scholarly journals When Students Can Choose: Online Self-Study or In-College Learning of English for Academic Purposes

2020 ◽  
Vol 10 (2) ◽  
pp. 25
Author(s):  
Devora Hellerstein ◽  
Tina Waldman ◽  
Hanne Juel Solomon ◽  
Michal Arnon
Keyword(s):  
Learning Style ◽  
English For Academic Purposes ◽  
Bachelor's Degree ◽  
Learning Preferences ◽  
Financial Resources ◽  
Learner Readiness ◽  
Student Background ◽  
Self Study ◽  
Survey Results ◽  
Student Motivations

This study aimed to better understand what motivations drive students to select a self-study massive open online course (MOOC) or an in-college course with an instructor. The students were enrolled in one of three level courses of English for Academic Purposes (EAP), which was an accredited course required for the completion of their Bachelor's Degree, at three teacher education colleges in Israel. The study applied a mainly quantitative data collection method, with a qualitative component. The researchers distributed a survey to 236 students studying in one of the two conditions. They compared survey results between the two groups to examine student background, motivations, and perceptions in relation to choice of preferred learning style. Findings indicated that demographic factors had little effect on the students’ choice. In terms of student motivations, while some differences were found between the two groups in learning preferences, the greatest motivations for selecting a MOOC were extrinsic, with more students driven by financial and time constraints rather than a preference for autonomous learning. The perceptions of students who chose a MOOC indicated low learner readiness to study independently and, as such, a higher risk of not passing the required course. Despite claims that MOOCs represent the democratization of education – providing access to all, regardless of age, gender, financial resources, or other barriers, our findings reveal inequality between students learning English for Academic Purposes in higher education based primarily on financial resources.

DIFFERENTIATED LEARNING FOR STUDENTS WITH SPECIAL NEEDS IN INCLUSIVE SCHOOLS (Teacher's Perception of Students Learning Profile)

2019 ◽  
Author(s):  
Marlina ◽  
Elsa Efrina ◽  
Grahita Kusumastuti
Keyword(s):  
Special Needs ◽  
Differentiated Instruction ◽  
Learning Style ◽  
Learning Preferences ◽  
Learning Climate ◽  
Academic Needs ◽  
Students With Special Needs ◽  
Learner Readiness ◽  
Inclusive Schools ◽  
Differentiated Learning

Differentiated instruction is an approach to teaching which meets the diverse academic needs of students by considering learner readiness, interest and learning style. The approach is grounded in multiple intelligence, learning style, and theories of socio-cultural. The research aims to examine how teachers understand and perceive the influence of differentiation on instructional practices. This qualitative research aims to explore the perceptions of a teacher in implementing differentiated learning in students with special need in inclusive schools. The study interviewed 32 teachers (included senior, junior, and primary school) using observation and interview questions to promote conversational dialogue. The interview questions afforded teachers opportunities to share their thoughts, feelings, and experiences pertaining of differentiated instruction about students learning profiles. Data analysis revealed the following aspects: 1) the learning that provides opportunities for students to learn naturally and efficiently, 2) the learning that provides opportunities for students to work independently and in groups, 3) providing a conducive learning climate with various learning preferences. The study found that the teacher has not yet understood and taught students based on student learning profiles. Consequently, the research results form the basis for developing a differentiated learning model for a student with special needs in inclusive classes. This study supports training for regular teachers and special educators specifically about the application of differentiated learning.

scholarly journals IDENTIFIKASI GAYA BELAJAR MAHASISWA

2016 ◽  
Vol 15 (1) ◽  
pp. 56
Author(s):  
Jeanete Ophilia Papilaya ◽  
Neleke Huliselan
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Visual Learning ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
Survey Method ◽  
Guidance And Counseling ◽  
Auditory Learning ◽  
Study Population ◽  
Survey Results

