greater detail. This study explored the relationship between use of communication technologies and self-reported study skills. A total of 74 first-year university students completed the online Learning and Study Strategies Inventory and reported on how frequently they used text messaging, instant messaging, and online social networks such as Facebook. Correlation analysis indicated a negative relationship between frequency of communications technology use and the Learning and Study Strategies Inventory measure of Concentration. While the study does not prove a causal relationship, it provides more detail on the specific study skills challenges students may be facing when they interrupt their studying with frequent online social communication. This increased understanding can help educators tailor study skills interventions and support more directly to students’ needs.

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