scholarly journals Relationships between Learning Styles, Perceived Advantages of Online Collaborative Learning and Practical Knowledge in Teaching among Taiwanese Student Teachers

2017 ◽  
Vol 13 (11) ◽  
pp. 34
Author(s):  
Shih-Hsiung Liu
Keyword(s):  
Collaborative Learning ◽  
Learning Styles ◽  
Student Teachers ◽  
Learning Style ◽  
Teacher Educators ◽  
Field Experience ◽  
Practical Knowledge ◽  
Online Information ◽  
Online Collaborative Learning ◽  
Taiwanese Student

The purpose of this study is to investigate the effects of the three learning styles (collaborative, competitive, and individualistic) on the perceived advantage of collaborative learning (PAoCL) and practical knowledge in teaching (PKiT) among Taiwanese student teachers in an online collaborative environment. This study built a Facebook Group and developed the tasks of collaborative learning based on field-experience courses. The participants were required to share various practical experiences as the collaborative learning tasks. A total of 100 student teachers who enrolled in field-based courses between August 2016 and January 2017 participated in this study and were required to complete a validated survey in January 2017. This study determined the relationships between the three learning styles and PAoCL and PKiT and further identified predictors of online collaborative learning. The collaborative learning style of student teachers was positively associated with their PAoCL, while competitive learning style was correlated with their PKiT. Accordingly, teacher educators can encourage student teachers to share experiences about teaching practices during participating in field-experience courses through online collaboration. However, teacher educators should remind the student teachers to transfer the online information into PKiT.

scholarly journals Learning styles and perceptions of student teachers of computer-supported collaborative learning strategy using wikis

2015 ◽  
Vol 31 (1) ◽  
Author(s):  
Kai Ming LI
Keyword(s):  
Collaborative Learning ◽  
Learning Styles ◽  
Student Teachers ◽  
Learning Style ◽  
Student Teacher ◽  
Learning Strategy ◽  
Education Programme ◽  
Computer Supported Collaborative Learning ◽  
Learning Tool ◽  
Learning Styles Inventory

<p class="Abstract">This paper reports the results of an attempt to integrate a collaborative technology, Wiki, into learning within a course in a teacher education programme based on social constructivist learning theory. The current study aimed to explore student-teacher acceptance of the proposed pedagogy and to identify specific learning style preferences that might be favourable to accepting the proposed pedagogy. A total of 56 student teachers participated in this study. They completed a number of collaborative tasks using a wiki during the learning process, and were then invited to complete a questionnaire designed to solicit their perception on the usefulness of wikis and their attitudes towards using a wiki, and 39 of them also returned a learning styles inventory which was used to identify the learning styles profile of the student-teacher samples. The findings reveal favourable perceptions of the use of a wiki as a collaborative learning tool in the course. Qualitative data collected from open-ended questions also reflects similar favourable results. Active learners were also found to be significantly different from reflective learners in accepting the wiki as a learning tool.</p>

scholarly journals Impact of the COVID-19 pandemic on student teachers: how the shift to online collaborative learning affects student teachers’ learning and future teaching in a Chinese context

2021 ◽  
Author(s):  
Man Lei ◽  
Jane Medwell
Keyword(s):  
Online Learning ◽  
Teacher Training ◽  
Collaborative Learning ◽  
Online Education ◽  
Student Teachers ◽  
Teacher Educators ◽  
Early Stage ◽  
Teaching Experience ◽  
Online Collaborative Learning ◽  
The Impact

AbstractIn March 2020, universities in China transitioned to online education in response to the COVID-19 pandemic and intensified the focus on collaboration in online learning. However, little is known about the impact of undertaking online collaborative learning (OCL) on student teachers’ views about the process and about their own teaching and learning. This qualitative study examined 18 student teachers’ views about their experience of OCL and the way it affected them as learners and future teachers. The participants reported that OCL helped them develop varied views of learning and had a positive effect on their views about the future use of OCL. They saw their personal experience of OCL as an important aspect of their development as teachers. These findings highlight ways that online learning can shape the views and professionalism of student teachers. Future teacher training programs can provide OCL as a teaching experience at an early stage to help transform student teachers’ self-understanding from that of a student to that of a teacher. The findings of this study further reveal that online collaborative teacher training offers student teachers an opportunity to collaborate, discuss, and reflect on their professional development as teachers. This encourages teacher educators to reconsider how new forms of practice and teaching theories can be woven together more effectively in post-COVID teacher training.

scholarly journals Estilos de enseñanza y estilos de aprendizaje en educación superior: Análisis de las preferencias de estudiantes de Pedagogía en Inglés en tres universidades chilenas