The objective of this study was to identify learning styles of students. The approach used in this study is a quantitative approach with survey method. The variable in this study is a single variable , namely the identification of student learning styles. The study population is students of Guidance and Counseling FKIP Pattimura University totaling 388 people. Samples were used as samples in the amount of 10% of the population of 39 people. The sampling technique using Simple Random Sampling. Learning styles questionnaire prepared based on the opinion of De Poter & Hernacki is used as a data collection tool. Learning styles identified as visual learning style, auditorial learning style, and kinesthetic learning style. Data analysis techniques in this study is the descriptive statistical analysis methods. Based on the survey results revealed that students of guidance and counseling FKIP Pattimura University has a tendency to one learning style. Of the 39 students found that 6 students had a tendency visual learning style, 20 students have a tendency to auditory learning style, 1 student has a tendency kinestheticlearning style, and 12 students have a tendency to mix between learning styles and learning styles visual auditorylearning styles.

scholarly journals ATTITUDES TOWARD LEARNING PREFERENCE:THE RELATION WITH PERSONALITY

2020 ◽  
pp. 341-348
Author(s):  
Lilly E. Both ◽  
Keyword(s):  
Academic Success ◽  
Personality Traits ◽  
Learning Strategies ◽  
Learning Style ◽  
Teaching And Learning ◽  
Learning Preferences ◽  
Hierarchical Regression ◽  
Evidence Based Practices ◽  
Attitudes Toward Learning ◽  
Teaching And Learning Strategies

In this study, 106 women (M age = 23 years) completed a series of questionnaires online assessing personality traits and facets (subscales), learning preferences (Activist, Reflector, Theorist, Pragmatist), and attitudes toward learning preferences.The vast majority of participants in this study believed that students are more likely to have academic success when teaching and learning strategies match their learning style. However, the results of several hierarchical regression analyses found that a large proportion of variance in learning style was accounted for by personality traits or facets. For example, 43% of the variance in the Activist Learning Style was accounted for by higher scores on Extraversion, and lower scores on Conscientiousness and Negative Emotionality. When personality facet scores were used as predictors, the proportion of variance jumped to 55%. Similarly, between 27-31% of the variance in Reflector, Theorist and Pragmatist Learning Style was accounted for by personality facet scores alone. The results are discussed in terms of learning style attitudes and myths pervasive in the literature, and the need for evidence-based practices.

scholarly journals The Model of Distance Education of the Designer in the Frames of Computer Project Graphics

2020 ◽  
pp. paper51-1-paper51-11
Author(s):  
Elena Zaeva-Burdonskaya ◽  
Daria Kardashenko
Keyword(s):  
Distance Learning ◽  
Learning Style ◽  
Theoretical Work ◽  
Full Time ◽  
Creative Arts ◽  
Design Work ◽  
Self Study ◽  
Graphic Modeling ◽  
Online Format ◽  
The Individual

The article considers the potential of computer graphic modeling based on the experience of distance learning in design and art disciplines at the Department of Environmental design of the Stroganov Academy. An analysis of both practical and theoretical work of the Department during the semester made it possible to conclude that the model for the integration of full-time and distance learning, the individual and interactive approaches to the student is optimal for schools of creative arts. The experiment revealed the greatest flexibility and adaptability to the online format of the methodological material of the disciplines of graphic tools, its maximum openness to self-study, its role in innovative forms of design work, of the creative search for student’s own learning style.

An empirical investigation on learning and teaching lean manufacturing

2020 ◽  
Vol 62 (3) ◽  
pp. 339-354
Author(s):  
Guilherme Luz Tortorella ◽  
Rogério Miorando ◽  
Diego Fettermann ◽  
Diego Tlapa Mendoza
Keyword(s):  
Graduate Students ◽  
Learning Styles ◽  
Learning Style ◽  
Teaching Methods ◽  
Lean Manufacturing ◽  
Teaching Method ◽  
Learning Preferences ◽  
Teaching Approaches ◽  
Content Type ◽  
Learning And Teaching

PurposeThis article identifies the association between two methods for teaching lean manufacturing (LM): problem-based learning (PBL) and classroom lectures, and students' learning styles of a postgraduate course.Design/methodology/approachData were collected from graduate students LM courses that present different teaching approaches. Thus, students' learning preferences were gathered through the application of the Index of Learning Style questionnaire, and their performance assessed after each course.FindingsResults indicate that learning styles are indeed associated with LM teaching approaches, and comprehending interaction effects between learning style dimensions is essential for properly adapting the teaching method. However, these interactions have different extensions.Originality/valueAlthough teaching LM has significantly evolved over the past decades, the single application of traditional teaching methods jeopardizes learning effectiveness of graduate students because of the practical nature of LM. This study provides evidence to better understand the effect of complementary teaching methods and their relationship with students' preferences, empirically examining that there is not one best approach for understanding LM.

