scholarly journals The Learning Styles and Multiple Intelligences of EFL College Students in Kuwait

2018 ◽  
Vol 11 (3) ◽  
pp. 38 ◽  
Author(s):  
Sulaiman Alrabah ◽  
Shu-hua Wu ◽  
Abdullah M. Alotaibi
Keyword(s):  
Learning Styles ◽  
Multiple Intelligences ◽  
Basic Education ◽  
Visual Learning ◽  
Future Research ◽  
College Level ◽  
English As Foreign Language ◽  
College Of Basic Education ◽  
Hands On ◽  
Hands On Learning

The study aimed to investigate the learning styles and multiple intelligences of English as foreign language (EFL) college-level students. “Convenience sampling” (Patton, 2015) was used to collect data from a population of 250 students enrolled in seven different academic departments at the College of Basic Education in Kuwait. The data elicitation instrument was derived from two standardized surveys: one on learning styles (Oxford, 1998) and one on multiple intelligences (Christison, 1998). Data collection utilized the Google Forms interface to facilitate participants’ access and responses to survey items through their mobile phones. Data analysis identified the participants’ general learning styles and multiple intelligences. The Microsoft Excel software program was used by the researchers to generate means, percentages, ranks, and standard deviations. Results indicated that while the participants’ dominant learning styles were global, extroverted, hands-on, and visual, their dominant multiple intelligences were interpersonal, visual, and kinesthetic. Implications for pedagogy included recommendations to accommodate students’ visual learning styles and multiple intelligences through the use of visual stimuli like PowerPoint presentations, charts, and graphs. In order to accommodate students’ extraverted and hands on learning styles as well as their interpersonal and kinesthetic intelligences, the researchers recommended the use of group activities such as role plays, simulations, and debates. Implications for future research included conducting learning styles and multiple intelligences studies in other colleges in Kuwait.

scholarly journals Using Experiential Learning to Enhance Student Outcomes in a Didactic Program in Dietetics Foodservice Management Course

2021 ◽  
Author(s):  
Michael Holik ◽  
Scott Heinerichs ◽  
Jena Wood
Keyword(s):  
Critical Thinking ◽  
Experiential Learning ◽  
Learning Styles ◽  
Student Perceptions ◽  
Positive Impact ◽  
Thinking Skills ◽  
Future Research ◽  
Course Content ◽  
Hands On ◽  
Foodservice Management

Purpose: The purpose of this study was to describe student perceptions of their learning following experiential learning (EL) activities in a foodservice management course. Nutrition and dietetics education programs have a range of competencies students must learn and demonstrate throughout their curriculum. Learning styles differ amongst students and research has demonstrated they prefer to engage in EL (direct experience) activities to develop their knowledge. Foodservice management is one area of the curriculum that teaches students the basic functions of management; planning, organizing, directing, controlling, and staffing related to food, materials, facilities, and human resources. While this can be taught didactically, engaging in EL for this content may be a more valuable form of pedagogy to improve student understanding and use of content. Methods: After undergoing review and gaining approval from the Institutional Review Board, 196 nutrition and dietetic students from a regional comprehensive institution with an accredited undergraduate didactic program in dietetics were invited to participate in two experiential learning activities. At the conclusion of the activities, students completed an 8-question survey of their experiences. Results: Over 88% of students agreed EL activities promote better understanding of course content and 90% of students were in agreement that EL activities create an environment conducive to applying theory. Additionally, over 81% of students agreed that the activities encouraged the utilization of critical thinking skills, and 76% believed the activities promoted the value of teamwork and working independently. Finally, students were asked to respond to how the EL activity helped them understand course content and objectives. Two predominate themes emerged in the review of the open-ended responses. The first, EL helped connect and reinforce didactic theory to the real world ultimately assisting students to better prepare themselves for their career. The second focused on learning styles and students’ appreciation for the non-traditional way of learning, outside the classroom, with hands-on application. Conclusions: The results of the study provide support for the use of EL activities in foodservice management courses in a dietetics program. Participation in EL activities helped students close the loop between theoretical and applied learning. EL helped the development and utilization of skills employers are seeking such as critical thinking, teamwork, and independence. EL allows students to be hands-on in their learning and engage in activities aligned with theory and content necessary to meet competencies for entry-level practice in the field. Future research should include other types of foodservice establishments where a registered dietitian nutritionist is employed to determine if those environments have a positive impact on student learning.

