scholarly journals Teaching Effectiveness and Bibliographic Instruction: The Relevance of Learning Styles

1990 ◽  
Vol 51 (2) ◽  
pp. 113-119 ◽  
Author(s):  
Sonia Bodi
Keyword(s):  
Learning Styles ◽  
Teaching Effectiveness ◽  
Bibliographic Instruction

scholarly journals Providing Services for Students with Disabilities in an Academic Library

2017 ◽  
Vol 27 (2) ◽  
pp. 13 ◽  
Author(s):  
Catherine J. Carter
Keyword(s):  
Learning Styles ◽  
Students With Disabilities ◽  
Academic Library ◽  
Academic Librarians ◽  
Bibliographic Instruction ◽  
Web Page Design ◽  
Increased Sensitivity ◽  
Accessibility Issues ◽  
Page Design

Accessibility issues are at the forefront of library services as the number of students with disabilities attending colleges or universities continues to increase. Three areas where academic librarians can concentrate efforts to better meet the needs of these students are: bibliographic instruction, web page design, and staff training. While the suggestions presented here focus on providing enhanced service to students with disabilities. all students can benefit from increased sensitivity and understanding of different learning styles, improved quality of library service to better enable students to conduct research independently, and easier access to information.

Online Learning

2010 ◽  
pp. 54-68 ◽  
Author(s):  
Patsy D. Moskal ◽  
Charles Dziuban ◽  
Joel Hartman
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Learning Styles ◽  
Adult Students ◽  
Student Satisfaction ◽  
Teaching Effectiveness ◽  
Learning Program ◽  
Online Programs ◽  
Online Distance Education ◽  
Online Distance

The authors describe the distributed learning program (Online@UCF) at the University of Central Florida (UCF) that serves a number of adult learners. They present outcomes from several years of research collected by the Research Initiative for Teaching Effectiveness on adults enrolled in online courses. Paradoxically, most educators in online learning focus on millennial generation students, their learning styles, and preference for Web 2.0 technologies. However, research at UCF confirms that online education resonates with adult students because it responds to their lifestyle needs, provides more active learning environments, and empowers their learning beyond classroom boundaries. This chapter examines the strategic elements required for successful adult online programs and explores components of online student satisfaction. The authors conclude by considering the opportunities and challenges for adults in online distance education.

Learning and Teaching Styles for Teaching Effectiveness

2012 ◽  
pp. 79-91
Author(s):  
Anshu Saxena Arora ◽  
Reginald Leseane ◽  
Mahesh S. Raisinghani
Keyword(s):  
Learning Styles ◽  
Cognitive Abilities ◽  
Teaching Effectiveness ◽  
Instructional Methods ◽  
Teaching Style ◽  
Teaching Styles ◽  
Learning And Teaching ◽  
Learning Patterns ◽  
Index Of Learning Styles ◽  
Practical Implications

Students do not have homogeneous learning patterns, their learning styles and preferences vary, their cognitive abilities vary; similarly instructors employ different teaching methods. This research explores the linkages between learning and teaching styles by using the Felder-Solomon Index of Learning Styles and CORD’s teaching style inventories to match and expand the learning and teaching styles interpretation from the learners’ perspective. This research provides practical implications for educators to think about how their students learn and what would be the best instructional methods for their learners.

Online Learning

2010 ◽  
pp. 852-866 ◽  
Author(s):  
Patsy D. Moskal ◽  
Charles Dziuban ◽  
Joel Hartman
Keyword(s):  
Learning Styles ◽  
Adult Students ◽  
Student Satisfaction ◽  
Teaching Effectiveness ◽  
Learning Program ◽  
Online Programs ◽  
Online Distance Education ◽  
Central Florida ◽  
Online Distance ◽  
The University

The authors describe the distributed learning program (Online@UCF) at the University of Central Florida (UCF) that serves a number of adult learners. They present outcomes from several years of research collected by the Research Initiative for Teaching Effectiveness on adults enrolled inonline courses. Paradoxically, most educators in onlinelearning focus on millennial generation students, their learning styles, and preference for Web 2.0 technologies. However, research at UCF confirms that online educationresonates with adult students because it responds to their lifestyle needs, provides more active learningenvironments, and empowers their learning beyond classroom boundaries. This chapter examines the strategic elements required for successful adult online programs and explores components of online student satisfaction. The authors conclude by considering the opportunities and challenges for adults in online distance education.

Learning and Teaching Styles for Teaching Effectiveness

2011 ◽  
Vol 6 (1) ◽  
pp. 1-13 ◽  
Author(s):  
Anshu Saxena Arora ◽  
Reginald Leseane ◽  
Mahesh S. Raisinghani
Keyword(s):  
Learning Styles ◽  
Teaching Methods ◽  
Cognitive Abilities ◽  
Teaching Effectiveness ◽  
Teaching Style ◽  
Teaching Styles ◽  
Learning And Teaching ◽  
Learning Patterns ◽  
Index Of Learning Styles ◽  
Practical Implications

Students do not have homogeneous learning patterns, their learning styles and preferences vary, their cognitive abilities vary; similarly instructors employ different teaching methods. This research explores the linkages between learning and teaching styles by using the Felder-Solomon Index of Learning Styles and CORD’s teaching style inventories to match and expand the learning and teaching styles interpretation from the learners’ perspective. This research provides practical implications for educators to think about how their students learn and what would be the best instructional methods for their learners.

Student Anticipations and Reactions to Hybrid Format Education

2008 ◽  
Vol 11 (2) ◽  
pp. 76-82 ◽  
Author(s):  
Sarah M. Ginsberg
Keyword(s):  
Qualitative Study ◽  
Learning Styles ◽  
Student Perceptions ◽  
Course Design ◽  
Learning Experience ◽  
Learning Experiences ◽  
Traditional Classroom ◽  
Traditional Learning ◽  
Online Platform ◽  
Hybrid Format

Abstract This qualitative study examined student perceptions regarding a hybrid classroom format in which part of their learning took place in a traditional classroom and part of their learning occurred in an online platform. Pre-course and post-course anonymous essays suggest that students may be open to learning in this context; however, they have specific concerns as well. Students raised issues regarding faculty communication patterns, learning styles, and the value of clear connections between online and traditional learning experiences. Student concerns and feedback need to be addressed through the course design and by the instructor in order for them to have a positive learning experience in a hybrid format course.

Matching Learning Styles and Retrieval Activities

2014 ◽  
Author(s):  
Ludmila Nunes ◽  
Megan A. Smith ◽  
Jeffrey Karpicke
Keyword(s):  
Learning Styles
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