scholarly journals Learning Style Preferences Among Undergraduate Medical Students: An Experience from Different Medical Colleges of Bangladesh

2019 ◽  
Vol 10 (2) ◽  
pp. 26-30
Author(s):  
Md Rezaul Karim ◽  
AKM Asaduzzaman ◽  
Md Humayun Kabir Talukder ◽  
Kazi Khairul Alam ◽  
Farhana Haque ◽  
...  
Keyword(s):  
Medical Students ◽  
Learning Styles ◽  
Learning Style ◽  
Sampling Technique ◽  
Cross Sectional Study ◽  
Learning Preferences ◽  
Multimodal Learning ◽  
Undergraduate Medical Students ◽  
Cross Sectional ◽  
Medical Colleges

This descriptive type of cross sectional study was conducted to determine the learning styles of undergraduate medical students. The study period was from July 2017 to June 2018. The study was carried out among the students of 2nd, 3rd and 4th phases of MBBS course of 3 government and 4 non-government medical colleges of Bangladesh. Out of 7 medical colleges, 4 were within Dhaka and 3 were from outside Dhaka. The sample size was 1004 students. Medical colleges were selected purposively and convenience sampling technique was adopted for data collection. Bangla translated version Fleming's VARK (visual, auditory, read/write and kinesthetic) questionnaire was used to identify the learning styles of students. The study revealed that out of 1004 medical students, 64.2% preferred multimodal learning styles and rest 35.8% preferred unimodal learning styles. Among unimodal learning preferences, auditory (A) and kinesthetic (K) were the most preferred sensory modalities of learning. Among multimodal learning styles preferences, the combination of auditory & kinesthetic (AK) and auditory, read/write & kinesthetic (ARK) were predominant. There were only significant differences of the mean scores of visual (V) learning style among the male and female students. Majority of students preferred multimodal learning styles. Students are able to learn effectively as long as the teacher provides a blend of visual, auditory, read/writing and kinesthetic activates. The study recommended that teachers should be aware of the medical students' learning styles and aligning teaching-learning methods with learning styles will improve their learning and academic performance. Bangladesh Journal of Medical Education Vol.10(2) 2019: 26-30

Personality Type, Perceptual Style Preferences, and Strategies for Learning English as a Foreign Language

2012 ◽  
Vol 40 (9) ◽  
pp. 1501-1510 ◽  
Author(s):  
Mei-Ling Chen ◽  
Li-Mei Hung
Keyword(s):  
High School Students ◽  
Foreign Language ◽  
Language Learning ◽  
Perceptual Learning ◽  
Learning Strategies ◽  
Learning Style ◽  
Personality Type ◽  
Learning Preferences ◽  
School Students ◽  
Significant Relationships

We investigated the influence that personality type has on perceptual learning style preference and language learning strategies. Participants were 364 senior high school students in Taiwan who were studying English as a foreign language. The instruments used to collect data were the Myers-Briggs Type Indicator (Myers & McCaulley, 1985), the Perceptual Learning Preferences Survey (adapted from Kinsella's 1995 survey), and the Strategy Inventory for Language Learning (Oxford, 1990). Results showed significant relationships between language learning strategy and the introverted/extroverted personality type. Significant relationships were also found between the sensing/intuitive personality type and memory, compensation, social, and metacognitive strategies.

scholarly journals The learning style preferences of chiropractic students: A cross-sectional study

2014 ◽  
Vol 28 (1) ◽  
pp. 21-27 ◽  
Author(s):  
Stephney Whillier ◽  
Reidar P. Lystad ◽  
David Abi-Arrage ◽  
Christopher McPhie ◽  
Samara Johnston ◽  
...  
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Cross Sectional Study ◽  
Learning Preferences ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Learning Style Preferences ◽  
Kinesthetic Learning ◽  
Style Preferences ◽  
Chiropractic Students

