scholarly journals Postgraduate Students’ Learning Styles in Electronic and Presence Training in Shiraz University of Medical Sciences

2015 ◽  
Vol 18 (1) ◽  
pp. 5-12
Author(s):  
Nasrin Shokrpoor ◽  
Rita Rezaee ◽  
Shekoofeh Nikseresht
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Learning Material ◽  
Medical Sciences ◽  
Postgraduate Students ◽  
Personal Learning ◽  
Learning Group ◽  
Complex Process ◽  
E Learning ◽  
Traditional Classroom Teaching

In learning, as a complex process, there is an interaction among the student’s motivation, teacher, learning material and several other factors. Today, the traditional classroom teaching is replaced with virtual environments where different issues about learning should be considered. The role of personal learning style is very important for learning process and outcome. This study aims at determining the students’ predominant learning style in elearning training and presence training. 80 postgraduate students studying at Shiraz University of Medicine Sciences were divided into two equal groups and trained in two distinct methods, presence training and e-learning. They filled a questionnaire based on Kolb's learning style. Most of the students in the e-learning group had converger learning style. Therefore, lecturers should use various teaching methods at universities to provide a learning opportunity for students to experience them.

Adaptation algorithms for selecting personalised learning experience based on learning style and dyslexia type

2019 ◽  
Vol 53 (2) ◽  
pp. 189-200 ◽  
Author(s):  
Aisha Yaquob Alsobhi ◽  
Khaled Hamed Alyoubi
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Learning Experience ◽  
Assistive Technologies ◽  
Learning Systems ◽  
Learning System ◽  
Fixed Cost ◽  
Learning Material ◽  
Content Type ◽  
E Learning

PurposeThrough harnessing the benefits of the internet, e-learning systems provide flexible learning opportunities that can be delivered at a fixed cost at a time and place to suit the user. As such, e-learning systems can allow students to learn at their own pace while also being suitable for both distance and classroom-based learning activities. Adaptive educational hypermedia systems are e-learning systems that employ artificial intelligence. They deliver personalised online learning interventions that extend electronic learning experiences beyond a mere computerised book through the use of intelligence that adapts the content presented to a user according to a range of factors including individual needs, learning styles and existing knowledge. The purpose of this paper is to describe a novel adaptive e-learning system called dyslexia adaptive e-learning management system (DAELMS). For the purpose of this paper, the term DAELMS will be employed to describe the overall e-learning system that incorporates the required functionality to adapt to students’ learning styles and dyslexia type.Design/methodology/approachThe DAELMS is a complex system that will require a significant amount of time and expertise in knowledge engineering and formatting (i.e. dyslexia type, learning styles, domain knowledge) to develop. One of the most effective methods of approaching this complex task is to formalise the development of a DAELMS that can be applied to different learning styles models and education domains. Four distinct phases of development are proposed for creating the DAELMS. In this paper, we will discuss Phase 3 which is the implementation and some adaption algorithms while in future papers will discuss the other phases.FindingsAn experimental study was conducted to validate the proposed generic methodology and the architecture of the DAELMS. The system has been evaluated by group of university students studying a Computer Science related majors. The evaluation results proves that when the system provide the user with learning materials matches their learning style or dyslexia type it enhances their learning outcomes.Originality/valueThe DAELMS correlates each given dyslexia type with its associated preferred learning style and subsequently adapts the learning material presented to the student. The DAELMS represents an adaptive e-learning system that incorporates several personalisation options including navigation, structure of curriculum, presentation, guidance and assistive technologies that are designed to ensure the learning experience is directly aligned with the user's dyslexia type and associated preferred learning style.

scholarly journals Recommendation Systems in Education: A review of Recommendation Mechanisms in E-learning Environments

2020 ◽  
Vol 20 (38) ◽  
pp. 147-158
Author(s):  
Paola Andrea Otero Cano ◽  
Edgar Camilo Pedraza Alarcón
Keyword(s):  
Learning Styles ◽  
Learning Environments ◽  
Learning Style ◽  
Teaching And Learning ◽  
Educational Process ◽  
Learning Mechanisms ◽  
Personal Learning ◽  
Learning Speed ◽  
E Learning ◽  
Level Of Knowledge

In recent years, new trends and methodologies have emerged that greatly favor the education sector. E-learning as an alternative to regular teaching and learning processes has transformed the educational dynamics thanks to the inclusion of MOOCs, personal learning environments, allowing the educational process to be carried out at a personalized level where the focus is on learning styles and the profile of the student. This article presents a review of current works around machine learning mechanisms to make recommendations in the educational environment, where it is found that besides the discovery of the student’s learning style, it is important to know their level of knowledge and learning speed, in addition to the tools used by the student to carry out their studies. Finally, the opportunity for implementation and research of these issues in Colombia is highlighted. 

