scholarly journals Perceived Best Practices for Faculty Training in Distance Education

2014 ◽  
Vol 5 (1) ◽  
pp. 48-56
Author(s):  
Michael G. McVey
Keyword(s):  
Distance Education ◽  
Best Practices ◽  
Learning Styles ◽  
Student Learning ◽  
Learning Style ◽  
Online Teaching ◽  
Teaching Method ◽  
Perceived Learning ◽  
Face To Face ◽  
Significant Difference

Student learning style differences have been widely researched in both traditional face-to-face and online learning environments (Irani, Scherler & Harrington, 2003;Steinbronn, 2007; Williamson & Watson, 2007; Ugur, Akkoyunlu & Kurbanoglu, 2001). After conducting a literature review of adult student learning styles and teaching method analysis, it became apparent that there was not a significant difference in academic performance for students with differing learning styles whether they attended face-to-face or online classroom environments. What was not clearly indicated though, from the review of the literature, was what were the perceived best practices for online teaching from the perspective of experienced distance educators and whether the instructors' perceived learning style was incorporated in training programs to assist faculty to teach online. Thus, the purpose of this qualitative pilot study is to determine the perceived best practices to train faculty to teach in an online environment and how individual instructors' perceived learning style can be incorporated within best practices to foster competence on an individual instructor level. This study also analyzes faculty resistance to distance education and how transformative learning theory may play a role in overcoming this resistance.

scholarly journals Perceived Best Practices for Faculty Training in Distance Education

Gamification ◽  
2015 ◽  
pp. 2186-2195
Author(s):  
Michael G. McVey
Keyword(s):  
Distance Education ◽  
Best Practices ◽  
Learning Styles ◽  
Transformative Learning ◽  
Student Learning ◽  
Learning Style ◽  
Faculty Training ◽  
Perceived Learning ◽  
Face To Face ◽  
Student Learning Style

Student learning style differences have been widely researched in both traditional face-to-face and online learning environments (Irani, Scherler & Harrington, 2003; Steinbronn, 2007; Williamson & Watson, 2007; Ugur, Akkoyunlu & Kurbanoglu, 2001). After conducting a literature review of adult student learning styles and teaching method analysis, it became apparent that there was not a significant difference in academic performance for students with differing learning styles whether they attended face-to-face or online classroom environments. What was not clearly indicated though, from the review of the literature, was what were the perceived best practices for online teaching from the perspective of experienced distance educators and whether the instructors' perceived learning style was incorporated in training programs to assist faculty to teach online. Thus, the purpose of this qualitative pilot study is to determine the perceived best practices to train faculty to teach in an online environment and how individual instructors' perceived learning style can be incorporated within best practices to foster competence on an individual instructor level. This study also analyzes faculty resistance to distance education and how transformative learning theory may play a role in overcoming this resistance.

scholarly journals The influences of teachers’ communicational style upon the learning style of high school students

2021 ◽  
Vol 8 (3) ◽  
pp. 104-113
Author(s):  
Ionela Roxana Urea
Keyword(s):  
High School ◽  
High School Students ◽  
Learning Styles ◽  
Learning Style ◽  
Online Teaching ◽  
Communication Style ◽  
Communication Analysis ◽  
School Students ◽  
Face To Face ◽  
Teaching Learning

This study, conducted over 2 years (2019–2020), aimed to highlight how teachers’ communication style influences the learning style of high school students. We used research methods of the S.C. Questionnaire (communication analysis), a questionnaire to identify students’ learning styles, and guidance interview structured on 10 items. Both questionnaires were administered according to GDPR rules. We also used IBM Statistical Package for the Social Sciences 25 for statistical data processing. The outcomes of this research are as follows: (a) it allows a better understanding of the teaching–learning process in high school students; (b) it highlights how the teacher’s communication style influences the learning style of high school students, in both face-to-face teaching activities and online teaching–learning activities; and (c) it highlights the methods that facilitate the analysed phenomenon.   Keywords: Teachers’ communication, style, student’s learning style, Influence, High school    

scholarly journals Students' Mathematical Connection Skills Reviewed From Learning Styles

2020 ◽  
Vol 10 (1) ◽  
Author(s):  
Ujang Suprianto ◽  
Heni Pujiastuti
Keyword(s):  
Learning Styles ◽  
Student Learning ◽  
Learning Style ◽  
Visual Learning ◽  
Auditory Learning ◽  
Kinesthetic Learning ◽  
Mathematical Connections ◽  
Significant Difference ◽  
Mathematical Connection ◽  
Student Learning Styles

