scholarly journals Learning styles and courseware design

2011 ◽  
Vol 5 (2) ◽  
Author(s):  
Karen Valley
Keyword(s):  
Learning Styles ◽  
Teaching And Learning ◽  
Individual Learning ◽  
Learning Effectiveness ◽  
Use Of Technology ◽  
The Way

As the use of technology to support teaching and learning becomes more widespread, the need to make learning with computers more effective becomes more important. The accommodation of individual learning styles is often regarded as a way of increasing learning effectiveness. The idea that we can classify a learner and then employ methods and activities that match the way they prefer to learn is an attractive one. The main goal of this paper is to examine how software for teaching and learning (courseware) can accommodate differences in preferred learning style.DOI:10.1080/0968776970050205

An exploration of the factors that contribute to learning satisfaction of first-year anatomy and physiology students

2015 ◽  
Vol 39 (3) ◽  
pp. 158-166 ◽  
Author(s):  
Saramarie Eagleton
Keyword(s):  
Learning Community ◽  
Teaching And Learning ◽  
Community Support ◽  
First Year ◽  
Learning Effectiveness ◽  
Anatomy And Physiology ◽  
Learning Satisfaction ◽  
Use Of Technology ◽  
Teaching Anatomy ◽  
Physiology Students

Lecturers have reverted to using a “blended” approach when teaching anatomy and physiology. Student responses as to how this contributes to their learning satisfaction were investigated using a self-administered questionnaire. The questionnaire consisted of closed- and open-ended questions that were based on three determinants of learning satisfaction: perceived course learnability, learning community support, and perceived learning effectiveness. Regarding course learnability, students responded positively on questions regarding the relevance of the subject for their future careers. However, students identified a number of distractions that prevented them from paying full attention to their studies. As far as learning community support was concerned, respondents indicated that they were more comfortable asking a peer for support if they were unsure of concepts than approaching the lecturing staff. Most of the students study in their second language, and this was identified as a stumbling block for success. There was a difference in opinion among students regarding the use of technology for teaching and learning of anatomy and physiology. From students' perceptions regarding learning effectiveness, it became clear that students' expectations of anatomy and physiology were unrealistic; they did not expect the module to be so comprehensive. Many of the students were also “grade oriented” rather than “learning oriented” as they indicated that they were more concerned about results than “owning” the content of the module. Asking students to evaluate aspects of the teaching and learning process have provided valuable information to improve future offerings of anatomy and physiology.

scholarly journals THE USE OF DIGITAL TECHNOLOGY IN ESP: CURRENT PRACTICES AND SUGGESTIONS FOR ESP TEACHER EDUCATION

2020 ◽  
pp. 017
Author(s):  
Elis Kakoulli Constantinou ◽  
Salomi Papadima-Sophocleous
Keyword(s):  
Teacher Education ◽  
Teaching And Learning ◽  
Tertiary Education ◽  
Language Education ◽  
Use Of Technology ◽  
Information And Communication ◽  
Ict Tools ◽  
The Republic ◽  
Republic Of Cyprus ◽  
The Way

Developments in Information and Communication Technology (ICT) have transformed the way people communicate, interact and also the way they learn. ICT tools are widely used in language teaching and learning, and the benefits have been repeatedly expressed in literature. ESP is yet another area of language education that has been affected by these developments. Despite the fact that there are ESP practitioners who utilise technologies in their teaching, more research is needed in order to identify how widely technology tools are used in ESP, so that action is taken to empower practitioners and provide them with the help they need in order to integrate technology in their practices.  This paper reports on the findings of a study conducted among 67 ESP practitioners from Tertiary Education in Greece and the Republic of Cyprus, the data of which were obtained through the use of an electronic questionnaire. The paper aims at examining the profiles of ESP practitioners in Greece and the Republic of Cyprus describing their use of technology (hardware and software) for the preparation and delivery of their courses. Furthermore, it outlines ESP practitioners’ views on the inclusion of a component on the use of technology in ESP teacher education. The paper concludes with suggestions regarding opportunities for professional development on issues related to the integration of ICT tools in ESP teaching and learning.

Developing Pedagogical Skills for Teachers

2017 ◽  
pp. 128-144
Author(s):  
Bonface Ngari Ireri ◽  
Elijah I. Omwenga ◽  
Robert Oboko ◽  
Ruth Wario
Keyword(s):  
Significant Relationship ◽  
Teaching And Learning ◽  
Learning Technologies ◽  
Learning Activities ◽  
Learner Centered ◽  
Use Of Technology ◽  
Pedagogical Skills ◽  
Student Ability ◽  
Rate Of Response ◽  
The Way

Since technology alone without the instructor or teacher cannot deliver learning to learners, the presence of the teacher or instructor is very important. For any meaningful teaching and learning to take place in a class, the teacher must gain learner's attention. Teachers who use learner centered approaches have a strong trust in students, they believe that students want to learn, have great faith in student ability and offer students ownership of class activities. They are able to manage their classroom. This chapter looks at the way attention can be measured and used as a tool to inform teachers in order to enable them manage the classroom and learning activities. There is a significant relationship between rate of response as a measure of attention and use of technology meant for teaching and learning. Teaching and learning technologies draw learners' attention, motivating them and arousing their curiosity to be engaged in learning.

