Psycho-pedagogical justification for importance of convergent learning skills development in students using the example of medical and multidisciplinary universities

2021 ◽  
Vol 68 (3) ◽  
Author(s):  
M. Umurkulova ◽  
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Educational Institutions ◽  
Language Of Instruction ◽  
Effective Learning ◽  
Selection Mechanisms ◽  
Medical University ◽  
University Training ◽  
Academic Scores ◽  
Current Selection

The article presents the results of a study of individual learning styles - characteristics related to the category of soft skills. The study with the participation of applicants and students of a medical and multidisciplinary university was carried out in order to identify the importance of a learning style for the successful development of educational programs. It was revealed that the differences in the preferred style are related to the place of graduation from secondary school and the language of instruction. It is shown that there is a connection between the learning style and the effectiveness of mastering the educational program. Students with high academic scores apply more effective learning styles - convergence and assimilation. It was found that the medical university is gradually replacing unproductive learning styles with more effective ones. The results of the study raise the problem of the preparedness of school graduates to study at a university. The importance of pre-university training of applicants and improving the selection mechanisms for higher educational institutions is emphasized, since the current selection of future students through the Unified National Testing does not contribute to the screening of applicants with ineffective learning styles.

scholarly journals LANGUAGE TEACHING AT THE MEDICAL UNIVERSITY AND INSTRUMENTS FOR ACHIEVING EFFECTIVENESS

2019 ◽  
Vol 34 (6) ◽  
pp. 1633-1639
Author(s):  
Zlatina Zheleva ◽  
Slavka Hristozova ◽  
Rumyana Stoyanova
Keyword(s):  
Foreign Language ◽  
Learning Styles ◽  
Learning Style ◽  
Learning Process ◽  
Language Teaching ◽  
Foreign Language Learning ◽  
Educational Process ◽  
Academic Education ◽  
The Individual ◽  
Medical University

Foreign language teaching to medical students depends on solving various institutional problems. In this sense, its effectiveness is a variable which influences the level of education at the university. Effectiveness of academic education depends on two groups of conditions- one is the purely material aspect- the place and conditions in which education takes place, the financial resources and the second one includes the psychoemotional aspect of training- the so-called didactic costs which include the physical and emotional efforts invested in the process of training both on the side of the lecturer and student. One of the ways to improve effectiveness is by restricting didactic costs- the less the psychoemotional tension and anxiety- the better results would a student achieve. Giving the student the opportunity to “manage his/her own manner of learning” and placing the student in the centre of the educational process would inevitably lead to increasing student motivation.Another mechanism to achieve effectiveness and quality of education is through activating the inner motivation of students to learn a foreign language. The latter is influenced by factors such as concentration, attention, a feeling of complete participation in the process of training, lack of fear of failure, assuming responsibility for the achieved results etc. A new aspect of contemporary learning success is differentiation in education, introduction of the individual, personal style of learning of each student. An appropriate instrument or tool in achieving motivation is for the learning process to follow and conform to the different learning styles of students. The individual learning style implies the individual preferences in perceiving and memorizing information. The aim of the present paper is to identify these styles in students from the Medical University – Plovdiv and thus to identify their satisfaction with foreign language learning. The survey was conducted in 2017 among 140 students from 16 countries. A written questionnaire and a psychological test were used to gather the data. Determinants for satisfaction were identifies as: the material setting and technological equipment, personal characteristics of the teacher and the microclimate in the student group. An adapted LSI (Learning Style Inventory) specifically adapted for Bulgaria which includes four types of approaches to the learning process- specific experience, reflective observation, abstract conceptualization and active experimentation was used. The results are distributed according to gender, specialty, year of studies and Kolb’s learning styles- divergent, assimilative, convergent and accommodative. The leading learning style according to our survey proves to be the convergent on with women having higher values (32,14%) than men (24,28%), next comes the assimilative learning style with men having higher value (17,14%) as opposed to women (14,28%). The accommodative is next – 5% of women and 3.57% men prefer this learning style and the least proffered one is the divergent one – 3,57% of women and 2,88% of men prefer it.

