Moving Beyond Traditions

2012 ◽  
Vol 2 (1) ◽  
pp. 31-45 ◽  
Author(s):  
Anders Berglund
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Engineering Students ◽  
Deep Level ◽  
Teaching Style ◽  
Past Research ◽  
Student Centered ◽  
Collective Work ◽  
Common Learning ◽  
Thesis Writing

Student learning is built on native ability, prior preparation and experiences but also by the compatibility of his or her learning style and the instructor’s teaching style. Past research (Kolb, 1984; Felder & Silverman, 1988; Baillie & Moore, 2004; Biggs & Tang, 2007; Crawley, Malmqvist, Ostlund, & Brodeur, 2007) indicate mismatches between engineering students’ common learning styles and traditional teaching styles. This paper addresses a transition from a teacher centered approach to a collaborative student centered approach. A longitudinal study of bachelor thesis redesign is described by following the progression in three parallel courses over four consecutive years. Moving beyond the traditional practices of individual thesis writing, a strict individual assignment has been transformed where roughly 50% now originates from collective work efforts. Findings show support to a collective approach when working with bachelor thesis writing as work groups become self-governed, attached with a creative disposition, pursuing functioning knowledge, key generic skills of industrial relevance, and collectively supporting deep level learning.

scholarly journals Investigating the Learning Styles Preferences of First-year B.Ed. Students Studying in a Public Sector University of Northern Sindh, Pakistan

sjesr ◽  
2021 ◽  
Vol 4 (1) ◽  
pp. 304-314
Author(s):  
Sania Nasir ◽  
Dr. Shahid Hussain Mughal ◽  
Amjad Ali Rind
Keyword(s):  
Public Sector ◽  
Learning Styles ◽  
Learning Style ◽  
Quantitative Research ◽  
Teaching And Learning ◽  
Teaching Style ◽  
Simple Random Sampling ◽  
Research Approach ◽  
Student Centered ◽  
Aural Learning

In a student-centered teaching and learning environment, students' needs, potentials, and learning styles are considered crucial. Therefore, teachers need to understand what learning styles students prefer to teach effectively. In the current study, a quantitative research approach has been adopted in this study within it descriptive research designed was used. To determine the preferred learning styles of B.Ed. students, VARK (Visual, Aural, Read/Write, and Kinesthetic) learning style model has been used. Since the data was collected using the VARK questionnaire, simple random sampling techniques were used. The reliability of the instrument was calculated through Cronbach α= 0.75. The sample of the study consists of 140 Bachelor of Education (B.Ed.) students of a Public Sector University located in Northern Sindh, Pakistan. The data were analyzed through descriptive statistics (percentages mean and standard deviation) to determine the most preferred style of learning of students. The results of the study revealed that 27.93% of the B.Ed. students have preferred aural learning style, 25.13% kinaesthetic learning style, 22.65% visual style of learning and 21.09% preferred read/write learning style respectively. To conclude that the majority of the B.Ed. students preferred aural learning style and the least preferred style of learning was read/write. Hence, B.Ed. students were driven towards an aural learning style. This study suggests that students learning styles are influenced by the teacher’s teaching style. Therefore, the teacher can determine his/her teaching style by using the score of the VARK questionnaire. The study recommends that another study can be conducted by the teachers to learn about the larger number of students’ preferred learning styles. The teacher can also address a mixture of learning styles. In the classroom, there are always diverse learners. In that case, the teacher can use integrated teaching style which can address all learners preferred teaching style.

scholarly journals Teachers’ Perception on Students’ Learning Style and Their Teaching

2019 ◽  
Vol 7 (1) ◽  
pp. 11-19
Author(s):  
Agustrianita Agustrianita ◽  
Didi Suherdi ◽  
Pupung Purnawarman
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Teaching Methods ◽  
Quantitative Research ◽  
Teaching Style ◽  
Group Discussion ◽  
English Teachers ◽  
Research Approach ◽  
Teachers Perceptions ◽  
Teaching Learning

