scholarly journals Web-Based Learning Personalization of Sequential Learning Style Type to Foster Students’ Mastery on Concept in Learning

2019 ◽  
Author(s):  
Abdul Indrakusuma ◽  
Punaji Setyosari ◽  
Sulton Sulton ◽  
Waras Kamdi ◽  
Tomi Listiawan ◽  
...  
Keyword(s):  
Learning Style ◽  
Sequential Learning ◽  
Web Based ◽  
Web Based Learning

scholarly journals Web-Based Learning Personalization of Sequential Learning Style Type to Foster Students’ Mastery on Concept in Learning

2019 ◽  
Author(s):  
Abdul Haris Indrakusuma
Keyword(s):  
Learning Style ◽  
Sequential Learning ◽  
Learning Material ◽  
Learning Program ◽  
Web Based ◽  
Face To Face ◽  
Material Development ◽  
Web Based Learning ◽  
New Strategy ◽  
E Learning

This research was aimed to see the improvement of students’ mastery on concept in learning by using Sequential Learning Style type which was done by combining online instruction and face to face as the supplementary learning. The data was taken from 30 students who took Learning Material Development course in the Information and Technology Education Department of STKIP PGRI Tulungagung in the semester 4 on 2016. This learning was done by using Personalization of Web-Based Learning of Sequential Learning Style Type in which Dokeos was chosen as the e-learning program. The data was collected by using Likert scale of four categories, that is, excellent mastery, good mastery, fair mastery and poor mastery. Based on the data collected from the respondents, it can be concluded that students’ level of mastery is high. 70% of the students stated that they have excellent mastery on the material and 30% of the students stated that they have good mastery on the material. It showed that this strategy can improve the concept of mastery in learning. The finding, therefore, can be used as the basis to develop new strategy in the learning process by using web-based learning personalization

scholarly journals Web-Based Learning Personalization of Sequential Learning Style Type to Foster Students’ Mastery on Concept in Learning

2019 ◽  
Author(s):  
Abdul Haris Indrakusuma
Keyword(s):  
Learning Style ◽  
Sequential Learning ◽  
Learning Material ◽  
Learning Program ◽  
Web Based ◽  
Face To Face ◽  
Material Development ◽  
Web Based Learning ◽  
New Strategy ◽  
E Learning

This research was aimed to see the improvement of students’ mastery on concept in learning by using Sequential Learning Style type which was done by combining online instruction and face to face as the supplementary learning. The data was taken from 30 students who took Learning Material Development course in the Information and Technology Education Department of STKIP PGRI Tulungagung in the semester 4 on 2016. This learning was done by using Personalization of Web-Based Learning of Sequential Learning Style Type in which Dokeos was chosen as the e-learning program. The data was collected by using Likert scale of four categories, that is, excellent mastery, good mastery, fair mastery and poor mastery. Based on the data collected from the respondents, it can be concluded that students’ level of mastery is high. 70% of the students stated that they have excellent mastery on the material and 30% of the students stated that they have good mastery on the material. It showed that this strategy can improve the concept of mastery in learning. The finding, therefore, can be used as the basis to develop new strategy in the learning process by using web-based learning personalization.

scholarly journals METODE INCREMENTAL DALAM MEMBANGUN APLIKASI IDENTIFIKASI GAYA BELAJAR UNTUK MENINGKATKAN HASIL BELAJAR SISWA

2019 ◽  
Vol 4 (1) ◽  
pp. 42-49
Author(s):  
Muhamad Syarif ◽  
Wahyu Nugraha
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Learning Process ◽  
Individual Learning ◽  
Web Based ◽  
Incremental Methods ◽  
Web Based Learning ◽  
The Individual ◽  
Answering Questions ◽  
Different Levels