RunayaySoft

2019 ◽  
Vol 15 (1) ◽  
pp. 103-131
Author(s):  
Juan Camilo González Vargas ◽  
Angela Carrillo-Ramos ◽  
Ramon Fabregat ◽  
Lizzeth Camargo ◽  
Maria Caridad García Cepero ◽  
...  
Keyword(s):  
Learning Styles ◽  
Multiple Intelligences ◽  
Learning Style ◽  
Design Methodology ◽  
Educational Institutions ◽  
Content Type ◽  
Functional Prototype ◽  
The Relationship ◽  
Disciplinary Area ◽  
Selection Of

Purpose The purpose of this paper is to describe a support system to the selection of enrichment activities in educational environment called RunayaySoft, where Runayay comes from the word Quechua that means develop and Soft as it is an informatics tool that supports the educational institutions and their students, in the selection of activities that allow foster some of their skills based on their interests, learning styles, aptitudes, multiple intelligences, preferences and so on. Moreover, it suggests institutions about the activities that they should make in their building considering student´s characteristics and the agreements that they have. Design/methodology/approach It does a diagnostic for identifying which characteristics are going to be considered to students and institutions. Then, it generates adaptive profiles with the aim of generating suggestions of enrichment activities that allow to boost some of their skills. For the students were considered their preferences, learning style, aptitude, multiple intelligences and interests. In the case of institutions were the agreements, resources and activities that they develop. Based on this information, it defines the relations for the generation of suggestions of activities toward students, where it does the prioritization of which activities should be considered. Findings For validating the system, it was done as a functional prototype that generates suggestions to students, as well as educative institutions, through a satisfaction test student assess if they agree or disagree with the suggestions given. With that assessment, it is validated the relationship between student’s characteristics, activity and institution are related for generating activities suggestions. Research limitations/implications RunayaySoft generates adaptive profiles for the students, activity and institution. Each profile has information that allows adapt an advice toward students and institutions. Social implications RunayaySoft considers student’s characteristics, activities and educational institutions for generating suggestions for enrichment activities that allow to boost some of their skills. Many times, when activities are generated in educative institutions, they are not considered a learner’s needs and characteristics. For that reason, the system helps institutions to identify activities that should be done in their facilities or with those institutions which they have agreements when the institutions that students come from do not have the required resources. Originality/value RunayaySoft suggests enrichment activities to students as well as educative institutions. For students, it suggests disciplinary areas where they can boost their skills; for each disciplinary area are recommended activities based on their preferences. Once students select the disciplinary area and activities, the system suggests educative institutions activities that they can do. If the institutions do not have the necessary facilities, the system shows with which other institutions they can set agreements. Moreover, it supports educative institutions to identify enrichment clusters, where it clusters students based on similar interest, allowing institutions to identify the activities that they should focus on.

scholarly journals Technology-Enhanced Learning: An Optimal CPS Learning Application

2019 ◽  
Vol 11 (16) ◽  
pp. 4415 ◽  
Author(s):  
Yu-Hung Chien
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Soft Power ◽  
Collaborative Problem Solving ◽  
Technology Enhanced Learning ◽  
Effective Learning ◽  
Computer Agent ◽  
Collaborative Interactions ◽  
The Impact ◽  
Enhanced Learning

Collaborative problem-solving (CPS) is highly valued in the sustainability of learning to foster the key soft power of talent for the future. In this study, a CPS learning application was built to train and assess individuals with the aim of increasing CPS skills. For effective learning to take place, several issues need to be carefully considered, and these were investigated while testing the proposed application. This study examined the impact of collaborative interactions (CIs) (human–computer agent (HCA) and human–human (HH) interactions) on the CPS performance of students. Gender and learning styles, which may have interaction effects with CIs on CPS performance, were also explored. The results show that the students’ CPS performance in HCA was significantly greater than that in HH. The interaction effect between gender and CI was not significant. The impact of learning style on CPS performance in HH was not significant. In contrast, in HCA, students with verbal, global, and reflective learning styles performed significantly better on CPS tasks than did students with visual, sequential, and active learning styles. Finally, we discussed the optimal ways to teach CPS and the practical effects of a CPS learning application.