Objective The aims of our study were to measure the learning style preferences of chiropractic students and to assess whether they differ across the 5 years of chiropractic study. Methods A total of 407 (41.4% females) full-degree, undergraduate, and postgraduate students enrolled in an Australian chiropractic program agreed to participate in a cross-sectional survey comprised of basic demographic information and the Visual, Aural, Read/Write, Kinesthetic (VARK) questionnaire, which identifies learning preferences on four different subscales: visual, aural, reading/writing, and kinesthetic. Multivariate analysis of variance and the χ2 test were used to check for differences in continuous (VARK scores) and categorical (VARK category preference) outcome variables. Results The majority of chiropractic students (56.0%) were found to be multimodal learners. Compared to the other learning styles preferences, kinesthetic learning was preferred by a significantly greater proportion of students (65.4%, p < .001) and received a significantly greater mean VARK score (5.66 ± 2.47, p < .001). Conclusions To the best of our knowledge, this is the first time chiropractic students have been shown to be largely multimodal learners with a preference for kinesthetic learning. While this knowledge may be beneficial in the structuring of future curricula, more thorough research must be conducted to show any beneficial relationship between learning style preferences and teaching methods.

scholarly journals Book Review: Learning Style Perspectives: Impact in the Classroom

2015 ◽  
Vol 12 (1) ◽  
pp. 120-122
Author(s):  
Kathryn Harden-Thew ◽  
◽  
Romy Lawson ◽  
Keyword(s):  
Learning Styles ◽  
Postsecondary Education ◽  
Learning Style ◽  
Learning Preferences ◽  
Course Content ◽  
Entry Level ◽  
The Third ◽  
Careful Thought ◽  
Practical Nature

Following the first two editions of her book, which she wrote solo, Celli has joined forces with colleague N D Young for the third edition. Celli and Young have prepared this book with the goal of giving instructors in postsecondary education “a primer on learning styles” (p.11). In a review of the second edition, Kovac (1999) highlighted the importance for educators of understanding the learning styles of their students to better present course content. Fifteen years later this statement remains true. With Kovac’s own teaching background in chemistry, he noted that it was challenging to address the differing learning preferences of all students in his classes. He pointed to the practical nature of Celli’s book in addressing these needs and offering pedagogic solutions. This third edition appears to have altered little, with an entry-level overview of learning-style theory, followed by an explanation of Celli and Young’s own learning-style theory. Celli and Young set out to address the struggle of every educator who seeks to improve pedagogic practice in the classroom through careful thought, planning and innovative implementation.

Learning Style Preferences of Pharmacy Students

2013 ◽  
Vol 4 (1) ◽  
pp. 119-129
Author(s):  
Zoriah Aziz ◽  
Tey Xin Yi ◽  
Syireen Alwia ◽  
Chong Nyuk Jet
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Learning Experience ◽  
Learning Preferences ◽  
Pharmacy Education ◽  
Pharmacy Students ◽  
Internal Reliability ◽  
Learning Style Preferences ◽  
Style Preferences ◽  
The University

Students have preferences about how they like to learn. Available evidence suggests that understanding students’ learning style is helpful in providing them a successful learning experience. The aim of the study was to determine the learning styles preferences of pharmacy students. The Honey and Mumford’s Learning Style Questionnaire (LSQ) was administered twice to all undergraduate pharmacy students (n=240) in the University of Malaya, Malaysia. The LSQ covered four different learning preferences: activist, reflector, theorist and pragmatist. The LSQ showed satisfactory test-retest correlation (0.57 to 0.66) and moderate internal reliability (0.53 to 0.61). Reflector learning style was the most common among the students (60.4%) followed by theorist and pragmatist (both 8.8%) and activist (6.2%). Another 15.8% of the students did not show any dominant learning styles. The preferred learning styles were statistically independent of the demographic variables examined such as level of academic year, sex, race and pre-university qualifications. A range of teaching methods and learning activities should be provided in pharmacy education in order to match the variety of learning styles.

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