scholarly journals Do This Article

2020 ◽  
Vol 30 ◽  
pp. 223-236
Author(s):  
Meredith Barrett
Keyword(s):  
Experiential Learning ◽  
Learning Styles ◽  
Training Program ◽  
Writing Center ◽  
Tutor Training ◽  
Peer Tutors ◽  
Hands On ◽  
Hands On Learning ◽  
New Ideas ◽  
Reflective Essay

From the multiple theories of experiential learning to discourse on learning styles and preferences, hands-on learning is well known as an important mode of engaging with new ideas and processes. This article runs with this notion by not just sharing interactive activities for training peer tutors but asking readers to participate in them. A narrative and reflective essay, it walks the audience through three exercises, step by step, and explores their impact in the contexts of the author’s tutor training program, her 2019 Canadian Writing Center Association Conference workshop, and the article itself. The piece asks whether there is room for more hands-on learning in all of these venues and calls on readers to reflect on their own experiences.

scholarly journals EFL College Students’ Perceptions of the Difficulties of Comprehending Academic English Lectures

2017 ◽  
Vol 4 (3) ◽  
pp. 466
Author(s):  
Nowreyah A. Al-Nouh ◽  
Muneera M. Abdul-Kareem
Keyword(s):  
College Students ◽  
Undergraduate Students ◽  
Grade Level ◽  
Basic Education ◽  
Teacher Education Program ◽  
Future Research ◽  
Academic Learning ◽  
Academic English ◽  
College Of Basic Education ◽  
Grade Levels

<em>Students’ perceptions of the difficulties of comprehending academic English lectures affect their academic learning. Therefore, the present study is designed to explore EFL college female undergraduate students’ perceptions of the difficulties of comprehending academic English lectures to bring to light those factors that affect students’ academic performance and suggest solutions to overcome them. Participants were 365 female college students picked randomly from various grade levels enrolled in a four-year pre-service teacher education program at the College of Basic Education in Kuwait. The study adopted a descriptive design employing Likert’s five-point scale assigned under two factors: linguistic difficulties and non-linguistic difficulties. Independent variables include age, nationality, grade level and GPA. Results showed that students’ difficulties were at a medium level. Significant differences were observed for nationality, grade level and GPA. Implications and recommendations for future research were discussed.</em>

scholarly journals The Path of Science in Future Tibetan Buddhist Education

2021 ◽  
Vol 6 ◽  
Author(s):  
Denise Woodward ◽  
Ernest Ricks ◽  
Pamela J. Bjorkman ◽  
Pantelis Tsoulfas ◽  
Jane E. Johnson ◽  
...  
Keyword(s):  
Best Practices ◽  
Science Teachers ◽  
Learning Opportunities ◽  
Religious Community ◽  
College Level ◽  
Tibetan Buddhist ◽  
Hands On ◽  
Personal Experiences ◽  
Hands On Learning ◽  
Future Plans

The Emory-Tibet Science Initiative (ETSI) allowed western science teachers to work with monastically educated Buddhist monks to further their science education. The challenges included teaching through translators, using best practices for teaching within a religious community, and thinking about how to integrate what we learned from teaching in this context to our classrooms back home. In this article, we, a diverse group of western college-level educators and scientists, share our personal experiences and thoughts about teaching in this unique context in several themes. These themes are the challenges of translation and the development of new Tibetan science dictionary, the importance of hands-on learning opportunities as an example of using best teaching practices, using technology and online resources to connect our communities through both space and time, and the imperative of future plans to continue these important cross-cultural efforts.

scholarly journals An An Assessment of Teaching Idioms at College Level

2019 ◽  
Vol 5 (3) ◽  
pp. 79
Author(s):  
Najat Muhammed Amin
Keyword(s):  
English Language ◽  
Figurative Language ◽  
Basic Education ◽  
College Teaching ◽  
First Grade ◽  
Language Teachers ◽  
Third Grade ◽  
Unexpected Result ◽  
College Level ◽  
College Of Basic Education