2016 ◽  
Vol 20 (3) ◽  
pp. 1 ◽  
Author(s):  
Constanza Rojas-Jara ◽  
Claudio Díaz-Larenas ◽  
Jorge Vergara-Morales ◽  
Paola Alarcón-Hernández ◽  
Mabel Ortiz-Navarrete
Keyword(s):  
Collaborative Learning ◽  
Learning Styles ◽  
Student Teachers ◽  
Learning Style ◽  
Teaching And Learning ◽  
Teaching Style ◽  
Educación Superior ◽  
Educacion Superior ◽  
Cluster Grouping

This paper shows the findings of a study conducted in three Chilean universities in 2014. It aims to analyze EFL student teachers’ preferences regarding their teaching and learning styles. 279 participants answered the teaching style inventory and 238 took the learning style questionnaire. These participants are first, third and fifth year student-teachers. This study uses Grasha and Riechman’s model to study teaching and learning styles. These authors propose a classification, cluster grouping and integrated clustering (Lewis, 2014; Grasha y Riechmann, 1975). The findings reveal that all student teachers favor the Facilitator teaching style and the Collaborative learning style.

Knowledge Mining for Adaptive Multimedia Web-Based Educational Platform

2008 ◽  
pp. 205-257 ◽  
Author(s):  
Leyla Zhuhadar ◽  
Olfa Nasraoui ◽  
Robert Wyatt
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Intelligent System ◽  
Learning Material ◽  
Online Information ◽  
Learning Sequence ◽  
Online Students ◽  
User Models ◽  
Web Based ◽  
The Web

This chapter introduces an Adaptive Web-Based Educational platform that maximizes the usefulness of the online information that online students retrieve from the Web. It shows in a data driven format that information has to be personalized and adapted to the needs of individual students; therefore, educational materials need to be tailored to fit these needs: learning styles, prior knowledge of individual students, and recommendations. This approach offers several techniques to present the learning material for different types of learners and for different learning styles. User models (user profiles) are created using a combination of clustering techniques and association rules mining. These models represent the learning technique, learning style, and learning sequence, which can help improve the learning experience on the Web site for new users. Furthermore, the user models can be used to create an intelligent system that provides recommendations for future online students whose profile matches one of the mined profiles that represents the discovered user models.

scholarly journals Kecerdasan Budaya dan Gaya Belajar Mahasiswa yang Merantau di DKI Jakarta

2019 ◽  
Vol 4 (2) ◽  
Author(s):  
Arif Triman ◽  
Abdillah Abdillah
Keyword(s):  
Regression Analysis ◽  
Collaborative Learning ◽  
Learning Styles ◽  
Learning Style ◽  
Rural Areas ◽  
Cultural Intelligence ◽  
Independent Learning ◽  
Infrastructure Development ◽  
Intelligence Scale ◽  
It Impacts

Indonesia is a developing country with an uneven educational infrastructure development. It impacts the number of students from rural areas to big cities to get a decent education. Many of those students are experiencing difficulties when entering a new culture, thus disrupting their adjustment, especially in learning styles. The purpose of this study is to investigate any possible correlation between cultural intelligence and Grasha learning style. Participants in this study were 121 students in DKI Jakarta. Cultural Intelligence Scale and Grasha-Riecment Learning Scale Style were used as instruments in this study. Using regression analysis, it was found that 2 of 6 learning style (Collaborative learning style and Independent learning style) were found to have significant role in Cultural Intelligents.

scholarly journals Institutional conditions for preparing critically reflective TEFL teachers in the PGDT Program of three Ethiopian universities

2019 ◽  
Vol 8 ◽  
pp. 321-343
Author(s):  
Roba Danbi ◽  
Dereje Tadesse
Keyword(s):  
Student Teachers ◽  
Reflective Practice ◽  
Teacher Educators ◽  
Practical Knowledge ◽  
Education Institution ◽  
Structured Interviews ◽  
Institutional Conditions ◽  
Quantitative And Qualitative Research ◽  
Teacher Education Institution ◽  
The Government

This paper assesses the role played by the institutional context in the preparation of critically reflective TEFL teachers in the Postgraduate Diploma in Teaching (PGDT) program of Dilla, Haramaya, and Hawasa Universities, Ethiopia. It examines the extent to which structured opportunities for reflection are used in the three institutions. A combination of quantitative and qualitative research methodologies was employed for collecting information regarding reflective practice in the PGDT program of the three universities. Multilevel mixed-method sampling techniques were utilized to select participants. Data were collected using questionnaires, semi-structured interviews and observation, and interpreted using simple statistical analysis and descriptive narrative approach. The study shows that most of the participants lack sufficient theoretical and practical knowledge of reflective practice. It shows that structured opportunities for reflection were not created for student teachers to practice reflection. The researchers, therefore, recommend that the government, curriculum designers, teacher education institution, and teacher educators create a common understanding about the goal of the program, and deliberately setup some structured opportunities to promote reflection in the institutions.

