The Technology Domain of the Distance Learner

2010 ◽  
pp. 84-99
Author(s):  
Lawrence A. Tomei
Keyword(s):  
Distance Learning ◽  
Learning Styles ◽  
Instructional Strategy ◽  
Teacher Educators ◽  
Text Book ◽  
Innovative Teaching ◽  
Distance Learner ◽  
Innovation In Education ◽  
Recent Innovation ◽  
Technology Domain

Distance learning is a relatively recent innovation in education. Without question, it has taken root in higher education and is experiencing rapid growth as a modality for instruction. The potential impact of distance learning on education is only now being realized and includes innovative teaching strategies and learning styles based on several unique features of this media. Many educators accept teaching with technology as perhaps the most important instructional strategy to impact the classroom since the text book. The Taxonomy for the Technology Domain was originally introduced as a paper at the 2001 Pennsylvania Association of Colleges and Teacher Educators Conference (PACTE, Oct 2001). It met the scrutiny of the international community during the 2004 IRMA (Information Resource Management Association) Conference. Ultimately, it found its way into publication as a standalone text book from the Idea Group International Publishers in 2005. The Taxonomy for the Technology Domain, like its predecessors in the cognitive, affective, and psychomotor domains, continues to develop. This chapter presents the latest in the theoretical underpinnings and investigative research into its practical application as an instructional strategy for distance learning.

Midwifery Students’ Learning Styles in Iran: A Review Study Based on Kolb’s Learning Theory

2021 ◽  
Vol 30 (1) ◽  
pp. 52-63
Author(s):  
Hadis Sourinejad ◽  
◽  
Fariba Haghani ◽  
Marjan Beigi ◽  
Elham Adibmoghaddam ◽  
...  
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Learning Theory ◽  
Teaching Methods ◽  
Teaching Method ◽  
Important Research ◽  
Innovative Teaching ◽  
Review Study ◽  
Kolb's Learning Theory ◽  
Selection Of

Background: Identifying the factors that contribute to learning is one of the most important research goals. Learning style is one of these important and effective factors. The predominant learning styles of students in different universities of Iran are different. Objective: This study aimed to review the learning styles of midwifery students in Iran based on Kolb’s learning theory. Materials and Methods: In this review study, a search was conducted in Scopus, PubMed, Google Scholar, SID, and MagIran databases on articles published during 2000-2020 by using the keywords: Learning styles, midwifery students, and Kolb’s theory in Persian and English. Out of 28 eligible articles, 9 articles were finally reviewed. Results: Learning in midwifery students is usually done by using different styles, the most common of which was convergent style followed by assimilative style. Conclusion: The predominant learning styles of midwifery students in Iran are convergent and assimilative styles. While considering individual differences, educational planning and selection of teaching method should be done in a way that is appropriate for different learning styles of midwifery students and a variety of new and innovative teaching methods should be used.

scholarly journals Learning strategies used by dental students and dentists using the ark questionnaire.

2020 ◽  
Vol 27 (05) ◽  
pp. 1065-1069
Author(s):  
Farhan Butt ◽  
Asma Naz ◽  
Sajjad Ali Darvesh ◽  
Mudassir Hussain ◽  
Saad . ◽  
...  
Keyword(s):  
Learning Styles ◽  
Learning Strategies ◽  
Teaching Strategy ◽  
Cross Sectional Study ◽  
Dental Students ◽  
Strategy Training ◽  
Cross Sectional ◽  
Innovative Teaching ◽  
Learning By Reading ◽  
Efficient Learning

Objectives: To determine the preferred learning styles of Dental students and Dentists among various dental colleges using the VARK questionnaire. Study Design: Cross-sectional study. Setting: Various Dental Colleges in Karachi & Rawalpindi using the VARK questionnaire. Period: From June 2018 to February 2019. Material & Methods: Students, house-officers and demonstrators of dental medical college and hospital were asked to fill the VARK questionnaire which consists of 16 items. Four modes of learning either uni modal, bimodal or trimodal could be identified. The four modes include: visual, aural, reading, kinesthic. Results: Kinesthetic mode of learning was used by 24.5% individuals. Aural mode of learning was used by 25.3% individuals. Visual mode of learning was used by 15.5% individuals. Learning by reading was used by 17.7% individuals. Learning by using all modes was used by 1.5% individuals. Conclusion: Identifying the effective modes of learning is the first step towards changing the teaching strategy. Training in medicine and dentistry require innovative teaching ideas incorporating all modes for efficient learning of doctors.

Acknowledging the Distance Learner

2013 ◽  
pp. 242-254
Author(s):  
Trish Andrews
Keyword(s):  
Distance Learning ◽  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Communication Technologies ◽  
Effective Learning ◽  
Distance Learner ◽  
Information And Communication ◽  
E Learning

The growth of e-learning, particularly distance learning via e-learning, is widely recognised as a significant factor influencing higher education in the 21st century. The rapid and ongoing uptake of Information and Communication Technologies (ICT) for teaching and learning, along with the recognition that increased student engagement can lead to more effective learning, is changing the way in which teaching and learning occurs in universities. This chapter suggests that the distance learner is frequently overlooked in the current climate when it comes to consideration of student needs and that current applications of ICT for distance learning raises questions about the quality of their learning experience. The chapter discusses the role of the student voice in understanding and addressing students’ needs in relation to the quality of their learning experience and suggests that greater attention needs to be paid to the distinct voice of the distance education student. The chapter provides some methodologies for collecting the student’s voice and gives consideration to how addressing the distance learners’ voice to enhance their learning experience might be most effectively accomplished.

