Can the learning styles of surgical residents impact their capacity to succeed in different learning environments? A case study

2020 ◽  
Vol 10 (1) ◽  
pp. 1
Author(s):  
Kenneth Lang ◽  
Todd Hoover ◽  
Marie Hunsinger ◽  
Mohsen Shabahang
Keyword(s):  
Learning Styles ◽  
Learning Environments ◽  
Surgical Residents

A study on the validity of a four-variant diagnostic learning styles questionnaire

2014 ◽  
Vol 56 (2/3) ◽  
pp. 141-164
Author(s):  
Jack Goulding ◽  
Sharifah Syed-Khuzzan
Keyword(s):  
Learning Styles ◽  
Learning Environments ◽  
Diagnostic Tools ◽  
Validity And Reliability ◽  
Data Set ◽  
Case Study Methodology ◽  
Content Type ◽  
Personalised Learning ◽  
Research Findings

Purpose – The purpose of this paper is to examine the use, construct, and pervasiveness of learning styles theory. Whilst extant literature has provided educational theorists with a temporal landscape for promoting or critiquing the surfeit of “models” and “diagnostic tools”, there has been little empirical research evidence undertaken on the adoption and adaptation of learning styles in the e-Learning environment, especially in respect of personalised learning environments (PLEs). In this respect, evidence identifies that the more thoroughly instructors understand the differences in learning styles, the better chance they have of meeting the diverse learning needs of their learners. Design/methodology/approach – The paper provides a critical review of the development of learning styles inventories and instruments of learning styles. It focuses specifically on the reliability, validity, and rubrics behind these models. A positivist stance was adopted, using a structured case study methodology with learners as the main unit of analysis. This was undertaken to statistically explore and confirm the validity and reliability of a Diagnostic Questionnaire (DQ). Findings – A new Diagnostic Learning Styles Questionnaire was developed based upon the amalgamation of three existing models of learning styles (Kolb; Honey and Mumford; and Felder and Silverman). Research findings identified four principal learning styles categories (A, B, C, D). These are supported by Cronbach's α results ranging from 0.57 to 0.80 for the learning styles within the DQ, which provides new insight into these relationships. Research limitations/implications – This research suggests that improved construct validity can be achieved if relationships are fully understood. However, research findings need to be countered by extending the embedded case study presented in this paper to include other case studies for comparison (within this context). Further research is also needed on examining learner traits in more detail with a wider data set. Practical implications – The DQ can be used to explore different approaches to use in learning environments. Specifically, it allows training providers to understand the nuances and dependencies associated with learner styles, behaviour, learner effectiveness, and motivation. Originality/value – This paper uncovers new understanding on the learning process and how this links to pedagogy and learning styles. It presents a mechanism for embedding a DQ into a PLEs.

DESIGNING FOR AUTISM: AN ASPECTSS™ POST-OCCUPANCY EVALUATION OF LEARNING ENVIRONMENTS

2018 ◽  
Vol 12 (3) ◽  
pp. 308 ◽  
Author(s):  
Magda Mostafa
Keyword(s):  
Learning Environments ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Built Environments ◽  
Outdoor Learning ◽  
Learning Spaces ◽  
Post Occupancy Evaluation ◽  
8Th Grade ◽  
Evaluation Of Learning

The objective of this paper is to demonstrate the application of the Autism ASPECTSS™ Design Index in the Post-Occupancy Evaluation of existing learning environments for children along the autism spectrum. First published in 2014 this index outlines 7 design criteria that have been hypothesized to support environments conducive of learning for children with autism spectrum disorder (ASD). Using the index as a framework, this paper outlines a case study of a Post-Occupancy Evaluation (POE) of an existing pre-K-8th grade public charter purpose-built school for children on the autism spectrum. The tools used for the evaluation were: the ASPECTSS scoring of the school through a survey of teachers and administrators; on-site behavioral in-class observation; and focus groups of parents, teachers, staff and administrators. The results informed a design retro-fit proposal that strived to assess any ASPECTSS compliance issues and implement the index across the learning spaces, therapy spaces, support services and outdoor learning environments of the school. This paper will outline the application of the index and the resultant design from this process. The results will strive to present a scalable and replicable methodology and prototype for improving existing built environments for learners with ASD.

scholarly journals Perception evaluation kit: a case study with materials and learning styles