scholarly journals Preferred Learning Styles of Nurses in In-Service Training Courses in Tabriz University of Medical Sciences

2019 ◽  
Vol 36 (1) ◽  
pp. 69-78
Author(s):  
Neda Safaeifard ◽  
Hossein Namdar Areshtanab ◽  
Fariborz Roshangar ◽  
Hossein Ebrahim ◽  
Hossein Karimi Moonaghi ◽  
...  
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Work Experience ◽  
Cross Sectional Study ◽  
Medical Sciences ◽  
Cross Sectional ◽  
North West ◽  
The North ◽  
Service Training ◽  
Training Courses

Summary Generally, progress, productivity and success of any organization depends on the skills and knowledge of their manpower. Thus, better and more accurate training programs in organizations will lead to their growth and efficiency will be eventually achieved. Due to the many advances in the field of medicine, nurses are the backbone of activities in organizations of medical sciences and patient’s affairs. For this purpose, in-service training courses for employees are the most important courses in nursing. This study was conducted at the University of Medical Sciences (Tabriz-Iran) aiming to determine the preferred learning styles of nurses in in-service training courses. In this cross-sectional study, all nurses working in medical and educational centers in a university in the North West of Iran were randomly selected. To collect data, a two-part questionnaire of Kolb’s demographic and social information was used. Data was analyzed by using descriptive and analytical statistics SPSS version 17 software. A total of 470 nurses with an average age of 36.46 ± 5.77 were studied. There was a significant correlation between preferred learning styles of nurses with nursing position, employment status, and income level. There was no a significant statistical relationship between the preferred learning style of nurses with age, work experience and experience in the center. The present study shows that the highest percentage of Kolb’s learning style is related to the preferential converging learning style (57.8%). This study aimed to determine the preferred learning styles of nurse’s in-service training courses in Tabriz University of Medical Sciences. The results of the study showed that converging and assimilating styles were the preferred learning ones among the majority of nurses; these styles are effective and interpreted according to their profession requiring a lot of information and knowledge. Due to the dominance of converging learning style among nurses, it is recommended to use appropriate teaching methods tailored to the style including the use of diagrams, presentations, lectures and self-learning with enjoyable materials.

Design of an Adaptive Mobile Learning Management System

2008 ◽  
pp. 286-301 ◽  
Author(s):  
Hyungsung Park ◽  
Young Kyun Baek ◽  
David Gibson
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Mobile Learning ◽  
Management System ◽  
Learning Management System ◽  
Analysis Tool ◽  
User Interactions ◽  
E Learning ◽  
Adaptive Environment ◽  
Learning Management

This chapter introduces the application of an artificial intelligence technique to a mobile educational device in order to provide a learning management system platform that is adaptive to students’ learning styles. The key concepts of the adaptive mobile learning management system (AM-LMS) platform are outlined and explained. The AM-LMS provides an adaptive environment that continually sets a mobile device’s use of remote learning resources to the needs and requirements of individual learners. The platform identifies a user’s learning style based on an analysis tool provided by Felder & Soloman (2005) and updates the profile as the learner engages with e-learning content. A novel computational mechanism continuously provides interfaces specific to the user’s learning style and supports unique user interactions. The platform’s interfaces include strategies for learning activities, contents, menus, and supporting functions for learning through a mobile device.

scholarly journals The Relationships Between Students’ Perceived Learning Styles and the Community of Inquiry Presences in a Graduate Online Course

2016 ◽  
Vol 11 (04) ◽  
pp. 40 ◽  
Author(s):  
Hasnae Mouzouri
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Social Presence ◽  
Community Of Inquiry ◽  
Teaching Presence ◽  
Perceived Learning ◽  
Master's Students ◽  
Personal Learning ◽  
The Social ◽  
Style Preferences

In this paper, the author examined whether there is any correlation between students’ perceived learning styles as identified by Felder and Silverman (2002) and each of the three presences of the Garrison et al.’s Community of Inquiry (CoI) framework (2000): the teaching presence, the social presence and the cognitive presence. First, the CoI survey was administered to a sample of Master’s students (N=24) at the University Mohamed First in Morocco. Then transcript analysis of online discussion postings was investigated to explore the links of the three presences of the CoI framework with students’ self-perceptions of personal learning style preferences. Analysis of the data collected from these instruments revealed significant relationships between students’ perceived learning styles with regard to some domains of the Felder and Silverman’s model and only two presences of the CoI framework: the social and cognitive presences. The findings have important implications for how to design online courses in a way that fits students’ needs and thus foster effective learning.

