scholarly journals A Web-based Instrument to Initialize Learning Style: An Interactive Questionnaire Instrument

2018 ◽  
Vol 13 (12) ◽  
pp. 238 ◽  
Author(s):  
Doniyorbek Qambaralievich Ahmadaliev ◽  
Chen Xiaohui ◽  
Murodjon Abduvohidov
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Learning Objects ◽  
Learning Preferences ◽  
Web Based ◽  
Learning And Teaching ◽  
Effective Learning ◽  
Initial Learning ◽  
Study Results ◽  
Very High

Being able to detect and address individual learners’ learning preferences can be a basis for effective learning and teaching. Many researches are contributing to define the potential differences of individual preferences in learning. In this paper, we present an interactive Web-based instrument to initiate students’ learning style. The instrument uses learner’s interaction with learning objects as hint and representing them as the students’ learning style. By applying the instrument, we have been able to detect initial learning styles accurately. Evaluation of our experimental results showed high precision. Besides, very high satisfactory feedbacks were received from students. Based on the mentioned benefits and study results, our method has potential influence on defining individual’s preference in learning

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.

An empirical investigation on learning and teaching lean manufacturing

2020 ◽  
Vol 62 (3) ◽  
pp. 339-354
Author(s):  
Guilherme Luz Tortorella ◽  
Rogério Miorando ◽  
Diego Fettermann ◽  
Diego Tlapa Mendoza
Keyword(s):  
Graduate Students ◽  
Learning Styles ◽  
Learning Style ◽  
Teaching Methods ◽  
Lean Manufacturing ◽  
Teaching Method ◽  
Learning Preferences ◽  
Teaching Approaches ◽  
Content Type ◽  
Learning And Teaching

PurposeThis article identifies the association between two methods for teaching lean manufacturing (LM): problem-based learning (PBL) and classroom lectures, and students' learning styles of a postgraduate course.Design/methodology/approachData were collected from graduate students LM courses that present different teaching approaches. Thus, students' learning preferences were gathered through the application of the Index of Learning Style questionnaire, and their performance assessed after each course.FindingsResults indicate that learning styles are indeed associated with LM teaching approaches, and comprehending interaction effects between learning style dimensions is essential for properly adapting the teaching method. However, these interactions have different extensions.Originality/valueAlthough teaching LM has significantly evolved over the past decades, the single application of traditional teaching methods jeopardizes learning effectiveness of graduate students because of the practical nature of LM. This study provides evidence to better understand the effect of complementary teaching methods and their relationship with students' preferences, empirically examining that there is not one best approach for understanding LM.

scholarly journals A Comparison of Learning and Teaching Styles - Self-Perception of IT Students

10.28945/2826 ◽  
2004 ◽  
Author(s):  
Zlatko J Kovacic
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Euclidean Distance ◽  
Distance Measure ◽  
Teaching Styles ◽  
Learning Preferences ◽  
The Self ◽  
Self Perception ◽  
Learning And Teaching ◽  
Euclidean Distance Measure

This paper presents the results of an empirical study of the learning styles of a group of computing students and the teaching styles of their tutors at The Open Polytechnic of New Zealand. This study of learning styles is based on Kolb’s learning model and the Felder-Soloman learning style instrument. To identify how close students’ learning styles match the teaching styles of their tutors we have used two indicators: the self-perception of the students about the proximity of their learning styles and the teaching styles of their tutors and a Euclidean distance measure between students’ and tutors’ learning preferences. Using survey data and the learning styles instrument results we identify the differences between the learning and teaching styles. Both indicators show consistent and significant differences between the learning and teaching styles, in the way students and their tutors perceive and understand information. Finally we make recommendation to tutors on how to bridge this gap and address the learning styles of their students.

Personality Scales and Learning Styles

2013 ◽  
pp. 161-182
Author(s):  
Anshu Saxena Arora ◽  
Mahesh S. Raisinghani ◽  
Reginald Leseane ◽  
Lemaro Thompson
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Cognitive Abilities ◽  
Positive Impact ◽  
Human Mind ◽  
Learning Preferences ◽  
Web Based ◽  
Team Interaction ◽  
Learning Patterns ◽  
Academic Grades

There is a vast body of literature that indicates students not having homogeneous learning patterns. Just as the students vary, their learning styles, cognitive abilities, and learning preferences vary; similarly, instructors employ different teaching methods. Numerous researchers have hypothesized that when students’ unique learning dimensions are matched with similar teaching styles, it can have a significant positive impact in regards to students’ grasp on information, their satisfaction with the course, improved academic grades, and group/team interaction. However, it is rigorously debated what these dimensions are, if they are fixed or changeable, and which scale gives the most accurate purview into the various learning dimensions of students. This paper explores the behavior and learning style of the human mind and its capacity in different learning environment. The authors examine theory, similarities, differences, and implications of the five relevant learning models discussed in the paper. Analyzing and interpreting these learning styles and behaviors will help the reader employ the best scale or combination of scales that should be used in the creation of Web-based learning environments (WBLE) for students and adapting WBLE to their particular learning styles and preferences.