The Use of Cloud-Computing to Promote Collaborative Learning in Higher Education

2019 ◽  
pp. 32-45
Author(s):  
Melissa S. Martin ◽  
Rachel E. Hugues ◽  
Alison Puliatte
Keyword(s):  
Higher Education ◽  
Cloud Computing ◽  
Collaborative Learning ◽  
Learning Styles ◽  
Instructional Strategy ◽  
Collaborative Work ◽  
Learning Preferences ◽  
Generation Z ◽  
E Learning ◽  
Learning Platforms

Generation Z students are inherently different than previous generations. These students may need adapted forms of instruction in order to match their learning styles. Collaborative learning can be adapted using cloud-computing, which helps students work together online and manage their interactions. These students may benefit from a technological twist to a common instructional strategy and are inclined to use online means of communication to complete coursework. Technology has dominated the educational experiences of these students and they are no strangers to collaborative work through e-learning platforms. Higher education institutions and instructors must develop the format of courses in order to meet the technological learning preferences of Generation Z.

Adapting Three-Dimensional-Virtual World to Reach Diverse Learners in an MBA Program

2012 ◽  
pp. 1207-1219
Author(s):  
Rosalyn Rufer ◽  
Ruifang Hope Adams
Keyword(s):  
Learning Styles ◽  
Learning Environments ◽  
Second Life ◽  
Virtual World ◽  
Instructional Strategy ◽  
Three Dimensional ◽  
Diverse Learners ◽  
Multimedia Design ◽  
Teaching Pedagogy ◽  
Mba Program

The purpose of this chapter is to adapt instructional strategies to virtual world learning environment in Second Life and reach more diverse learners with different learning styles. Part of the approach will focus on learners who are visual as compared to auditory and kinesthetic. Additionally, the approach will examine how changes in pedagogical methods can be used to reach diverse learners with different learning styles in virtual learning environments. The major topics address how styles of learning were considered in designing an instructional strategy and how differences in learning styles were rationalized via learning in a virtual world. Thus student success can be correlated to teaching pedagogy, and hence modified to reach diverse learners. Suggestions are included for adapting a cognitive process combined with multimedia design principles in a virtual world.

Visual-Based Resources for Teaching

2010 ◽  
pp. 112-121
Author(s):  
Lawrence A. Tomei
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Web Sites ◽  
Instructional Strategy ◽  
Visual Media ◽  
Individual Learning ◽  
Instructional Materials ◽  
Multimedia Environment ◽  
Power Point ◽  
Slide Shows

Research has found that students learn better when they rely on the instructional strategy best suited to their own particular learning style (Fitzsimmons, 1996). While concrete learners depend on the text-based workbook for reinforcement, abstract learners find visual media more to their liking. Microsoft Power Point creates presentations suitable for the classroom by offering a multimedia environment for concepts and ideas important for understanding. It provides a suite of tools to create powerful slide shows incorporating bulleted lists and numbered text; multimedia clip art, pictures, sounds, and movies; links to teacher-validated web sites, programs, and documents; colorful charts and graphs; and, a choice of output options tailored to individual learning styles. Power Point offers an extensive fare of commands, options, and menus. With the advanced features of auto content wizard, hyperlinks, and printing alternatives, it also provides an array of all the tools necessary to build truly exciting and interactive instructional materials.

Interactive E-Learning

2011 ◽  
pp. 35-44
Author(s):  
Claude Ghaoui ◽  
W. A. Janvier
Keyword(s):  
Distance Learning ◽  
Learning Styles ◽  
Learning Style ◽  
Text Messaging ◽  
Memory Retention ◽  
Learning Tool ◽  
Neurolinguistic Programming ◽  
Interactive Interface ◽  
E Learning ◽  
Communication Preference

This paper introduces the concept of improving student memory retention using a distance learning tool by establishing the student’s communication preference and learning style before the student uses the module contents. It argues that incorporating a distance learning tool with an intelligent/interactive tutoring system using various components (psychometric tests, communication preference , learning styles, mapping learning/teaching styles, neurolinguistic programming language patterns, subliminal text messaging, motivational factors, novice/expert factor, student model, and the way we learn) combined in WISDeM to create a human-computer interactive interface distance learning tool does indeed enhance memory retention. The authors show that WISDeM’s initial evaluation indicates that a student’s retained knowledge has been improved from a mean average of 63.57% to 71.09% — moving the student from a B to an A.

scholarly journals Strategies for innovative teaching and learning Part 2: How to deliver a distance education online course

2021 ◽  
Vol 11 (9) ◽  
pp. 39
Author(s):  
Constance E. McIntosh ◽  
Diana Bantz ◽  
Cynthia M. Thomas
Keyword(s):  
Distance Education ◽  
Online Learning ◽  
Distance Learning ◽  
Teaching And Learning ◽  
Online Courses ◽  
Online Course ◽  
Innovative Teaching ◽  
Advantages And Disadvantages ◽  
Learning Platform ◽  
History Of

The second article in a three-part series discusses how to deliver a distance education online course by i) assuring understanding of the learning platform, ii) developing a course model, iii) creating individual assignment rubrics for courses, iv) requiring active participation from both instructor and students, and v) setting-up quality communication. This paper is a continuation of the first paper whereby the history of distance learning, the positives and negatives of online learning, advantages and disadvantages of online learning, and the initial considerations for establishing online courses.

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