scholarly journals The Relationship between Learning Styles and Career Decision-Making Self-Efficacy among Medicine and Dentistry Students of Ardabil University of Medical Sciences

2020 ◽  
Vol 2020 ◽  
pp. 1-6
Author(s):  
Robab Farhang ◽  
Ulduz Zamani Ahari ◽  
Samira Ghasemi ◽  
Aziz Kamran
Keyword(s):  
Decision Making ◽  
Learning Styles ◽  
Learning Style ◽  
Self Efficacy ◽  
Career Decision ◽  
Dental Students ◽  
Career Decision Making ◽  
Medical Sciences ◽  
Chi Square ◽  
The Relationship

Background and Objectives. The career decision-making self-efficacy (CDSE) in medical, pharmacy, and dental students is more important than other disciplines due to professional sensitivity, direct involvement in decision-making for the treatment process, and the significant clinical involvement. It is also expected that learning styles can have a significant impact on the academic success, and the CDSE also affects the quality of clinical care. Therefore, the aim of this study was to examine the relationship between the learning styles and the career decision-making self-efficacy among medicine and dentistry students. Materials and Methods. This cross-sectional study was conducted on 235 medical interns and fifth- and sixth-year dental students of Ardabil University of Medical Sciences, Iran. The data were collected using Kolb Learning Style Inventory and Betz and Luzzo career decision-making self-efficacy questionnaire. Statistical tests such as Kolmogorov–Smirnov, Spearman correlation coefficient, Chi-square, one-way ANOVA were used to analyze the data. Results. The mean age of participants was 25.9 ± 1.30; a majority of them were dental students (134 persons, 59.3%), and 92 were medical students (40.7%). The predominant learning styles in dental and medical students were assimilating (40.3%) and converging (47.8%), respectively. There was no significant relationship between students’ learning styles and career decision-making self-efficacy and none of its subscales ( P > 0.05 ). The Chi-square test results showed that a significant difference was observed between the field of study and learning styles of the participants ( P = 0.024 ). Conclusion. This study showed that there was no significant relationship between learning style and career decision-making self-efficacy of the participants.

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.

Interactive E-Learning

2011 ◽  
pp. 35-44
Author(s):  
Claude Ghaoui ◽  
W. A. Janvier
Keyword(s):  
Distance Learning ◽  
Learning Styles ◽  
Learning Style ◽  
Text Messaging ◽  
Memory Retention ◽  
Learning Tool ◽  
Neurolinguistic Programming ◽  
Interactive Interface ◽  
E Learning ◽  
Communication Preference

This paper introduces the concept of improving student memory retention using a distance learning tool by establishing the student’s communication preference and learning style before the student uses the module contents. It argues that incorporating a distance learning tool with an intelligent/interactive tutoring system using various components (psychometric tests, communication preference , learning styles, mapping learning/teaching styles, neurolinguistic programming language patterns, subliminal text messaging, motivational factors, novice/expert factor, student model, and the way we learn) combined in WISDeM to create a human-computer interactive interface distance learning tool does indeed enhance memory retention. The authors show that WISDeM’s initial evaluation indicates that a student’s retained knowledge has been improved from a mean average of 63.57% to 71.09% — moving the student from a B to an A.

The e-Learning Puzzle in Turkey

2010 ◽  
pp. 143-156 ◽  
Author(s):  
Selçuk Özdemir
Keyword(s):  
Financial Resources ◽  
Learning Material ◽  
Digital Learning ◽  
Ict Integration ◽  
National Initiatives ◽  
Complex Process ◽  
Service Training ◽  
E Learning ◽  
Wide Perspective

This chapter aims to share Turkey’s ICT integration experiences from a country-wide perspective rather than a school or classroom case. Many experiences in different countries indicate that successful ICT integration requires interlocking components, such as purchasing hardware, in-service training for principals and teachers, curriculum integration, financial resources for maintenance, technical, and pedagogical support, and an adequate amount and quality of digital learning material. Lack of one of the components may cause the failure of the whole integration process. The employment of ICT in education is a complex process comprising intricate components, much like the pieces of a puzzle. Sharing the experiences gained from national initiatives is especially important for developing countries, which should make an effort to learn from the experiences of other countries because loans granted by foreign sources make up a majority of the e-learning investment.

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