Learning Strategies and Learner Preferences

Learning and teaching is a difficult job. Moreover, there are different ways of learning for all students. This article highlights how different learners learn in a different way, i.e. what different strategies they use in learning. All learners are different. And, this is more specifically based up on the students in that they have their own individual techniques in learning. We have rarely been able to address the individual variations in a class. Building on a survey study, this article emphasizes the fact that the techniques and learning strategies of the learners be addressed. For the purpose of the study, 50 students from a school of Lalitpur District were purposively selected and inquired via a questionnaire regarding the strategies they more preferred. They were form the secondary level. The article concludes that like other level learners, they also have various ways of doing the things during learning and this is to be understood by every teacher.

Developing the Evidence Base for M-Learning in Undergraduate Radiology Education: Identifying Learner Preferences for Mobile Apps

Purpose There is a lack of evidence for developing radiology mobile apps for medical students. This study identifies the characteristics which students perceive as most valuable to teaching radiology with mobile apps (m-learning). Methods An online anonymous survey was administered to second- to fourth-year medical students at a single institution. The survey, which was based on established theoretical framework, collected students' preferred content organization, content presentation, and delivery strategies. The Copeland method was used to rank student preferences and a 2-tailed t test was used to determine if student responses were related to their clinical experience, with statistical significance at P < .05. Results The response rate was 25.6% (163/635). For content organization, image interpretation (66.9%), imaging anatomy (61.3%), and common pathological conditions (50.3%) were selected as the most important. For content presentation, quizzes (49.1%) and case presentations (46.0%) were selected as the most useful. Students with clinical experience rated algorithms as more important ( P < .01) and quizzes as less important ( P = .03). For delivery strategies, ease of use (92.6%), navigation (90.8%), and gestural design (74.8%) were deemed the most applicable. Conclusion This study documents medical students' preferences for m-learning in radiology. Although learner preferences are not the only feature to consider in the development of educational technology, these provide the initial framework for radiologists wishing to develop and incorporate mobile apps into their teaching.

Analyzing How Cultural Norms Affect Learner Preferences in Organizational Learning Programs

Offering organizational learning programs that engage employees within the culture may help them implement strategies learned within the organization. The current theoretical research scope was performed to bring a greater understanding of the effects of cultural norms upon learner preferences in organizational learning programs along with self-leadership strategies and general self-efficacy due to the possible effects of individual characteristics upon the overall organizational performance. Due to the intrinsic motivation and biological makeup of the individual, a learner style may be skewed simply because their perception of the cultural norms and effectiveness of the organizational learning program. Cultural norms may have an effect upon learner preference within organizational learning programs; however, the magnitude and direction affects learner preference may be dependent upon self-leadership strategies and the level general self-efficacy.

Learner-centredness: A multiple intelligence approach to reveal individual learner preferences for curriculum content in Foundation Phase

Gardner’s multiple intelligences can directly link with the subjects or the curriculum taught in school. The focus in this paper is on Foundation Phase learners and their personal favourite subjects. In allowing learners to choose what they find the most interesting, the most popular subject is identified and new perspectives are provided on which areas should need attention. The method involved is a quantitative approach incorporating statistics obtained through a Likert scale. 105 participants were involved and interesting views surfaced. Literacy is no longer at the top of the list of most popular subjects, a concern for teachers who aim at teaching learners to read and write as Art is found to be the most popular subject. Fusing Art and other forms of intelligences can be employed as a strategy to teach literacy and popularise it. Opsomming Gardner se onderskeid tussen multi-intelligensie tipes can direk in verband gebring word met die vakke wat op skool onderrig word. Die fokus in hierdie navorsingsstuk is op die Grondslagfase en die leerders se persoonlike gunsteling vakke. Nuwe lig op populêre vakke word gewerp deur leerlinge die geleentheid te bied om hulle persoonlike voorkeur uit te oefen. Hierdie metode stel navorsers instaat om vas te stel wat om te doen om die probleem van swak geletterdheid aan te spreek. ‘n Kwantitatiewe metode is gevolg om leerderkeuses te identifseer en resultate is in present weergegee. 105 deelnemers was betrokke en interessante perspektiewe het aan die lig gekom. Gelletterdheid is nie die gewildste vak nie en Kuns is een van die Grondslagfase leerders se voorkeure. Indien kuns dan ingespan kan word in ander vakke as deel van integrasie kan dit moontlik die leer in daardie vakke bevorder.