scholarly journals Learning Styles of Undergraduate Medical Students

2018 ◽  
Vol 59 (2) ◽  
Author(s):  
Michelle Cortés Barré ◽  
Javier Francisco Gullén Olaya
Keyword(s):  
Medical Students ◽  
Learning Styles ◽  
Learning Style ◽  
First Year ◽  
Undergraduate Medical Students ◽  
Effective Learning ◽  
Learning Style Inventory ◽  
Learning Style Preferences ◽  
Style Preferences ◽  
First Year Medical Students

<strong>Introduction: </strong>According to the experiential learning theory, each person develops a learning style that characterizes his/her preferred way to acquire and transform experiences to create knowledge. The objective of this study was to identify the learning styles of undergraduate medical students. <strong>Methods: </strong>The Kolb Learning Style Inventory was applied to first-year medical students at the Pontificia Universidad Javeriana (Bogotá, Colombia) during the second period of 2009. <strong>Results: </strong>204 students completed the questionnaire (the average age was 18.5 years; 55% were women). Students preferred the abstract styles of learning, including assimilating (47%) and converging (27%) styles. <strong>Conclusions: </strong>Having information about medical students learning style preferences can help educators to design teaching strategies that promote a more effective learning. Teachers should provide a variety of learning contexts to stimulate the strengthening of their abilities.

scholarly journals Design and Implementation of an EEG-Based Learning-Style Recognition Mechanism

2021 ◽  
Vol 11 (5) ◽  
pp. 613
Author(s):  
Bingxue Zhang ◽  
Chengliang Chai ◽  
Zhong Yin ◽  
Yang Shi
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Recognition Accuracy ◽  
Internal State ◽  
Eeg Signals ◽  
Recognition Mechanism ◽  
Effective Learning ◽  
Design And Implementation ◽  
Actual Learning ◽  
Eeg Features

Existing methods for learning-style recognition are highly subjective and difficult to implement. Therefore, the present study aimed to develop a learning-style recognition mechanism based on EEG features. The process for the mechanism included labeling learners’ actual learning styles, designing a method to effectively stimulate different learners’ internal state differences regarding learning styles, designing the data-collection method, designing the preprocessing procedure, and constructing the recognition model. In this way, we designed and verified an experimental method that can effectively stimulate learning-style differences in the information-processing dimension. In addition, we verified the effectiveness of using EEG signals to recognize learning style. The recognition accuracy of the learning-style processing dimension was 71.2%. This result is highly significant for the further exploration of using EEG signals for effective learning-style recognition.

scholarly journals Learning Styles: Tools for Understanding Media Selection and Learners’ Academic Achievement in Physics

2021 ◽  
Vol 5 (4) ◽  
pp. 584
Author(s):  
Folashade Afolabi
Keyword(s):  
Academic Achievement ◽  
Learning Styles ◽  
Learning Style ◽  
Analysis Of Covariance ◽  
Distance Learners ◽  
Sampling Techniques ◽  
Effective Learning ◽  
Audiovisual Media ◽  
Significant Difference ◽  
Collection Data

The study examined learners’ learning styles and media format on academic achievement among physics distance learners. Two hundred and Ninety-five learners were used for the study and were selected through purposive sampling techniques by balloting. Fleming NARK model Index of Learning Style questionnaire (ILSQ) and PAT Physics Achievement Test with reliability coefficient of 0.88 and 0.78 using test-retest method and KR-21. The two instruments were used for data collection. Data collected were analyzed using Analysis of Covariance (ANCOVA). The results showed that no significant difference exists in the achievement of learners with varied learning styles (visual, auditory and kinesthetic) when taught using print format, audio and audio visual. However, results indicated that Kinesthetic is the most effective learning style when learners were taught with audiovisual media format which significantly influences learners’ achievement. The study recommends that there is need for teachers to diversify their strategy to compliments all types of learners.

