The Role of Learning Styles and Technology

2010 ◽  
pp. 153-169 ◽  
Author(s):  
Royce Ann Collins
Keyword(s):  
Adult Learners ◽  
Learning Environment ◽  
Learning Styles ◽  
Student Learning ◽  
Learning Style ◽  
Virtual Space ◽  
Initial Learning ◽  
Education Today ◽  
Electronic Environments

Learning style research has informed effective classroom teaching strategies for decades. Technology has allowed faculty and students to move the learning environment from the four-walled classroom to a fluid global virtual space. Knowledge gained through the application of learning style research to the online instruction has enhanced practice; however, research demonstrating the alignment of learning styles with current technological resources has been limited. Learning styles and their interrelationship with technology and adult learners is as important today as initial learning style research was in the six decades after its beginnings in the 1940s. Education today must meet the needs of students who are more comfortable in electronic environments as well as those who need the four-walled classroom. The ability to use learning style research to accomplish both will lead to enhanced student learning and a more productive experience.

The Role of Learning Styles and Technology

2011 ◽  
pp. 299-315
Author(s):  
Royce Ann Collins
Keyword(s):  
Adult Learners ◽  
Learning Environment ◽  
Learning Styles ◽  
Student Learning ◽  
Learning Style ◽  
Virtual Space ◽  
Initial Learning ◽  
Education Today ◽  
Electronic Environments

Learning style research has informed effective classroom teaching strategies for decades. Technology has allowed faculty and students to move the learning environment from the four-walled classroom to a fluid global virtual space. Knowledge gained through the application of learning style research to online instruction has enhanced practice; however, research demonstrating the alignment of learning styles with current technological resources has been limited. Learning styles and their interrelationship with technology and adult learners is as important today as initial learning style research was in the six decades after its beginnings in the 1940s. Education today must meet the needs of students who are more comfortable in electronic environments, as well as those who need the four-walled classroom. The ability to use learning style research to accomplish both will lead to enhanced student learning and a more productive experience.

The Role of Learning Styles and Technology

2009 ◽  
Vol 4 (4) ◽  
pp. 50-65 ◽  
Author(s):  
Royce Ann Collins
Keyword(s):  
Adult Learners ◽  
Learning Environment ◽  
Learning Styles ◽  
Learning Style ◽  
Virtual Space ◽  
Classroom Teaching ◽  
Initial Learning ◽  
Education Today ◽  
Electronic Environments

Learning style research has informed effective classroom teaching strategies for decades. Technology has allowed faculty and students to move the learning environment from the four-walled classroom to a fluid global virtual space. Knowledge gained through the application of learning style research to online instruction has enhanced practice; however, research demonstrating the alignment of learning styles with current technological resources has been limited. Learning styles and their interrelationship with technology and adult learners is as important today as initial learning style research was in the six decades after its beginnings in the 1940s. Education today must meet the needs of students who are more comfortable in electronic environments, as well as those who need the four-walled classroom. The ability to use learning style research to accomplish both will lead to enhanced student learning and a more productive experience.

scholarly journals Are All Distance Learners Created Equal? A Quantitative Analysis of Academic Performance in a Distance Tertiary Institution

10.28945/2822 ◽  
2004 ◽  
Author(s):  
Zlatko J Kovacic ◽  
John Steve Green
Keyword(s):  
Academic Achievement ◽  
Learning Environment ◽  
Learning Styles ◽  
Student Learning ◽  
Learning Style ◽  
Student Support ◽  
Learning Preferences ◽  
Global Learning ◽  
Tertiary Institution ◽  
Student Learning Styles

This paper reports initial research results on the relationship between student learning styles and academic achievement in a distance education computing course with Internet-based student support. The learning styles of students in a computer concepts class were evaluated and classified according to the Felder-Soloman Learning Style Index. We have identified statistically significant differences in performance between different learner types, i.e. groups of students with different learning preferences. The best course performance in both course components: in-course assessment and final examination was identified in students with reflective, sensing, verbal and global learning preferences. One possible explanation of this result might be that the current teaching styles and distance learning environment (course material and online student support) gives an advantage to this type of learner. To test this hypothesis we are planning changes in the learning environment and methodology to cater for a variety of student learning styles. We can then test if academic achievement has been improved by comparing it with the results presented in this paper.