Online Collaborative Learning and Learning Styles

2011 ◽  
pp. 1339-1347
Author(s):  
Tony Day
Keyword(s):  
Professional Development ◽  
Collaborative Learning ◽  
Learning Styles ◽  
Learning Community ◽  
Comparative Education ◽  
New South ◽  
New South Wales ◽  
Online Learning Community ◽  
Online Collaborative Learning ◽  
South Wales

The need for the development of an online learning community for professional development and support for new and experienced educators is growing due to the significant turnover of teachers within the first five years (National Center for Teaching and America’s Future, 2003). This trend is also present in other countries: England has a turnover rate of teachers at 18% in the first three years (Hayes, 2004), and Australia, especially in the New South Wales area, has a rate of between 20% and 50% within the first three to five years (Manuel, 2003). This challenge would be best met through the online collaborative learning model allowing for the development of outside resources without the excessive cost of the educator’s most valuable commodity: time. This process is especially valuable for the utilization of comparative education issues between cooperating countries as it will lend itself to the collegiality of educators across countries and cultures.

Willingness to engage in online collaborative learning among Student-teachers: between ideals and actual experience

2020 ◽  
Vol 17 (1) ◽  
pp. 69-86
Author(s):  
Adva Margaliot ◽  
Dvora Gorev
Keyword(s):  
Factor Analysis ◽  
Collaborative Learning ◽  
Student Teachers ◽  
Learning Difficulties ◽  
Factors Affecting ◽  
Online Collaborative Learning ◽  
Actual Experience ◽  
The Difference ◽  
Collaborative Knowledge ◽  
Willingness To Engage

The teaching world is shifting towards the creation of collaborative knowledge. This study proposes a tool to examine willingness to engage in collaborative learning: a valid and reliable questionnaire based on Cognitive Orientation theory. Factor analysis yielded four factors affecting willingness to engage in collaborative learning: difficulties, benefits, promoting individuals’ interests, and the ability to rely on others. Significant differences were found in the willingness to collaborate in regard to the difference between each of these factors as actually experienced and its ideal. These differences were also evident in the qualitative genre analyzed according to the Theory of Personality.

scholarly journals Borderlands of Possibility: Exploring the Construction of Professional Identity With Intern Teachers

in education ◽  
2017 ◽  
Vol 23 (1) ◽  
pp. 2-25
Author(s):  
Sharon L. Allan
Keyword(s):  
Preservice Teachers ◽  
Professional Identity ◽  
Student Teachers ◽  
Teacher Educators ◽  
Field Experience ◽  
Subject Position ◽  
Interpretive Case Study ◽  
Intern Teachers ◽  
Bachelor Of Education

Students enrolled in Bachelor of Education degree programs engage in academic study and field experiences that both validate and challenge their existing understandings of who they are and who they are becoming: their professional identity. This interpretive case study explored the ways in which four intern teachers constructed professional understandings during the 15 weeks of their culminating field experience: a borderland space. Ecologically defined as an ecotone, this time in between—of being a student and becoming a teacher—is a zone of transition, a crossroads of being and becoming. Using a series of conversational interviews where the researcher and the participants explored the experience of living on the borderland, this study revealed the challenges of constructing a professional identity as well as the ways in which these intern teachers gradually assumed the subject position: teacher. Four essential aspects of this experience were distilled from the findings of this inquiry and arranged into a conceptual framework to assist teacher educators as they craft curriculum capable of engaging student teachers in the consideration of who they are becoming as teachers. By contributing to our growing understanding of the ways in which preservice teachers view themselves as emerging professionals, this inquiry suggests deeper investigation of the mentor-mentee relationship is needed in order to better support student teachers on the borderlands of their final field experience.            Keywords: professional identity; borderland space; intern teachers; field experience; interpretive case study

scholarly journals The Effects Of Students Predispositions Toward Communication, Learning Styles, And Sex On Academic Achievement

2007 ◽  
Vol 4 (9) ◽  
Author(s):  
Jerry L. Allen ◽  
Kathleen M. Long ◽  
Joan O'Mara ◽  
Ben B. Judd
Keyword(s):  
Academic Achievement ◽  
Collaborative Learning ◽  
Learning Styles ◽  
Learning Style

Females are more apprehensive when talking in class, but more nonverbally immediate, and prefer a collaborative learning style.  Males prefer independent and avoidant learning styles, and report learning less than females.

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