The purpose of this study is to determine the distribution of student learning styles, to determine the average mathematical communication skills that have Auditory, Visual, and Kinestatic learning styles. and to find out if there are significant differences in the ability of mathematical connections between students who have auditory, visual, and kinesthetic learning styles. This research was conducted at SMAN 17 Pandeglang in class XII MIPA. The instrument used was in the form of a learning style questionnaire and a test of mathematical connection abilities. This type of research is a comparative study with a quantitative approach. Based on the results of data processing, that the distribution of student learning styles is included in the Auditory learning style of 34% of students, Visual 46% of students, and Kinesthetic 19% of students. By using a scale of 0-50, the average mathematical connection ability of students is 29.58, whereas when viewed from each distribution of learning styles, the average mathematical ability of auditory students is 24.89, visual students 28.33, and kinestatic students 34,40. Based on the results of the analysis with the ANOVA test and t test (Dunnet) that there is a significant difference in the ability of students' mathematical connections between auditory, visual and kinesthetic learning styles with a significant level of ? = 0.05, and the results of the value of Fcount > Ftable = 3.62 > 3,42, where the kinesthetic learning style has higher mathematical connection ability than auditory and visual learning styles.

scholarly journals The Effect of Learning Style on Students’ Learning Performance During the Covid-19 Pandemic

2021 ◽  
Vol 6 (1) ◽  
pp. 115-123
Author(s):  
Sri Wilda Albeta ◽  
Sri Haryati ◽  
Dedi Futra ◽  
Riri Aisyah ◽  
Anggi Desviana Siregar
Keyword(s):  
Online Learning ◽  
Learning Styles ◽  
Student Learning ◽  
Learning Style ◽  
Chemistry Education ◽  
Learning Performance ◽  
Education Students ◽  
Grade Point ◽  
Significant Difference ◽  
Research Students

The research aims to determine the effect of learning style on students’ performance through online learning during the Covid-19 pandemic. The subjects of study are 269 chemistry education students at three universities in Indonesia. The data collection of learning style uses a Likert scale questionnaire, and learning performance is obtained from students’ grade point average. In this research, students’ learning style was divided into visual, auditorial, and kinesthetic. Data were analyzed using descriptive statistics with linear regression and ANOVA tests. The learning styles positively affect student learning performance by 4.7%, while 95.3% of other factors are not examined in this study. The learning performance of students with auditory is higher than visual and kinesthetic learning styles. Based on the inferential analysis, there is no significant difference in student learning performance based on student learning styles. Therefore, students with different learning styles have the same learning performance in online learning.

PENGARUH PENDEKATAN SAINTIFIK DAN GAYA BELAJAR TERHADAP HASIL BELAJAR PENDIDIKAN AGAMA ISLAMDI MADRASAH TSANAWIYAH MESRAKOTA PEMATANGSIANTAR

2019 ◽  
Vol 3 (2) ◽  
pp. 32
Author(s):  
Mul Iadi
Keyword(s):  
Learning Styles ◽  
Student Learning ◽  
Learning Outcomes ◽  
Learning Strategies ◽  
Learning Style ◽  
Visual Learning ◽  
Student Learning Outcomes ◽  
Kinesthetic Learning ◽  
Significant Difference ◽  
Scientific Approach

<p>The purpose of this study was to find out: (1) differences in Akidah<br />Akhlak learning outcomes of students taught with scientific approaches<br />with students taught with contextual approaches, (2) differences in<br />learning outcomes Akidah Akhlak students who have visual, auditory and<br />kinesthetic learning styles, and (3) the influence of the scientific approach<br />and student learning styles on the learning outcomes of Akidah Akhlak.<br />This research method is quasi-experimental with the population of this<br />study are students of class VII (Seven). The sample was chosen into two<br />classes with cluster random sampling technique, in this case selected for<br />the experimental class with a scientific approach is class VIIa with the<br />number of students 31, while for the control class that is the contextual<br />approach is class VIId with the number of students 34. Instruments of data<br />collection is a questionnaire and test of learning outcomes. The technique<br />by analysis of variance (Anava) at "α" = 0.05. The results of this study are:<br />(1) student learning outcomes taught with scientific approach (= 33.5)<br />higher than student learning outcomes taught with contextual approaches<br />(= 28,7), with Fcount = 68,10&gt; Ftable = 3.988 , (2) student learning<br />outcomes with visual learning style (= 34.21) higher than student learning <br />outcomes with kinesthetic learning styles (= 28.38) and auditory learning <br />styles (= 27.69), with Fcount = 79,32 &gt; Ftable = 3.988. And (3) there is an<br />interaction between learning strategies and learning styles towards<br />learning outcomes with statistical calculations known F count = 30,16&gt;<br />Ftable = 3.988. Further test calculations using the Scheffe test also showed<br />a significant difference between student learning outcomes taught by the<br />scientific approach and the contextual approach (CTL) as well as student<br />learning outcomes with visual, auditory and kinesthetic learning styles.</p>

scholarly journals Preferred Learning Styles of Professional Undergraduate and Graduate Athletic Training Students