EXPRESS: Testing Theories of Goal Progress in Online Learning

2021 ◽  
pp. 002224372199110
Author(s):  
Joy Lu ◽  
Eric T. Bradlow ◽  
J. Wesley Hutchinson
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Detection System ◽  
Traditional Education ◽  
Performance Outcomes ◽  
Learner Engagement ◽  
Goal Progress ◽  
Business Courses ◽  
Using Data

Online educational platforms increasingly allow learners to consume content at their own pace with on-demand formats, in contrast to the synchronous content of traditional education. Thus, it is important to understand and model learner engagement within these environments. Using data from four business courses hosted on Coursera, we model learner behavior as a two-stage decision process, with the first stage determining across-day continuation versus quitting and the second stage determining within-day choices among lectures, quizzes, and breaks. By modeling the heterogeneity across learners pursuing lecture and quiz completion goals, we capture different patterns of consumption that correspond to extant theories of goal progress within an empirical field setting. We find that most individuals exhibit a learning style where lecture utility changes as an inverted-U-shaped function of current progress. Our model may also be used as an early detection system to anticipate changes in engagement and allows us to relate learning styles to final performance outcomes and enrollment in additional courses. Finally, we examine the role of quizzes in how consumption patterns vary across learners in different courses and between those who have paid or not paid for the option to earn a course certificate.

scholarly journals PENGARUH MOTIVASI BELAJAR, GAYA BELAJAR, DAN LINGKUNGAN BELAJAR PADA HASIL BELAJAR EKONOMI DI SMA NEGERI 1 WRINGINANOM GRESIK

2017 ◽  
Vol 2 (2) ◽  
pp. 142
Author(s):  
Muhammad Miftah Farid
Keyword(s):  
Linear Regression ◽  
Learning Environment ◽  
Learning Styles ◽  
Learning Outcomes ◽  
Learning Environments ◽  
Learning Style ◽  
Total Sample ◽  
Learning Motivation ◽  
Analysis Method ◽  
Regression Techniques

This study aims to analyze the influence of learning motivation, learning styles and learning environments on learning outcomes economy partially or simultaneously. The population in this study is IPS students a total of 314 people and a total sample of 153 students in SMA Negeri 1 Wringinanom Gresik. The data collection techniques used were questionnaires and documentation. Analysis method using multiple linear regression techniques. The results showed that the learning motivation, learning style and learning environment partially positive significant effect on learning outcomes. Learning motivation, learning style and the learning environment simultaneously positive significant effect on learning outcomes

Framing the Role of Culture Reflecting on How Culture Affects Learners in Transformative Learning Settings

2019 ◽  
pp. 30-44
Author(s):  
Priscilla Bamba
Keyword(s):  
Higher Education ◽  
Virtual Reality ◽  
Adult Learners ◽  
Learning Environment ◽  
Transformative Learning ◽  
Cell Phone ◽  
Academic World ◽  
The World ◽  
Time And Energy

From the simplest cell phone to virtual reality headsets, students today are bombarded by technology, so this is bound to affect their expectations in the learning environment and the way they relate to cognitive challenges. Today's culture is an immersion of advanced methods of communicating with each other and with their instructors. Adult learners who return to the world of higher education after having been away for some time have often felt the need to strive harder to show they fit into that world. With a broader worldview, more responsibilities, and often more wisdom gained from having held jobs, sometimes for years, they also bring a richer way of relating to the academic world. At the same, time, though, sometimes responsibilities, including full family lives, limit their time and energy they are capable of devoting to studying and completing assignments.