Use of Augmented Reality in Mobile Devices for Educational Purposes

2018 ◽  
pp. 254-276 ◽  
Author(s):  
Bülent Gürsel Emiroğlu ◽  
Adile Aşkım Kurt
Keyword(s):  
Augmented Reality ◽  
Learning Styles ◽  
Mobile Devices ◽  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Communication Technologies ◽  
Technology In Education ◽  
Mobile Platforms ◽  
Use Of Technology ◽  
Information And Communication

Use of technology in education has been widespread in the last decade, thanks to developments and improvements in information and communication technologies, especially in mobile devices. Among the fields in which mobile devices play important roles, education is one of the leading ones. Mobile devices help teachers and learners access educational resources when needed. To increase the reality of virtual learning environments on mobile devices, Augmented Reality (AR) technologies were introduced for mobile platforms, and the term Mobile Augmented Reality (MAR) arose. MAR opens a new door for educators and trainers to experience new methods of teaching for mobile learners. In this chapter, educational use of AR on mobile devices will be explained. Throughout the content of the chapter, readers will be informed about how AR applications changed people's teaching and learning styles.

scholarly journals Studi Peningkatan Kualitas Belajar melalui Analisis Gaya Belajar Individu dalam Membentuk Kompetensi Entrepreneurship

The Winners ◽  
2013 ◽  
Vol 14 (2) ◽  
pp. 120
Author(s):  
Jajat Sudrajat
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Teaching And Learning ◽  
Soft Skills ◽  
Business Management ◽  
Individual Learning ◽  
Faculty Members ◽  
Analytical Thinking ◽  
And Training

The purpose of this study is to analyze the influence of learning styles of individuals in shaping entrepreneurial competence as a study improvement of the quality of learning. Participants of this study were students at University Telkom Business Management, Department of Telecommunications and Informatics, Bandung. This study used descriptive analytical method. Results of this study found that the effect of simultaneous greatest between individual learning styles: concrete experient (X1), reflective observation (X2), abstract conseptualization (X3), and active experimentation (X4) on the competence entrepreneurship: thinking & problem solving (Y3) relatively strong at 93.4%. This research proves that learning styles of students have an influence on the formation of entrepreneurial competence. Greatest amount of influence an individual learning styles simultaneously to the competence of entrepreneurship is 93.4%. Based on these results, it is recommended as follows: (1) the curriculum is constantly made to improve and have confidence entrepreneurial competencies (personal maturity); (2) the quality of faculty members should be improved by improving education and training, especially the training of soft skills in order to familiarize themselves to the learning style of analytical thinking can be improved; (3) facilities and infrastructure to support teaching and learning process should continue to be evaluated in order to function properly.

Use of Augmented Reality in Mobile Devices for Educational Purposes

2017 ◽  
pp. 95-117 ◽  
Author(s):  
Bülent Gürsel Emiroğlu ◽  
Adile Aşkım Kurt
Keyword(s):  
Augmented Reality ◽  
Learning Styles ◽  
Mobile Devices ◽  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Communication Technologies ◽  
Technology In Education ◽  
Mobile Platforms ◽  
Use Of Technology ◽  
Information And Communication

Use of technology in education has been widespread in the last decade, thanks to developments and improvements in information and communication technologies, especially in mobile devices. Among the fields in which mobile devices play important roles, education is one of the leading ones. Mobile devices help teachers and learners access educational resources when needed. To increase the reality of virtual learning environments on mobile devices, Augmented Reality (AR) technologies were introduced for mobile platforms, and the term Mobile Augmented Reality (MAR) arose. MAR opens a new door for educators and trainers to experience new methods of teaching for mobile learners. In this chapter, educational use of AR on mobile devices will be explained. Throughout the content of the chapter, readers will be informed about how AR applications changed people's teaching and learning styles.