2015 ◽  
Vol 10 (2) ◽  
pp. 159-163 ◽  
Author(s):  
Sarah Thon ◽  
Pamela Hansen
Keyword(s):  
Learning Styles ◽  
Student Learning ◽  
Learning Style ◽  
Athletic Training ◽  
Goodness Of Fit ◽  
Athletic Training Students ◽  
Goodness Of Fit Test ◽  
Male And Female ◽  
Significant Difference ◽  
Student Learning Style

Context Recognizing the preferred learning style of professional undergraduate and graduate athletic training students will equip educators to more effectively improve their teaching methods and optimize student learning. Objective To determine the preferred learning style of professional undergraduate and graduate athletic training students using Marshall and Merritt's Student Learning Style Questionnaire based on Kolb's theory of experiential learning. Design Cross-sectional survey. Setting Colleges with Commission on Accreditation of Athletic Training Education accredited professional undergraduate and/or graduate athletic training programs. Patients or Other Participants Four hundred twenty-nine students (men = 125, women = 303, not available = 1) from 88 professional undergraduate programs and 69 students (men = 27, women = 42) from 21 professional graduate programs. Intervention(s) A 40-item Student Learning Style Questionnaire (LSQ) was administered. Participants chose between words that were characteristic of how they learn. After scoring the LSQ, the learning style preferences were determined. The styles were Diverger, Assimilator, Converger, or Accommodator. Main Outcome Measure(s) Learning Style Questionnaire survey scores were used to determine the preferred learning style of male and female professional undergraduate athletic training students, male and female professional graduate athletic training students, and any significant differences between learning styles. The χ2 goodness of fit test and χ2 test of independence were used to compare differences between the groups. Results A significant difference (P ≤ .0001) was observed between learning styles. The Diverger style was preferred by both professional undergraduate and graduate athletic training students. We found no significant difference in preferred learning style between the undergraduate and graduate student groups or between men and women. Conclusions Although undergraduate and graduate athletic training students have a variety of learning styles, the Diverger style of learning, which relies on concrete experience and reflective observation, was preferred in our study. Educators should provide learning opportunities in a variety of ways to reach all preferred learning styles.

scholarly journals FLIP TEACHING IN PROMOTING ACTIVE STUDENT LEARNING

2016 ◽  
Vol 4 (8(SE)) ◽  
pp. 40-44
Author(s):  
Ligi B ◽  
B. William Dharma Raja
Keyword(s):  
Student Learning ◽  
Learning Style ◽  
Teaching Method ◽  
Lessons Learned ◽  
Traditional Classroom ◽  
Paper Briefly ◽  
Face To Face ◽  
The Past ◽  
Face To Face Learning ◽  
Use Of Internet

During the past decade, the teachers in the schools have increased their use of Internet based content and resources in their classrooms. This paper briefly explains about a new teaching method known as flip teaching (FT) where students can adjust some features according to their preferences and learning style, which also supports to educate the children in a active learning(AL) environment. The system is capable of assisting children which can make them engage in learning activities successfully. This environment enables monitoring students’ progress, total time students have spent in the system, their activity on the class, the overall achievements in lessons learned, tests performed and solutions to given projects which helps in active student learning. Personalized assistance that teacher provides in a traditional classroom is not easy to implement. FT is booming as the education becomes more demand-focused. Also, this method suggests ways to bridge the gaps between students and instructors and students and their peers, which are typical of online learning and face-to-face learning.

scholarly journals A Learning Style Comparison between Synchronous Online and Face-to-Face Engineering Graphics Instruction

2017 ◽  
Vol 10 (2) ◽  
pp. 1 ◽  
Author(s):  
Wade H. Goodridge ◽  
Oenardi Lawanto ◽  
Harry B. Santoso
Keyword(s):  
Academic Success ◽  
Learning Styles ◽  
Student Learning ◽  
Student Performance ◽  
Learning Style ◽  
Delivery Method ◽  
Engineering Graphics ◽  
Face To Face ◽  
Student Learning Styles ◽  
Synchronous Online