2021 ◽  
Author(s):  
Ainoa Abella ◽  
María Araya León ◽  
Lluís Marco-Almagro ◽  
Laura Clèries Garcia
Keyword(s):  
Learning Styles

Exploring trainers’ engaging instructional practices: a collective case study

2016 ◽  
Vol 40 (2) ◽  
pp. 111-127 ◽  
Author(s):  
Vishal Arghode ◽  
Jia Wang
Keyword(s):  
Learning Styles ◽  
Learning Outcomes ◽  
Training Session ◽  
Research Area ◽  
Small Sample ◽  
Training Context ◽  
Content Type ◽  
Collective Case Study ◽  
Study Approach

Purpose – This study aims to explore the phenomenon of training engagement from the trainers’ perspective. Specifically, two questions guided this inquiry. First, how do trainers define engagement in the training context? and What strategies do trainers use to engage trainees? Design/methodology/approach – The collective case study approach was adopted for this qualitative study. Seven cases were selected for in-depth analyses. Data were collected through individual, face-to-face interviews and analyzed using the constant comparative analysis method. Findings – Major findings suggest that engaging training practices take various forms. They include being trainee-centered, maximizing learning through entertaining and interesting instruction, accommodating different learning styles, eliciting trainee participation by creating an encouraging learning environment and connecting with trainees by building rapport early in a training session. Research limitations/implications – The small sample limits the generalizability of the findings. However, this study expands training literature by focusing on an under-explored research area, the role of engaging trainees in maximizing learning outcomes. Practical implications – For trainers, this study offered some specific strategies they can use to engage learners in the training context to achieve desired learning outcomes. In addition, the seven cases selected for this study may be used as a benchmark against which both experienced and novice trainers compared their own practices. Originality/value – This is one of very few qualitative studies with a focus on emotional aspects involved in training. The rich data from this study shed light on areas for future improvement, particularly regarding how to effectively engage trainees to maximize learning outcomes.

scholarly journals E-Book as a Platform for Exploratory Learning Interactions

2016 ◽  
Vol 11 (01) ◽  
pp. 62
Author(s):  
Lukito Edi Nugroho
Keyword(s):  
Learning Styles ◽  
Learning Environments ◽  
Exploratory Learning ◽  
Overhead Cost ◽  
Important Resource ◽  
Reactive Mechanism

E-books are widely used as an important resource in learning. The most common way to use e-books is to incorporate them while a learning interaction is in progress. However, some learning styles are better supported inversely: e-books take the lead and are used to initiate and bind learning communications to the topics in focus. Unfortunately, existing e-book formats cannot accommodate this need effectively, potentially causing learning interactions to lose grip on the intended discussion framework. Inability to bind a conversation with the materials in the first place can also introduce overhead cost to the readers due to the burden of bringing the materials into the discussion. In this work, we add the capability of e-books to serve as an interaction platform. An e-book is considered as a collection of objects indicating topics of learning discussions. Asynchronous conversation is anchored to one or more topic, and defined by a context that specifies participants and communications among them. Communication is modeled after a reactive mechanism by using event-action pairs. The proposed framework also accommodates dynamics within discussions, as well as structured discussions commonly found in many learning environments.

scholarly journals Inquiry-Based Learning on the Cloud

2016 ◽  
pp. 291-310 ◽  
Author(s):  
Alexander Mikroyannidis ◽  
Alexandra Okada ◽  
Andre Correa ◽  
Peter Scott
Keyword(s):  
Learning Environments ◽  
Teaching And Learning ◽  
Information Sources ◽  
Working Environment ◽  
Learning Needs ◽  
Inquiry Based Learning ◽  
Approach To Learning ◽  
Novel Approach ◽  
Education Community

Cloud Learning Environments (CLEs) have recently emerged as a novel approach to learning, putting learners in the spotlight and providing them with the cloud-based tools for building their own learning environments according to their specific learning needs and aspirations. Although CLEs bring significant benefits to educators and learners, there is still little evidence of CLEs being actively and effectively used in the teaching and learning process. This chapter addresses this issue by introducing a European initiative called weSPOT (Working Environment with Social, Personal and Open Technologies for Inquiry-based Learning) for supporting and enhancing inquiry-based learning in STEM education via a cloud-based inquiry toolkit. The chapter presents evidence of using this toolkit within a case study that investigates how a secondary education community of students / co-learners selects information sources on the web and identifies factors associated with the reliability of information sources during their collaborative inquiry (co-inquiry) project in online environments.

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