Lack of teachers’ understanding in students’ learning styles and their teaching could cause unfacilitated teaching methods for example through the use of traditional lecturing methods. This issue brings the importance of this research objective to investigate teachers’ perceptions about learning style, their teaching, and the applied methods in the classroom. This study uses a quantitative research approach that is the analysis of learning style types for different students at different grade levels. To find out the perceptions of English teachers in this study, information was collected through 20 closed questions with data analysis to find out how the learning style influenced the teaching learning process of 28 English teachers. The findings of this study suggest that teachers’ understand about students’ different learning styles, so they adopt their students’ learning styles to their teaching. The last, teachers agree to use group discussion rather than lecturing methods by integrating ICT. In conclusion, teachers’ perception on students’ learning styles can increase their awareness to design teaching methods that differentiate students’ learning styles. Abstrak Kelangkaan pemahaman guru mengenai gaya belajar siswa dan bagaimana cara mengajarnya yang tepat dapat disebabkan oleh metode mengajar yang tidak bersifat fasilitatif, misalnya masih berupa perkuliahan tradisional. Oleh karena itu, penting untuk meneliti persepsi guru mengenai gaya belajar, cara mengajarnya, dan implementasinya di kelas. Penelitian ini menggunakan pendekatan kuantitatif yang fokus pada beragam gaya belajar siswa pada kelas-kelas yang berbeda. Infomasi diperoleh dengan memberikan 20 pertanyaan tertutup untuk mencari tahu bagaimana gaya belajar memengaruhi proses pembelajaran di kelas Bahasa Inggris (28 guru). Penelitian ini menemukan bahwa guru memahami keragaman gaya belajar siswa, sehingga mereka mengadopsi gaya belajar siswa dalam pengajaran mereka. Guru juga sepakat menggunakan kelompok diskusi ketimbang perkuliahan tradisional dengan mengintegrasikan Teknologi Informasi dan Komunikasi (TIK). Dapat disimpulkan bahwa persepsi guru terhadap gaya belajar siswa meningkatkan kepedulian mereka dalam mengembangkan metode mengajar yang beragam sesuai keragaman belajar siswa. Keywords: Students’ learning style, teaching style

Development of a Mobile Application for Learning Style Prediction

2019 ◽  
pp. 188-207
Author(s):  
Eugenia Olaguez Torres ◽  
Piero Espino ◽  
Jonathan Garcia
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Mobile Application ◽  
Intelligent Systems ◽  
Academic Program ◽  
Development Environment ◽  
Java Programming ◽  
Learning Techniques ◽  
The Subject ◽  
Common Learning

This chapter presents the development of a mobile application through the use of intelligent systems adapted to learning styles in accordance to the models of Feder-Silverman and Kolb. This development takes place in a Java programming language within the Android Studio development environment, which at the same time uses the SQLite mobile data base. The mobile application allowed the authors to identify the learning styles of students from the Mechatronics Engineering academic program that show some sort of educational backwardness in the subject of differential calculus. It was found that, according to the Felder-Silverman model, the style that predominates among students is the auditory style, while in accordance to the Kolb model, it was identified that the reflective style was the most common learning style amongst mechatronics students. It is concluded that through the use of this mobile application, students are able to identify the learning style, predict, and apply appropriate learning techniques to their learning style.

scholarly journals Validation of ILS through Exploratory Factor Analysis and Internal Consistency Reliability for Secondary Grade

2021 ◽  
Vol 11 (4) ◽  
pp. 189-193
Author(s):  
Munazza A. Mirza ◽  
◽  
Khawar Khurshid ◽  
Kinza Sohail ◽  
Salman Biland ◽  
...  
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Internal Consistency ◽  
Engineering Students ◽  
Internal Consistency Reliability ◽  
Assessment Instrument ◽  
Validity And Reliability ◽  
School Students ◽  
Factor Solution ◽  
Instrument Validity

There is a continuous debate on the validity of learning styles in literature. Several models have been proposed for the learning styles, corresponding to the psychometric assessment instrument. Among these models, Felder-Silverman model is widely used by educators to identify the learning styles of the engineering students. The instrument that measures the learning styles is the index of learning style (ILS). This study focuses to identify the validity and reliability of the ILS instrument for middle school students (N=260). This includes internal consistency reliability and construct validity report of the ILS. As a result of the study, the reliability of the instrument was established, however, it was found that there were cross loadings in the 14-factor solution and the 4-factor solution. Thus, the instrument validity for secondary grade students was not established.

scholarly journals Learning styles preferences among graduate and undergraduate pharmacy students in Pakistan: Does it matter?