Abstrak Belajar dapat diartikan sebagai proses dari suatu individu yang mengalami perubahan perilakunya akibat bertambahnya pengalaman. Kemampuan seseorang dalam memahami dan menyerap informasi ketika proses belajar pasti berbeda tingkat waktunya, ada yang cepat, sedang maupun lambat. Perbedaan kecepatan ini dipengaruhi beberapa faktor, salah satu faktornya adalah cara atau gaya belajar dari individu tersebut. Gaya belajar memiliki 3 jenis yaitu visual, audio dan kinestetik, pelajar dapat mengetahui gaya belajar yang sesuai dengan cara melakukan tes dengan menjawab pertanyaan-pertanyaan yang berkaitan dengan cara belajar individu. Tujuan penelitian ini yaitu membuat aplikasi identifikasi gaya belajar berbasis web menggunakan metode incremental. Diharapkan dengan adanya penelitian ini dapat memberikan kontribusi kepada pelajar agar menemukan gaya belajarnya dan berdampak pada pemahaman menyerap informasi ketika proses belajar lebih cepat. Kata kunci : gaya belajar, visual, audio, kinestetik, metode incremental Abstract Learning can be interpreted as the process of an individual who experiences changes in behavior due to increased experience. The ability of a person to understand and absorb information when the learning process must be different levels of time, some are fast, medium or slow. This speed difference is influenced by several factors, one of the factors is the way or learning style of the individual. Learning styles have 3 types, namely visual, audio and kinesthetic, students can find out the appropriate learning style by doing tests by answering questions related to individual learning methods. The purpose of this study is to create a web-based learning style identification application using incremental methods. It is expected that this research can contribute to students to find their learning styles and have an impact on understanding absorbing information when the learning process is faster. Keywords : learning style, visual, audio, kinesthetic, incremental methods

The influence of learning style on satisfaction and learning effectiveness in the asynchronous web-based learning system

2017 ◽  
Vol 35 (4) ◽  
pp. 473-489 ◽  
Author(s):  
Fei-Fei Cheng ◽  
Chui-Chen Chiu ◽  
Chin-Shan Wu ◽  
Der-Chian Tsaih
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Learning System ◽  
Learning Effectiveness ◽  
Web Based ◽  
Content Type ◽  
Web Based Learning ◽  
Significant Difference ◽  
E Learning ◽  
The Web

Purpose The purpose of this paper is to investigate the effect of user’s learning style (including accommodators, divergers, convergers, and assimilators) on user’s satisfaction on the web-based learning system and their learning effectiveness. Design/methodology/approach This experimental research used the college students from a technology institute in Taiwan as the subject sources. By using the Kolb’s learning style model, the students are classified as four types of learners: convergers, divergers, assimilators, and accommodators. The authors analyzed the relationships among the different learning styles with their effectiveness of learning and satisfaction of using the web-based learning system. The mediation effect of gender is also presented. Findings This research indicates that: first, the satisfaction of the web-based learning system has significant influence on the learning performance of learners; second, different learning styles learners have no significant effect to the satisfaction on using the web-based learning system; third, learning effectiveness has significant difference among different learning style learners on the web-based learning system; the learning effectiveness of accommodators and divergers was significantly higher than the assimilators; fourth, different learning styles learners show significant difference in gender proportion. In addition to accommodators, whose proportion of women is higher than men, the other three learning styles’ proportions in men are higher than women. Research limitations/implications This study was grounded in the Kolb’s learning style theory. The authors provide implications for academic studies in e-learning research stream that aimed at understanding the role of learning style as well as gender differences in the asynchronous web-based learning system. Practical implications Results from this study provided the implications for students, educators, and e-learning system designers. The design of teaching materials as well as functions of e-learning systems should take learners’ learning style into consideration to ensure the best learning outcome. Originality/value This study examined the students’ learning style as well as gender differences in the asynchronous web-based learning system. An experiment was conducted to ensure the data were collected in a controlled environment, thus, offer the value that most of the prior study lacks.

scholarly journals Analysing the relationship between learning styles and navigation behaviour in web-based educational system

2010 ◽  
pp. 400-421 ◽  
Keyword(s):  
Learning Styles ◽  
Computer Science ◽  
Learning Style ◽  
Web Based ◽  
Learning Platform ◽  
Web Based Learning ◽  
Index Of Learning Styles ◽  
Type Indicator ◽  
E Learning ◽  
The Relationship

The aim of our research is to automatically deduce the learning style from the analysis of browsing behaviour. To find how to deduce the learning style, we are investigating, in this paper, the relationships between the learner’s navigation behaviour and his/her learning style in web-based learning. To explore this relation, we carried out an experiment with 27 students of computer science at the engineering school (ESI-Algeria). The students used a hypermedia course on an e-learning platform. The learners’ navigation behaviour is evaluated using a navigation type indicator that we propose and calculate based on trace analysis. The findings are presented with regard to the learning styles measured using the Index of Learning Styles by (Felder and Solomon 1996). We conclude with a discussion of these results.

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