Prevalence of Learning Styles in Educational Psychology and Introduction to Education Textbooks: A Content Analysis

2019 ◽  
Vol 18 (3) ◽  
pp. 221-243 ◽  
Author(s):  
Steven R Wininger ◽  
Jenni L Redifer ◽  
Antony D Norman ◽  
Mary K Ryle
Keyword(s):  
Content Analysis ◽  
Learning Styles ◽  
Student Learning ◽  
Learning Style ◽  
Educational Psychology ◽  
Instructional Methods ◽  
Empirical Studies ◽  
Empirical Support ◽  
Future Research ◽  
Negative Effects

The role of learning styles in the classroom remains a heavily debated topic within education. Notable problems with using learning styles to inform classroom instruction include a lack of empirical support and potential negative effects on student learning and motivation. This content analysis focused on the presence and quantity of learning styles discussion in 20 texts commonly used in educator preparation programs (i.e., introduction to education and educational psychology texts); definitions, models, stances on usage, and recommendations for usage provided; and whether references cited in the texts were empirical studies. Eighty percent of the reviewed textbooks included a discussion of learning styles. Half of the textbooks defined learning style as a preference or approach, whereas the other half defined it as an individual style. Introduction to education texts tended toward a more positive stance on learning style usage whereas introduction to educational psychology texts exhibited a more neutral stance. A quarter of the textbooks recommended matching instructional methods to learning styles. Texts with higher numbers of both empirical and non-empirical references were more likely to describe learning styles in terms of how students prefer to gather information rather than as innate differences in information processing. Given that most textbooks did not recommend matching instructional methods to learning styles, future research should examine the source of the continued prevalence of teachers’ beliefs that student learning improves with the matching of learning styles to teaching approach.

Learning Style and Students’ Achievement in Science

2014 ◽  
Vol 7 (1) ◽  
Author(s):  
FRANCIS C. BUSILAOCO ◽  
SHARON R. LAO
Keyword(s):  
Student Achievement ◽  
Learning Environment ◽  
Learning Styles ◽  
Learning Style ◽  
Science Learning ◽  
Survey Questionnaire ◽  
Visual Learners ◽  
Correlational Method ◽  
Significant Bearing ◽  
The Way

Educators assert that students have various learning styles. In most cases, whatis being taught has less impact on learners’ achievement than the way materialsare presented. In other words, learning style makes an important component inthe learning environment. The Learning Style Survey Questionnaire employed inthis study appears to be a viable tool to determine students’ learning style. Thisstudy investigated the learning styles and achievement in science of 288 students.Findings reveal that most of the students were visual learners. Results also showthat the students possessed average competencies in science. Furthermore, resultssuggest that learning style has no significant bearing on achievement in science.Keywords: Science, learning style, student achievement, descriptive correlational method,Philippines

Do I Sound Funny to You? The Role of Instructor Gender and Accent on Student Learning and Evaluation in a Digital Learning Environment

2020 ◽  
Vol 34 (S1) ◽  
pp. 1-1
Author(s):  
Maria Francisca Zabalaga-Haberman ◽  
Carissa Vinovskis ◽  
Jennifer M. Stratford ◽  
Lisa M.J. Lee
Keyword(s):  
Learning Environment ◽  
Student Learning ◽  
Digital Learning ◽  
Digital Learning Environment

Who Profits Most from Blended Learning?

2009 ◽  
Vol 23 (4) ◽  
pp. 285-292 ◽  
Author(s):  
Dirk T. Tempelaar ◽  
Bart Rienties ◽  
Bas Giesbers
Keyword(s):  
Learning Environment ◽  
Learning Styles ◽  
Blended Learning ◽  
Student Learning ◽  
Approaches To Learning ◽  
Study Data ◽  
Independent Learning ◽  
Learning Tools ◽  
Innovative Learning ◽  
The Relationship

The authors investigate the relationship between student learning choices and learning styles in the use of an innovative learning environment for statistics. For teaching introductory statistics to first-year students in economics and business, Maastricht University uses a blended learning environment. It allows students to individualize learning by attuning the available learning tools to their personal preferences. The blended learning environment consists of tutorials focused on problem-based learning, lectures, independent learning and an electronic learning environment (ALEKS) based on knowledge space theory. The paper examines the intensity of use of ALEKS and investigates the relationship between this and student learning dispositions in a correlational study. Data from around 4,650 students are used. The findings suggest that less academically-inclined students, such as those with ‘surface’ approaches to learning, profit most from the availability of e-learning tools.

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