2021 ◽  
pp. 397-402
Author(s):  
Madeeha Malik ◽  
Mahjabeen Ahmad ◽  
Azhar Hussain
Keyword(s):  
Graduate Students ◽  
Learning Styles ◽  
Learning Style ◽  
Undergraduate Students ◽  
Sampling Technique ◽  
Pharmacy Students ◽  
Cross Sectional ◽  
Validated Questionnaire ◽  
Aural Learning ◽  
Common Learning

Introduction: The quality of student learning depends on the approaches that are used for learning. An association exists between different learning methodologies and learning outcomes. Objective: The present study was designed to assess preferences for different learning styles among pharmacy students in Islamabad, Pakistan. Method: A descriptive cross-sectional study design was used. A self-administered pre-validated questionnaire VARK version 8.0 was distributed to 387 undergraduate students from both public and private pharmacy schools located in Islamabad and 100 graduate students selected from public sector pharmacy schools using the convenience sampling technique. After data collection, it was cleaned, coded, and analysed using SPSS version 21. Results: The results of the present study showed that the most common learning style among graduate students was Aural (Total Score = 492), followed by kinesthetic (Total Score = 467), read/write (Total Score = 351), and visual (Total Score = 290). On the other hand, the most common learning style among undergraduate students was Aural (Total score = 1926), followed by kinesthetic (Total score = 1859), read/write (Total score = 1241), and visual (Total score = 1166). Conclusion: The result of the present study concluded aural as the most preferred learning style followed by kinesthetic among both undergraduate and graduate pharmacy students. Graduate female pharmacy students showed more preference towards kinesthetic learning style as compared to graduate male students who showed more preference towards aural learning modality. However, both undergraduate and graduate male and female students preferred aural learning style. Identifying the learning style at the start of pharmacy degree can help mentors to assess the appropriate field for them after graduation. Moreover, information regarding such styles would be helpful for stakeholders to devise effective strategies for teaching and introduce changes accordingly into the curriculum.

scholarly journals PENGARUH CARA MENGAJAR GURU TERHADAP HASIL PRESTASI SISWA

JENTRE ◽  
2020 ◽  
Vol 1 (1) ◽  
pp. 19-23
Author(s):  
Niar Yuniarti
Keyword(s):  
Learning Styles ◽  
Teacher Learning ◽  
Learning Outcomes ◽  
Learning Style ◽  
Quantitative Research ◽  
Teaching Style ◽  
Visual Learning ◽  
Secondary Data ◽  
Research Subject ◽  
Learning Achievement

The research departs from the belief that in addition to the teacher style in teaching the students, the teacher's learning style also affects the learning achievement students have gained. This research uses quantitative research. The research subject is 30 teachers of Madrasa in the Ministry of Religious Affairs who have followed a training. To support the research, questionnaire, interview, and observation were used as primary and secondary data. The results conclude that the teacher's learning style is much more visually compared to other styles of learning, the visual learning style focuses on vision. It shows that teacher learning styles have no correlation with the teacher's teaching style. In verificative analysis also gained the teacher's teaching style is lower to the student's learning outcomes.

scholarly journals A Survey for Need Assessment to Classify Learning Styles of Students Studying in Master Degree Programs at Universities

2018 ◽  
Vol 34 (2) ◽  
Author(s):  
Zafar Iqbal ◽  
Zill E Huma ◽  
Sana Nasir
Keyword(s):  
Individual Differences ◽  
Public Sector ◽  
Learning Styles ◽  
Survey Research ◽  
Learning Style ◽  
Mass Communication ◽  
Teaching Style ◽  
Degree Programs ◽  
Public And Private ◽  
Public And Private Sector

Students’ learning is highly subjective owing to their individual differences, environment and background which decide their learning styles. The purpose of this study was to explore learning styles of university students owing to generic role in their learning. There is need to assess whether students of different universities with different backgrounds but with same discipline prefer same or different learning styles. Four general universities were selected; two from each, public sector and privatesector.314 students were involved in the study from selected universities. A questionnaire was developed in the light of literature to explore learning styles of students mainly based on Grasha Reichmann Learning Style Survey (1974). Survey research design was used to collect data. The number of students against every learning style was calculated through statistical distribution. To infer the significance of results, t-test and ANOVA were applied. The findings showed that learning styles were closely linked gender wise. Further, there was no vast difference in learning styles of the students in respect of public and private sector universities. Subject based results are generally aligned but there are variations in couple of subjects like mass communication. The study concludes that students use variety of learning styles in different situations. If teacher used teaching style compatible to preferred students learning style then they would take more interest in the lesson and learn better.

scholarly journals Los estilos de enseñanza y la atención a la diversidad de estilos de aprendizaje en posgrado / Teaching Styles and Attention to Diversity of Postgraduate Learning Styles

2019 ◽  
Vol 6 (1) ◽  
pp. 35-42
Author(s):  
Violeta Leonor Romero Carrion
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Teaching Style ◽  
Teaching Styles ◽  
Master's Students ◽  
Common Features ◽  
Teachers And Students ◽  
Attention To Diversity ◽  
The Relationship