Impact of modern technology in education

2018 ◽  
Vol 3 (S1) ◽  
pp. 33 ◽  
Author(s):  
R. Raja ◽  
P. C. Nagasubramani
Keyword(s):  
Teaching And Learning ◽  
Modern Technology ◽  
Technology In Education ◽  
Use Of Technology ◽  
The Gift ◽  
Computers In Education ◽  
Manual Tasks ◽  
Technology In Schools ◽  
The Way

Technology is a gift of God. After the gift of life it is perhaps the greatest of God's gifts. It is the mother of civilizations, of arts and of sciences. Technology has certainly changed the way we live. It has impacted different facets of life and redefined living. Undoubtedly, technology plays an important role in every sphere of life. Several manual tasks can be automated, thanks to technology. Also, many complex and critical processes can be carried out with ease and greater efficiency with the help of modern technology. Thanks to the application of technology, living has changed and it has changed for better. Technology has revolutionized the field of education. The importance of technology in schools cannot be ignored. In fact, with the onset of computers in education, it has become easier for teachers to impart knowledge and for students to acquire it. The use of technology has made the process of teaching and learning all the more enjoyable.

scholarly journals The use of Smartphone and Social Media of Students to Enhance Individual Learning Styles in Forming Entrepreneurship Competence

2020 ◽  
Vol 8 (5) ◽  
pp. 2365-2369
Keyword(s):  
Social Media ◽  
Learning Styles ◽  
Teaching And Learning ◽  
Individual Learning ◽  
Research Development ◽  
Building Relationships ◽  
Development Method ◽  
Learning Aids ◽  
Entrepreneurial Competencies

The purpose of this learning is to determine individual learning styles by using smartphones in forming entrepreneurial competencies, in an effort to improve the quality of entrepreneurship learning in class with lecturers, doing assignments in class or outside the class as a group, using smartphones and utilizing social media to get business ideas and creating assignment reports. Smartphones and social media that are brought by students and lecturers at any time have not been optimized for entrepreneurship learning, even most lecturers forbid students from opening smartphones while studying in class. The participants of this study were students of Bina Nusantara University from the Faculty of Economics and Communication, Faculty of Engineering, Faculty of Humanities, School of Computer Science and School of Information System. This research uses the Research Development method, which is a series of processes or steps to develop entrepreneurship learning innovations in the classroom by optimizing smartphones and social media, as a medium for classroom learning aids. The results of this study found that 39.6% of students used smartphones to study, 22.0% were used to build relationships, 5.8% for entertainment or reading news, 25.4% for businesses and 7.2% for documentation. Research shows that student learning styles have an influence on the formation of entrepreneurial competencies in building relationships and business that is equal to 47.4%. The greatest amount of influence simultaneously individual learning styles on entrepreneurial competence is 39.6% for learning. Based on the results of this study, it is suggested as follows: (1) the entrepreneurship learning curriculum is always made to improve ability and have competent entrepreneurial trust (Personal Maturity), because 39.6% of students do business using smartphones; (2) facilities and infrastructure to support the teaching and learning process must be continuously evaluated to function and support smartphone media.

scholarly journals The way of teaching toward different students' learning styles / Teaching that takes into account different learning styles

2020 ◽  
Vol 8 (2) ◽  
Author(s):  
Sounantha Phavadee
Keyword(s):  
Individual Differences ◽  
Learning Styles ◽  
Learning Style ◽  
Teaching And Learning ◽  
Educational Goal ◽  
The Way

This article aims at reviewing the literature relates with many articles which have been published from difference scholars regarding the way of teachers teach in different students’ learning styles, from articles collection, which content the good strategies and techniques that teachers use in the classroom.  It consists to difference category of theories and effective methods of teaching to use in suitable for different learning styles. There are theories, methods, techniques and strategies teachers use in the classroom. Here some theories, methods, techniques, and strategies can be matched with just some of students’ learning styles especially some aptitude method that teachers commonly use in a classroom like writing and reading, some kind of technique they have adapted with a different type of students, the strategy to be used by the teacher which it emphasizes on individual differences and to find out match and mismatch of teaching and learning styles. Regarding this concern, the more matching with students’ learning style, the better achieving into the educational goal.

Learning and teaching breathing and oboe playing: action research in a conservatoire

2007 ◽  
Vol 24 (2) ◽  
pp. 207-231 ◽  
Author(s):  
Helena Gaunt
Keyword(s):  
Action Research ◽  
Literature Review ◽  
Learning Styles ◽  
Teaching And Learning ◽  
Individual Learning ◽  
Approach To Learning ◽  
Learning And Teaching ◽  
School Of Music

This paper presents findings from action research in a conservatoire (the Guildhall School of Music & Drama) which focused on teaching and learning effective breathing in playing the oboe. A range of approaches and techniques emerged from a literature review. These were implemented in practice with oboe students at the Guildhall School, and changes in their practice and perceptions of breathing were analysed. Participants' responses to the approaches used were diverse, emphasising individual learning styles. Considerable changes in their breathing practice as oboists were observed, and in addition it was noted that in several cases their approach to learning became more reflective and self-directed.

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