The present study aims at investigating the presence of teaching idioms at English Department - College of Basic Education syllabi and the methods used in teaching idioms. A test, containing 45 idioms, was given to 40 fourth grade students to investigate their knowledge about idioms acquired through their learning at college. The researcher modified a test based on Vanderniet (2015) and Tran (2003), in which they have focused only on the most frequent idioms. The results of the syllabi analysis showed an unexpected result that only four hours are devoted to the teaching of idioms or any other figurative expressions throughout the whole four academic years at college. Teaching idioms is embedded within the syllabus of four coursebooks, which are: Communication (first grade), Communication (second grade), Culture (third grade) and Translation (third grade). The results of the test coincides with the lack of teaching idioms since, unfortunately, 21% of the students passed the test successfully. The neglect is due partly to the program designers who didn't pay attention to the teaching of the figurative language. Teachers also have a negative role in this avoidance and focusing on the other aspects of languages like grammar in teaching English language.

scholarly journals Influence of Personality-Traits and Learning Styles on Distance Learners’ Academic Performance in University of Cape Coast

2018 ◽  
Vol 2 (2) ◽  
pp. 163-172
Author(s):  
John Ekow Laryea
Keyword(s):  
Academic Performance ◽  
Learning Styles ◽  
Personality Traits ◽  
Basic Education ◽  
Visual Learning ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
Distance Learners ◽  
Cape Coast ◽  
Self Confidence

The aims of the study was to investigate the influence of personality-traits and learning styles on academic performance of University of Cape Coast (UCC) distance learners, taking into consideration the moderating effects of academic self-discipline and academic self-confidence. The correlational research design was adopted. The sample was 805, made up of 10 centre coordinators, 763 level 200 Diploma in Basic Education (DBE) students and 32 course tutors. The stratified sampling procedure that makes use of the random number method of simple random sampling technique was used to select all the respondents. Questionnaire and interview-guide were the instruments used. The quantitative data was analysed using both descriptive and inferential statistics, while the qualitative data were analysed manually using the thematic approach. The study revealed that openness to experience traits that students demonstrate contributes more to their likelihood of obtaining high level academic performance. Also, students prefer using read/write and visual learning styles. Furthermore, students’ personality-traits and learning styles have significant influence on students’ academic performance. However, this influence becomes stronger indirectly through the moderating effect of students’ academic self-discipline and self-confidence.

The effects of using the agile methodology as an instructional format for software development courses

2021 ◽  
pp. 095042222110586
Author(s):  
Laura Poe ◽  
Lionel Mew
Keyword(s):  
Software Development ◽  
Programming Languages ◽  
Future Research ◽  
Theoretical Concepts ◽  
Instructional Format ◽  
Agile Methodology ◽  
Hands On ◽  
Hands On Learning ◽  
Undergraduate Programs ◽  
Development Course

The objective of traditional software development courses focuses on competencies in the programming languages and technical tools. Project methodologies and software development are typically taught as theory-driven and separate courses in Information Systems undergraduate programs. Rather than teaching project methodologies as secondary to the learning phase of software development, these methodologies can be actively incorporated into the software development course, applying the theoretical concepts in the classroom with the same tools used in the industry for product development. This research evaluates the effects of instituting the project methodology Agile as an active learning, instructional tool for a low-code software development course using the Mendix platform to give students hands-on learning of Agile while increasing their expertise in software development. The use of Agile in an instructional pedagogical approach enhanced student learning and prepared students with skills directly applicable in the industry. Future research could be applied to measure the Agile methodology as an instructional format for technical courses other than software development.

scholarly journals Non-Traditional Students in A Traditional College—A Feminist Perspective

2019 ◽  
Vol 12 (7) ◽  
pp. 28
Author(s):  
Suaad M. Alshebou
Keyword(s):  
Adult Learners ◽  
Basic Education ◽  
Relevant Literature ◽  
Feminist Perspective ◽  
Future Research ◽  
Policy And Practice ◽  
Female Adult ◽  
College Of Basic Education ◽  
Non Traditional Students ◽  
Qualitative Methodologies

