scholarly journals RELATION OF LEARNING STYLE TO INTERCULTURAL SENSITIVITY AND INTERNATIONAL ATTITUDES AMONG JAPANESE UNDERGRADUATES

2020 ◽  
pp. 135-146
Author(s):  
Yoshitaka Yamazaki ◽  
◽  
Michiko Toyama ◽  
Keyword(s):  
Regression Analysis ◽  
Learning Style ◽  
Undergraduate Students ◽  
Intercultural Sensitivity ◽  
Approach Tendency ◽  
Japanese University ◽  
Learning Style Inventory ◽  
Latent Constructs ◽  
The World ◽  
International Posture

This studyempirically explored how learning style relates to intercultural sensitivity and international attitudes in the context of a Japanese university. Atotal of 109 undergraduate students completed three questionnaires: Kolb’s Learning Style Inventory, Chen and Starosta’s Intercultural Sensitivity Scale, and Yashima’s International Posture as a measurefor international attitudes. Because the factor structure with constituent items of the Intercultural Sensitivity Scale was unresolved, we first examined the configuration of its latent constructs and then identified four underlying components. In terms of intercultural sensitivity, results of regression analysis illustrated that a learning style with a focus on acting over reflecting significantlynegativelyrelated to Anxious Interactionand marginallyrelated to Affirmative andEnjoyment Interaction. Results for international attitudes revealed that the samelearning variable wassignificantlyassociated with Intercultural Approach Tendency,Interest in International Vocation, andWillingness to Communicate to the World, whereas the learning variable of thinking versus feeling was marginally negatively related to Intercultural Approach Tendency. In conclusion, the study suggests that the learning styledimension of actionversus reflection has a strongerinfluence on intercultural sensitivity and international attitudesthan the learning dimension of thinking versus feeling.

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.

A comparison on the learning styles of chemistry students and chemistry education students in universities in Turkey

2020 ◽  
Vol 8 (4) ◽  
pp. 841-848
Author(s):  
Dilek Çelikler ◽  
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Undergraduate Students ◽  
Chemistry Education ◽  
Study Group ◽  
Education Students ◽  
Entire Study ◽  
Chemistry Students ◽  
Learning Style Inventory ◽  
Geographical Regions

The aim of the study is to compare learning styles of students in the department of chemistry education in education faculties and learning styles of students in the department of chemistry in faculties of science or faculties of arts and sciences in Turkey. The study group of the study is comprised of 1291 undergraduate students in total from the chemistry departments in eight universities and from Chemistry Education departments in 5 universities located in different geographical regions in Turkey. Data was obtained using Kolb Learning Style Inventory. When the entire study group is considered, it is observed that chemistry undergraduate students have diverging learning style as the dominant and that the assimilating learning style as the second among their learning style preferences. It is concluded that chemistry students have assimilating learning style while chemistry education students have diverging learning style as the dominant one according to the departments.

Construct Validity of Kolb's Learning Style Inventory, Using Factor Analysis and Guttman's Smallest Space Analysis

1986 ◽  
Vol 63 (3) ◽  
pp. 1323-1326 ◽  
Author(s):  
Noomi Katz
Keyword(s):  
Factor Analysis ◽  
Construct Validity ◽  
Learning Style ◽  
Undergraduate Students ◽  
Two Dimensions ◽  
Underlying Structure ◽  
Learning Style Inventory ◽  
David Kolb ◽  
Circular Structure ◽  
Hebrew Version

The Learning Style Inventory developed by David Kolb assesses learners' preferences for specific phases of a model of an experiential learning cycle. A Hebrew version of Kolb's inventory was administered to 739 undergraduate students from nine major study areas, after investigating the instrument's cross-cultural equivalence. In accordance with hypothesized underlying structure, two-factor solutions corresponding to the experiential model's two dimensions, clearly emerged in the factor analysis. While the over-all circular structure of the model is presented strongly using Guttman's SSA procedure, both findings provide construct validity for the inventory and support the generalizability to a different culture of the learning process proposed by Kolb.

Learning Styles—Liberal Arts and Technical Training: What's the Difference?

1989 ◽  
Vol 64 (2) ◽  
pp. 507-518 ◽  
Author(s):  
Margery S. Reading-Brown ◽  
Robert R. Hayden
Keyword(s):  
Higher Education ◽  
Learning Styles ◽  
Learning Style ◽  
Undergraduate Students ◽  
Liberal Arts ◽  
Business Students ◽  
Stepwise Discriminant Analysis ◽  
Learning Style Inventory ◽  
The Difference ◽  
Learning Types

In a study comparing the learning types of undergraduate students at two higher education institutions having different educational missions, 222 participants representing three academic divisions took the original Kolb Learning Style Inventory and the Learning Style Questionnaire. Data were subjected to a stepwise discriminant analysis, and canonical discriminant functions were derived. Eight questionnaire items and three Kolb Learning Styles significantly discriminated among the groups of arts, science, and business students. Results indicated that the learning styles of career-oriented students are relatively predictable and that differences exist in learning styles of groups of students choosing different experiences in higher education.

scholarly journals The Use of Cultural Maps in Developing Intercultural Sensitivity: From Culture-Centrism to Culture-Relativism

2020 ◽  
Author(s):  
Kleschina A.
Keyword(s):  
Undergraduate Students ◽  
Intercultural Sensitivity ◽  
Mapping Method ◽  
Cultural Relativism ◽  
Intercultural Communications ◽  
The World ◽  
Cultural Maps

The paper describes an experience of teaching intercultural communications to undergraduate students using a cultural mapping method. Students were asked to draw cultural-specific maps that reflected their own idea of the world and then to compare them with similar maps drawn by people from different countries. In the process of drawing, presenting, comparing and discussing the maps, students were forced to confront their own cultural preconceptions as well as to become aware of the extent to which their picture of the world is culturally determined. Keywords: intercultural communications, intercultural sensitivity, cultural maps, pedagogy, cultural relativism

The Contribution of Sexual Identity Towards the Students’ Perception of Lesbian, Gay, Bisexual, and Transgender

10.32698/0642 ◽  
2019 ◽  
Vol 2 (2) ◽  
pp. 120
Author(s):  
Wiwi Delfita ◽  
Neviyarni S. ◽  
Riska Ahmad
Keyword(s):  
Regression Analysis ◽  
Linear Regression ◽  
Sexual Identity ◽  
Student Perceptions ◽  
Undergraduate Students ◽  
Linear Regression Analysis ◽  
Sampling Technique ◽  
Simple Linear Regression ◽  
Simple Linear Regression Analysis ◽  
Bisexual And Transgender

Some students perceive lesbian, gay, bisexual, and transgender (LGBT) positively, even though LGBT is a sexual deviation that is not appropriate with values and norms. There are several factors that influence an individual's perception of LGBT, including sexual identity. This study aims at looking at the contribution of sexual identity to student perceptions about LGBT. This research used a quantitative approach with a descriptive method and a simple linear regression analysis. The sample of this research was 385 taken from 15.752 undergraduate students of Universitas Negeri Padang which the sample was drawn by using the Slovin formula and continued with a Proportional Random Sampling technique. The instrument used was the Guttman model's sexual identity scale and the scale of students' perceptions of the LGBT Likert model. After analyzing the data with the descriptive technique and the simple linear regression analysis, the results showed that sexual identity significantly contributed to the students' perceptions of LGBT. This research has implications as a basis for counselors to help students avoid sexual identity mismatches and prevent the emergence of positive perceptions of LGBT.

Sign in / Sign up

Export Citation Format

Share Document