Adaptive Hypermedia in Education

Life Long Learning ◽

Definition Of ◽

Efficient Learning ◽

The aim of this article is: (a) to give the definition of adaptive hypermedia (AH) and state what AH means, and (b) to explore the role of AH in education at this digital age, in which the majority of learners are generally digitally fluent and competitive (Turel 2015b, Gros et al., 2012, pp. 190-210) although some claims otherwise (Bullen, Morgan & Qayyum, 2011, pp. 1-24). Pedagogically and epistemologically, educational institutions (i.e. nursery, primary, secondary and high schools, colleges, vocational schools and colleges, life-long learning centres, adult education centres, and universities) should respond to such learning demands and differences to accommodate the digital-literate, wise and efficient learning style preferences of today's learners by providing AH learning materials for them. More frankly, educational institutions have to use and provide AH learning materials for their learners in order to be competitive in this digital age (Turel, 2014a; Türel, 2013; Duncan-Howell, 2012).

Advanced Methodologies and Technologies in Modern Education Delivery - Advances in Educational Technologies and Instructional Design ◽

Adaptive Hypermedia in Education

10.4018/978-1-5225-7365-4.ch015 ◽

2019 ◽

pp. 178-191

Author(s):

Vehbi Turel

Keyword(s):

Learning Style ◽

Digital Age ◽

Educational Institutions ◽

Adaptive Hypermedia ◽

Learning Materials ◽

Life Long Learning ◽

Definition Of ◽

Efficient Learning ◽

The aims of this chapter are (1) to give the definition of adaptive hypermedia (AH) and state what AH means and (2) to explore the role of AH in education at this digital age, in which the majority of learners are generally digitally fluent and competitive although some claim otherwise. Pedagogically and epistemologically, educational institutions (i.e., nursery, primary, secondary and high schools, colleges, vocational schools and colleges, life-long learning centers, adult education centers, and universities) should respond to such learning demands and differences to accommodate the digital-literate, wise, and efficient learning style preferences of today's learners by providing AH learning materials for them. More frankly, educational institutions have to use and provide AH learning materials for their learners in order to be competitive in this digital age.

Bulgarian University Students’ Learning Style Preferences in ESL Classrooms

Journal of language and Education ◽

10.17323/2411-7390-2018-4-2-30-47 ◽

2018 ◽

Vol 4 (2) ◽

pp. 30-47 ◽

Cited By ~ 1

Author(s):

Flora Komlosi

Keyword(s):

Language Learning ◽

Learning Style ◽

First Language ◽

Learning Preferences ◽

Classroom Activities ◽

Students Attitudes ◽

Definition Of ◽

Training Programmes ◽

Students’ attitudes towards learning and the perception and beliefs behind them may have a profound influence on learning behaviour and learning outcomes. Teachers’ awareness of such needs and preferences will result in more realistic and useful teaching strategies which, in turn, will have a facilitative effect on the learning process. Thus, learners should be given opportunities to express their own language learning preferences, especially in reference to the definition of objectives in general and awareness of strategies for learning. Moved with the conviction that learners and their preferences are of crucial importance in the development of learner autonomy, 74 students in Blagoevgrad, Bulgaria, were asked about their perceptions and preferences on ESL classroom activities. The results showed that learners were not always able to clearly define their preferences. This may be due to the fact that learning a foreign language is a culturally and psychologically different process than learning any other subject via the individual’s first language. Thus, educators have the additional responsibility to help learners to find their learning strengths, and by cognitive training help students to expand their learning style preferences. Also, implications from this study clearly display that teacher training programmes should seriously examine and implement innovative ways of teaching English considering students’ identity, character, and limitations.

Learning Style Preferences and False Memory Susceptibility

PsycEXTRA Dataset ◽

10.1037/e501882009-518 ◽

2000 ◽

Author(s):

Donna J. LaVoie ◽

Heather K. Mertz

Keyword(s):

False Memory ◽

Learning Style ◽

Learning Style Preferences of Undergraduate Nursing Students: A Systematic Review

Africa Journal of Nursing and Midwifery ◽

10.25159/2520-5293/5758 ◽

2019 ◽

Vol 21 (1) ◽

Cited By ~ 2

Author(s):

Tonderai Washington Shumba ◽

Scholastika Ndatinda Iipinge

Keyword(s):

Systematic Review ◽

Academic Performance ◽

Academic Success ◽

Nursing Students ◽

Learning Styles ◽

Learning Style ◽

Undergraduate Nursing Students ◽

Undergraduate Nursing ◽

This study sought to synthesise evidence from published literature on the various learning style preferences of undergraduate nursing students and to determine the extent they can play in promoting academic success in nursing education of Namibia. A comprehensive literature search was conducted on electronic databases as a part of the systematic review. Although, kinaesthetic, visual and auditory learning styles were found to be the most dominant learning style preferences, most studies (nine) indicated that undergraduate nursing students have varied learning styles. Studies investigating associations of certain demographic variables with the learning preferences indicated no significant association. On the other hand, three studies investigating association between learning styles and academic performance found a significant association. Three studies concluded that indeed learning styles change over time and with academic levels. The more nurse educators in Namibia are aware of their learning styles and those of their students, the greater the potential for increased academic performance.

An Active Learning Approach to Teaching Social Determinants of Health

Pedagogy in Health Promotion ◽

10.1177/2373379920933311 ◽

2020 ◽

Vol 6 (4) ◽

pp. 266-273

Author(s):

Jeanita W. Richardson

Keyword(s):

Active Learning ◽

Learning Style ◽

Social Determinants ◽

Learning Approach ◽

Open Discussion ◽

Approach To Teaching ◽

The Individual ◽

Style Preferences ◽

The Impact

This active learning exercise is designed to deconstruct the impact of social determinants through the assumption of randomly selected personas. As an active learning exercise, it provides opportunities for discussion, problem solving, writing, and synthesis, while incorporating multiple learning style preferences. Part 1 involves assessing the individual social determinants at work. Part 2 involves exploring ways said determinants can enhance community health through collaboration. Assumption of personas unlike one’s own facilitates an open discussion of social position and ranges of factors influential to health without potentially evoking a sense of defensiveness associated with personal privilege (or the lack thereof).