This research explores who participates in higher education (HE) in general and in the College of Basic Education (CBE) in particular from adult female learners’ groups. This entails identifying the specific characteristics of these groups and understanding their learning experiences and obstacles they need to overcome. The study begins with an overview of the changing HE system in Kuwait followed by a review of relevant literature. This involves constructing a theoretical framework based upon attributes of adult education and setting out the critical feminist perspective at the heart of this study. The research follows both quantitative and qualitative methodologies. Research data was collected from female adult learners at CBE by using questionnaire and focus groups to elicit rich qualitative data as well as quantitative representative data. The study concludes with a discussion of policy and practice implications and areas for future research on adult learning and HE reforms in general. Outcomes of this research provide valuable lessons for policymakers as well as recommendations which seek to nourish an environment based on genuine equality of opportunity for all and inspiration for future generations of Kuwaiti women.

scholarly journals Typology of Student Learning in Qira’ah Subject with Multiple Intelligence Perspective

2021 ◽  
Vol 5 (1) ◽  
pp. 84-96
Author(s):  
Abdul Muid ◽  
Aulia Mustika Ilmiani ◽  
Ahmad Fikri
Keyword(s):  
Learning Styles ◽  
Student Learning ◽  
Multiple Intelligences ◽  
Quantitative Methods ◽  
Visual Learning ◽  
Boarding School ◽  
Multiple Intelligence ◽  
School Students ◽  
Learning Abilities ◽  
Learning Types

This study tries to reveal the typology of student learning in Qira'ah subjects, the Multiple Intelligence of students in these subjects, and the relationship between student learning typology in Qira'ah subjects from the perspective of Multiple Intelligences. The Subjects in this study were students of the Jam'iyah Ihsaniyah al-Mukhtariyah Kerinci Islamic Boarding School. This research uses qualitative and quantitative methods. The results showed that the type of student learning in Qira'ah subjects consisted of Auditory learning types, followed by Visual learning types and some students had Kinesthetic learning styles. The intelligence possessed by students when taking Qira'ah lessons is Linguistic or Verbal intelligence which functions to utilize language to communicate. Visual Intelligence is useful for analyzing facts and realities that are seen directly and Kinesthetic Intelligence to directly capture the material. In the Qira'ah subject at the Jam'iyah Ihsaniah al-Mukhtariyah Kerinci Islamic Boarding School, students' learning styles are closely related to multiple intelligences to develop directed and effective learning abilities and processes.

scholarly journals Hands-on Learning In STEM: Revisiting Educational Robotics as a Learning Style Precursor

2020 ◽  
Vol 10 (1) ◽  
pp. 649-657
Author(s):  
Cucuk Budiyanto ◽  
Regina Nur Fitriyaningsih ◽  
Faiz Kamal ◽  
Rosihan Ariyuana ◽  
Agus Efendi
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Learning Experience ◽  
Case Study Research ◽  
Learning Performance ◽  
Educational Robotics ◽  
Case Research ◽  
Hands On ◽  
Hands On Learning

AbstractThe importance of learning style in student’s learning performance has been gaining scholar’s attention since it was coined in the early 70s. Atmatzidou’s robotics procedure of a five-stages robotic activities was deployed in the research. This study adopts a case study research design for gathering and analyzing data as the case research allows the exploration of unforeseen phenomena and offers insights into the interdependencies among components revealed in the study. This research introduces the use of Lego Mindstorm as the mean of pro-filing a student’s behavioral patterns. Student’s behavior patterns, then, mapped into radar charts to present the extent of both Kolb and science, technology, engineering, and math (STEM)’s profile of student’s learning style categories. The paper contributes to theory by extending Kolb’s Learning Style instrument by mapping the pattern of learning styles identified in the research and exploring students learning experience. Dominant four-domain-indicators captured during the activities characterize Students’ learning profiles. While the Kolb Learning Style and its instrument are considered classic in hands-on literature, the use of educational robotics to elaborate students’ learning style is novel in the literature that may affect the delivery of non-technology subjects in the curricula.

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