Learning styles

2019 ◽  
Vol 12 (5) ◽  
pp. 276-280 ◽  
Author(s):  
Anish Kotecha
Keyword(s):  
Professional Development ◽  
General Practice ◽  
Learning Styles ◽  
Learning Style ◽  
Individual Learning ◽  
Learning Activities ◽  
Effective Learning ◽  
Learning Preference ◽  
Methods Of Learning ◽  
Continual Learning

General practice requires a breadth of knowledge and continual learning. Professional development requires ongoing commitment, dedication and a strong work ethic. Often acceptance of the need to learn is not matched by knowledge of how best to learn. Educational theory suggests that being aware of individual learning preference allows more effective learning. There are several methods of learning and different learning activities will suit people according to preferred learning styles. A trainer, for example, can prepare more effective tutorials with this knowledge. This article considers some of the models of learning style to inform more effective individual learning.

PROS AND CONS OF LEARNING STYLE: AN IMPLICATION FOR ENGLISH LANGUAGE TEACHERS

2021 ◽  
Vol 4 (2) ◽  
pp. 93
Author(s):  
Aji Budi Rinekso
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Teaching Practices ◽  
English Language ◽  
Background Knowledge ◽  
Language Teachers ◽  
Learning Materials ◽  
Effective Learning ◽  
Pros And Cons ◽  
English Language Teachers

Learning style becomes a familiar theory for many English language teachers. With the hypothesis of matching instructions and learning styles resulting on an effective learning, many of the English language teachers apply the learning style theory within their teaching practices. However, recent studies found that learning style is a myth since there were flaws appeared in the learning style instruments and hypothesis. This study presents in-depth discussions about the pros and cons of learning styles. Detailed descriptions about the implication for English language teachers entailed in the end of the discussions. This study concluded that English language teachers may focus on (1) assessing students’ background knowledge and interests, (2) identifying students’ lacks and necessities, (3) provide more engaged teaching media and learning materials, (4) boosting students’ autonomy rather than merely getting involved in the raging debates of learning style.

scholarly journals Trial for E-Learning System on Information Security Incorporate with Learning Style and Consciousness Factors

2018 ◽  
Vol 8 (3) ◽  
pp. 120 ◽  
Author(s):  
Kiyoshi Nagata ◽  
Yutaka Kigawa ◽  
Tomoko Aoki
Keyword(s):  
Information Security ◽  
Learning Environment ◽  
Learning Styles ◽  
Learning Style ◽  
Learning System ◽  
Psychological Aspects ◽  
Educational Institutions ◽  
Higher Educational Institutions ◽  
The Third ◽  
E Learning

In Japanese higher educational institutions as in universities, many studies and practices on e-learning have been reported, but the state of trial and errors are still continuing. Thus, we propose the construction of an e-learning system incorporating not only with learner's consciousness but also with their learning style. Our proposing system is consistent of three individual parts and one integration phase. The first part is composed of tools, methods, and facilities used to provide the e-learning environment. The second part is composed of theoretical or practical works on learning styles. The third part is composed of learner’s consciousness factors on information security which we have studied so far. In the integration phase, the components of e-learning discussed in the first part are evaluated from learning style related psychological aspects. In the paper, we propose a trial version of e-learning system which includes several types of content with proper links to information security factors and to learning styles.

scholarly journals A Web-based Instrument to Initialize Learning Style: An Interactive Questionnaire Instrument

2018 ◽  
Vol 13 (12) ◽  
pp. 238 ◽  
Author(s):  
Doniyorbek Qambaralievich Ahmadaliev ◽  
Chen Xiaohui ◽  
Murodjon Abduvohidov
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Learning Objects ◽  
Learning Preferences ◽  
Web Based ◽  
Learning And Teaching ◽  
Effective Learning ◽  
Initial Learning ◽  
Study Results ◽  
Very High

Being able to detect and address individual learners’ learning preferences can be a basis for effective learning and teaching. Many researches are contributing to define the potential differences of individual preferences in learning. In this paper, we present an interactive Web-based instrument to initiate students’ learning style. The instrument uses learner’s interaction with learning objects as hint and representing them as the students’ learning style. By applying the instrument, we have been able to detect initial learning styles accurately. Evaluation of our experimental results showed high precision. Besides, very high satisfactory feedbacks were received from students. Based on the mentioned benefits and study results, our method has potential influence on defining individual’s preference in learning

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