A Unified Learning Style Model for Technology-Enhanced Learning

2010 ◽  
Vol 8 (3) ◽  
pp. 65-81 ◽  
Author(s):  
Elvira Popescu
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Educational System ◽  
Critical Analysis ◽  
Learning Preferences ◽  
Social Aspects ◽  
Traditional Learning ◽  
Technology Enhanced Learning ◽  
Web Based ◽  
Enhanced Learning

This paper deals with the use of learning styles in technology-enhanced learning by introducing a “Unified Learning Style Model” (ULSM). The article aims at providing answers to three main questions: “What is ULSM?”, “Why do we need it?” and “How can we use it?” First, a critical analysis regarding learning styles is provided; the identified challenges are addressed by proposing the use of a new model, specifically designed for TEL use. This model integrates learning preferences extracted from several traditional learning style models, related to perception modality in a way for processing and organizing information, as well as motivational and social aspects. A detailed description of the ULSM components is provided together with its rationale and its advantages. The practical applicability of the model is also shown by briefly introducing an adaptive web-based educational system based on it (called WELSA).

scholarly journals Learning styles and teaching styles determine students’ academic performances

2019 ◽  
Vol 8 (4) ◽  
pp. 610
Author(s):  
Nithya Dewi Subramaniam Chetty ◽  
Lina Handayani ◽  
Noor Azida Binti Sahabudin ◽  
Zuraina Ali ◽  
Norhasyimah Hamzah ◽  
...  
Keyword(s):  
Academic Performance ◽  
Learning Styles ◽  
Learning Style ◽  
Teaching Style ◽  
Visual Learning ◽  
Teaching Styles ◽  
Learning Preferences ◽  
Programming Technique ◽  
Learning And Teaching ◽  
The Relationship

<span>Individuals learn in different ways using several learning styles, but lecturers may not always share material and learning experiences that match students’ learning preferences. Mismatches between learning and teaching styles can lead to disappointment with students are taking, and lead to underperformance among them. The aim of this study is to identify the learning styles of the students enrolled in Universiti Malaysia Pahang who were registered in Programming Technique course and to investigate the relationship between students’ learning styles and teachers’ teaching styles. Five lecturers and 251 students were involved in the study as participants and. Data from students were collected using Leonard, Enid’s VAK Learning Style Survey. Meanwhile, the teaching styles of the lecturers were identified using Grasha and Reichmann’s Teaching Style Survey. The findings revealed that majority of the student’s preferred visual learning style. The result also shows that the lecturers’ teaching styles give an impact towards the <br /> students’ academic performance. From this study, we can conclude that teaching styles have significant impacts on students’ learning styles and academic performances.</span>

Personality Scales and Learning Styles

2011 ◽  
Vol 1 (1) ◽  
pp. 29-49 ◽  
Author(s):  
Anshu Saxena Arora ◽  
Mahesh S. Raisinghani ◽  
Reginald Leseane ◽  
Lemaro Thompson
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Cognitive Abilities ◽  
Positive Impact ◽  
Human Mind ◽  
Learning Preferences ◽  
Web Based ◽  
Team Interaction ◽  
Learning Patterns ◽  
Academic Grades

There is a vast body of literature that indicates students not having homogeneous learning patterns. Just as the students vary, their learning styles, cognitive abilities, and learning preferences vary; similarly, instructors employ different teaching methods. Numerous researchers have hypothesized that when students’ unique learning dimensions are matched with similar teaching styles, it can have a significant positive impact in regards to students’ grasp on information, their satisfaction with the course, improved academic grades, and group/team interaction. However, it is rigorously debated what these dimensions are, if they are fixed or changeable, and which scale gives the most accurate purview into the various learning dimensions of students. This paper explores the behavior and learning style of the human mind and its capacity in different learning environment. The authors examine theory, similarities, differences, and implications of the five relevant learning models discussed in the paper. Analyzing and interpreting these learning styles and behaviors will help the reader employ the best scale or combination of scales that should be used in the creation of Web-based learning environments (WBLE) for students and adapting WBLE to their particular learning styles and preferences.

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).

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.

A Model for an Adaptive Hypermedia Learning System Based on Data Mining Technique

2017 ◽  
pp. 65-85
Author(s):  
Mahnane Lamia ◽  
Mohamed Hafidi
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Personal Characteristics ◽  
Learning Objects ◽  
Learning System ◽  
Learning Performance ◽  
Adaptive Hypermedia ◽  
Data Mining Technique ◽  
Pedagogical Strategies ◽  
Hypermedia Learning

Since the learning style of each learner is different. Adaptive hypermedia learning system (AHLS) must fit different learner's needs. A number of AHLS have been developed to support learning styles as a source for adaptation. However, these systems suffer from several problems, namely: less attention was paid to the relationship between learning styles and learning performance. This paper proposes an AHLS model based on learning styles and learning performance. On one hand, the developed prototype will assist a learner in accessing and using learning resources which are adapted according to his/her personal characteristics (in this case his/her learning style and level of knowledge). On the other hand, it will facilitate the learning content teacher in the creation of appropriate learning objects and their application to suitable pedagogical strategies.

Sign in / Sign up

Export Citation Format

Share Document