The implementation of a successful engineering program to a synchronous online curriculum is subject to many impacting factors. One such factor, that has not seen much investigation, concerns learning styles. Student learning styles may have a dramatic influence on the success of a synchronous online deliverable engineering graphics curriculum. The immediate objective of this research was to look at the effectiveness of teaching Engineering Graphics with a synchronous online delivery method and to compare it to a more traditional face-to-face delivery method. Using Kolb’s learning style inventory, student learning styles in both educational settings were investigated and analyzed to discover the student population’s prevailing learning style. Data relating to class success was collected with surveys, personal feedback, and by observing overall student performance based on grades and responses to the survey material presented. The study targeted 6 separate sections of an engineering graphics course taught by the same instructor, in the same physical setting, and with identical curricula over a two-year period. Data analysis allowed for an introspective look into correlations between academic success and the learning styles of the students. Findings suggest that (1) Converger students receive significantly higher final course grades when they are in a synchronous online environment; (2) Assimilator and Converger synchronous online students show significant improved differences in their final open-ended project scores over their face-to-face taught peers, the prevalent learning style within the course. Suggestions to accommodate learning styles are present.

scholarly journals LEARNING STYLE SEBAGAI UPAYA PENINGKATAN PRESTASI BELAJAR

2017 ◽  
Vol 7 (2) ◽  
pp. 119
Author(s):  
Zalik Nuryana
Keyword(s):  
Learning Styles ◽  
Student Learning ◽  
Learning Style ◽  
Learning Process ◽  
Teaching Methods ◽  
Teaching Method ◽  
Field Research ◽  
Learning Method ◽  
Human Need ◽  
The Will

Learning is the basic human need to know something, whether packed formally or not. There is not one method that is appropriate and certainly appropriate with all students. Students have their own learning styles between one another can’t be equated. Real memorable learning comes from the will of the heart, not coercion. The uniqueness of each individual is what makes the variety of learning styles should be understood so that each student can overcome difficulties learning. In the implementation of learning many teachers doesn’t understand the learning style, so as to force students to always pay attention to the speech and explanation of teachers. The learning process will be effective if the method of learning  used can accommodate students. Research on the most appropriate teaching methods turns out to be a failure, because each teaching method depends on the way or style of the student in learning. This research was conducted in the school as a place of observation (field research) by using a quantitative approach. Data were collected by questionnaires, observations, interviews, and document studies which were then processed and analytically analyzed descriptively. The results of research showed that a class can not be equally aligned using and applying a single learning method only. Because in the class there are several learning styles of students. The student's learning style visually dominates the class, followed by the auditorial style, and the kinesthetic style. This research also provides advice to educators / teachers to understand the diversity of student learning styles. so that with the basic teachers are required to be more creative and innovative in applying the method of learning so that all learning styles of students can be accommodated, so that with this understanding of learning achievement can be improved. 

scholarly journals LEARNING STYLE SEBAGAI UPAYA PENINGKATAN PRESTASI BELAJAR

2019 ◽  
Author(s):  
Zalik Nuryana
Keyword(s):  
Learning Styles ◽  
Student Learning ◽  
Learning Style ◽  
Learning Process ◽  
Teaching Methods ◽  
Teaching Method ◽  
Field Research ◽  
Learning Method ◽  
Human Need ◽  
The Will

Learning is the basic human need to know something, whether packed formally or not. There is not one method that is appropriate and undoubtedly appropriate for all students. Students have their learning styles between one another can’t be equated. Real great learning comes from the will of the heart, not coercion. The uniqueness of each is what makes the variety of learning styles should be understood so that each student can overcome difficulties learning. In the implementation of learning many teachers doesn’t understand the learning style, to force students to always pay attention to the speech and explanation of teachers. The learning process will be useful if the method of learning used can accommodate students. Research on the most appropriate teaching methods turns out to be a failure because each teaching method depends on the way or style of the student in learning. This research was conducted in the school as a place of observation (field research) by using a quantitative approach. Questionnaires collected data, observations, interviews, and document studies which were then processed and analytically analyzed descriptively. The results of the research showed that a class couldnot be equally aligned using and applying a single learning method only. Because in the course there are several learning styles of students. The student's learning style visually dominates the course, followed by the auditorial style, and the kinesthetic style. This research also provides advice to educators/teachers to understand the diversity of student learning styles. So that with the basic teachers are required to be more creative and innovative in applying the method of learning so that all learning styles of students can be accommodated so that with this understanding of learning achievement can be improved.

Sign in / Sign up

Export Citation Format

Share Document