ABSTRACTThe aim was to establish the relationship between teaching styles and the diversity of learning styles; The Teaching Styles questionnaires were applied to teachers and the Honey-Alonso Questionnaire of learning styles to Master's students. We found predominance of functional teaching style and theoretical learning style. There is more synchrony between teachers and students, Open - Active, the pair was formed, with common features, correlation (ρ = 0.73) but if the pair have no common traits (ρ = -0.05). It is advisable for teachers to develop different teaching styles, enabling an inclusive education.RESUMENEl objetivo fue establecer la relación entre los estilos de enseñanza y la diversidad de los estilos de aprendizaje; se aplicaron los cuestionarios de Estilos de Enseñanza a los docentes y el Cuestionario Honey-Alonso de estilos de aprendizaje a los estudiantes de Maestría. Se encontró predominancia del estilo de enseñanza funcional y del estilo de aprendizaje teórico. Existe mayor sintonía, entre los docentes y estudiantes, Abierto – Activo, el par se formó, con rasgos comunes, correlación (ρ= 0,73) pero si el par no tienen rasgos comunes (ρ= -0,05). Es recomendable que los docentes desarrollen estilos de enseñanza diversos, posibilitando una educación inclusiva.

The Learning Styles of Taiwanese Mechanical Engineering Students

2011 ◽  
Vol 418-420 ◽  
pp. 2143-2146
Author(s):  
Chin Min Hsiung ◽  
Chi Chang Lin
Keyword(s):  
United States ◽  
Learning Styles ◽  
Student Learning ◽  
Learning Strategies ◽  
Learning Style ◽  
Internal Consistency ◽  
Mechanical Engineering ◽  
Engineering Students ◽  
The United States ◽  
Learning Performance

Learning style has been proven to be an important factor that affects student learning performance. By knowing student learning styles, instructors can modify teaching material and teaching methods accordingly for the greater benefit of students. By understanding the strengths and weaknesses of learning styles, students may adopt complementary learning strategies, thus improving their performance. The Index of Learning Styles (ILS) developed by Felder and Soloman has been widely used in the context of engineering education to enhance both teaching and learning. However, the general statistics and reliability of its Chinese version have not been reported. In this study, we conducted a survey, and 223 students majoring in mechanical engineering at National Pingtung University of Science and Technology (NPUST), Taiwan, participated. This study involved a comparison of the learning style profiles of the students against the results of prior related research conducted in the United States. Subsequently, the internal consistency coefficients of Cronbach’s alpha were examined. The results show that the participants were active, perceptive, visual, and sequential learners, similar to their counterparts in the United States. The internal consistency coefficients on the four dimensions in ILS are 0.49, 0.59, 0.64, and 0.36, respectively. The statistics are lower or approximately equal to those of the English version ILS.

scholarly journals BSN graduates’ preferred learning styles: implications for student-centered learning

2017 ◽  
Vol 7 (10) ◽  
pp. 56
Author(s):  
Judith C. Bruce ◽  
Evelyn B. Chilemba
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Independent Learning ◽  
Nursing Graduates ◽  
Paradigm Shifts ◽  
Student Centered ◽  
Student Centered Learning ◽  
Pedagogical Strategies ◽  
Educational Paradigm ◽  
Teacher Centered

Purpose: The purpose of the study was to determine the learning styles that nursing graduates employed during the course of their BSN programme.Methods: Within a sequential, explanatory mixed methods design a survey was administered to determine graduates’ learning styles. From a population of 384 graduates, a sample of 200 agreed to participate. Data were collected using the Grasha-Riechmann Learning Styles Scales. MS Excel was used to enter the learning styles scores; descriptive statistics were computed using the statistical package SPSS Version 16.0.Results: The most dominant and preferred learning styles are Competitive learning style (x̄ = 3.98; SD = 0.52) and Avoidant learning style (x̄ = 3.88; SD = 0.68). Both are teacher-centered learning styles that do not promote learner independence, confidence, critical thinking and active learning. The least preferred is the Independent Learning Style (x̄ = 2.84; SD = 0.80). Implications for student-centered learning are inferred from the results.Conclusions: Graduates’ preference for the Competitive and Avoidant learning styles reflects an alignment with a teacher-centered paradigm and lack of diversity in use of learning styles during their study. The preferred learning styles detract from student-centered learning and point to an approach to teaching that integrates Socratic and facilitative methods to promote diversity of learning styles. As the educational paradigm shifts towards student-centered learning there is mounting pressure on educators to have better understanding on students’ preferred learning styles and adopt variety of pedagogical strategies to optimize ways students learn.

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