AN INVESTIGATION ON THE LEARNING STYLES OF B.ED. TRAINEES

The present study is an attempt to find the preferred Learning Styles of B.Ed. Trainees and its effect on a set of independent variables based on Gender, Educational Qualifications, Type of Institutions and their Medium of Study. To achieve this aim, the researcher has adopted survey method. The tool used for the data collection was Learning Styles Inventory developed by Dr. Karuna Shankar Misra (2012). Tool was administered to 230 B.Ed. Trainees drawn randomly from three B.Ed. colleges of Patna.The findings indicated that Verbal Constructive Learning Style was found to be more prevalent Learning Style among B.Ed. Trainees. Furthermore, the results show that there is no significant difference between Learning Styles and its dimensions i.e.Enactive Reproducing, Enactive Constructive, Figural Reproducing, Figural Constructive, Verbal Reproducing and Verbal Constructive Learning Styles on the basis of their Gender, Type of Institutions and Medium of Study. Another major finding is that, there is a significant difference between Graduate and Post-Graduate B.Ed. Trainees in their Learning Styles and its dimensions i.e. Figural Reproducing and Figural Constructive Learning Styles. This information is quite useful to the teachers as by understanding the preference of the students for different Learning Styles would aid them in aligning the course delivery in conjunction with students preferred Learning Styles.

The Effects of Culture on Learning Styles: The Sample of Ondokuz Mayıs University

This study examines the effect of culture on learning styles. The study sample consisted of undergraduate and graduate students, most of whom are foreign nationals, studying in different departments of Ondokuz Mayıs University in Samsun, Turkey. Based on the experiential learning theory (ELT), Kolb's Learning Styles Inventory (KLSI) was used as a data collection tool to define individual learning styles. By examining previous studies such as the Global Leadership and Organizational Effectiveness (GLOBE), the study focused on categorizing cultural differences. 193 participants from 35 different nationalities were included in one of three cultural clusters (The Middle East, Africa, and Central Asia). In the first part of the study, the dominant learning styles of each cultural cluster were evaluated based on Kolb's traditional 4 learning styles (diverging, converging, assimilating, and accommodating) and the new 9 learning styles (experiencing, imagining, reflecting, analysing, thinking, deciding, acting, balancing) defined in KLSI 3.2 and KLSI 4. It was analysed whether there was a statistically significant difference in the dominant learning styles among the cultural clusters. The results of the analysis showed that there was no significant difference among the cultural clusters according to 4 learning style classifications, whereas there were significant differences among the cultural clusters according to Kolb’s 9 learning style classifications. In the second part of the study, it was evaluated whether there was a significant difference among the cultural clusters according to the modes of grasping experience – concrete experience (CE) and abstract conceptualization (AC) – and two dialectically related modes of transforming experience—reflective observation defined in the ELT model. Keywords: learning style, Kolb learning style inventory (KLSI), culture, cultural dimensions, cultural clusters, higher education

The Relationship Between Leadership Orientations and Learning Styles of Nursing Students

Aim: This research was conducted to determine the relationship between leadership orientations and learning styles of nursing students. Method: The study was a descriptive, and correlational research. The data were obtained from 140 students in the nursing department of an university who were volunteered to participate in the study. Personal Information Form, Leadership Orientation Scale and Kolb’s Learning Styles Inventory were used to collect data. The data were analyzed using descriptive statistics involving numerical values, percentages, mean and standard deviation, and Pearson correlation tests. Results: The nursing students obtained the highest scores in the human resources leadership and the lowest scores in the political leadership domain. It was determined that most of the students had diverger (38.6%) and assimilator (26.4%) type learning styles. A positive, significant and moderate relationship between students’ leadership orientations and learning styles was determined (r> 0.30, p <0.01). Conclusion: Results indicate that in order to prepare nursing students as leaders of the future, during arrangement of nursing training programs all learning styles including the learning styles of students have to be taken into account.

The importance of Self-efficacy and Resilience in the Learning Style of the University Student

The present research aims to identify the attributes that integrate learning styles with positive psychological functioning. The methodological value is explained from the application of two standardized tests with a Cronbach's alpha of 0.89, made up of 102 variables in total; For this, an instrument composed of the self-efficacy section of the Schmeck learning styles inventory and the second the Merino positive psychological functioning scale was developed. I surveyed a total of 133 subjects. The statistical analyzes processed included the reliability and internal consistency test of the instrument; the selection of significant variables; descriptive analysis, measures of central tendency and variability; comparative analysis with Student's t test for independent samples, Pearson's correlation, integrational analysis from factorial and finally regression analysis. From the statistical results, it is highlighted that those students who lack a developed resilient ability have difficulty being selfeffective with respect to academic activities. Likewise, students who adequately reconcile their work, social and personal life, have high self-esteem, are creative, which allows them to be resilient and self-effective.

The interplay of students’ creative behavior and learning style during digital game based learning

Σκοπός αυτής της διατριβής ήταν να διερευνήσει την αλληλεπίδραση μεταξύ της μάθησης βάσει ψηφιακών παιχνιδιών και της δημιουργική συμπεριφορά των μαθητών. Αυτή η διατριβή αποτελείται από πέντε διαφορετικές μελέτες. Μια ποιοτική μελέτη (11 συνεντεύξεις), μια πιλοτική φάση και 3 πειραματικές μελέτες. Τριακόσια πέντε παιδιά δημοτικού σχολείου (N = 305) ηλικίας 11-12 ετών δημοτικού σχολείου αποτέλεσαν το αρχικό δείγμα της έρευνας. Σε αυτήν την έρευνα χρησιμοποιήθηκαν ψυχομετρικές τεχνικές για τη συλλογή ποσοτικών και μετρήσιμων δεδομένων. Το Honey and Mumford's Learning Style Questionnaire (LSQ) χρησιμοποιήθηκε για την αξιολόγηση των μαθησιακών στυλ των ατόμων. Για τον ίδιο σκοπό, χρησιμοποιήσαμε επίσης το LSI: Elementary Learning Styles Inventory από τους Stetson and Associates (2004). Η δημιουργικότητα των μαθητών αξιολογήθηκε χρησιμοποιώντας την Τεχνική Συναινετικής Αξιολόγησης από την Teressa Amabile (1983). Οι αναλύσεις δεδομένων έδειξαν ότι η χρήση ψηφιακών παιχνιδιών ήταν πιο αποτελεσματική όσον αφορά την ανάπτυξη της δημιουργικότητας των μαθητών σε μαθηματικές έννοιες σε σχέση με τισ παραδοσιακές μεθόδους διδασκαλίας. Πιο συγκεκριμένα, αποδείχθηκε ότι άτομα που είχαν κατηγοριοποιηθεί ως πραγματιστές (Pragmatist) είτε ως ακτιβιστών(Activist) βάσει του LSQ και ως Κιναισθητικοί(Kinesthetic) βάση του LSI επηρεάστηκαν πιο θετικά από τα περιβάλλοντα μάθησης ψηφιακών παιχνιδιών. Η διάρκεια της παρέμβασης βρέθηκε επίσης να διαδραματίζει σημαντικό ρόλο όσον αφορά την αποτελεσματικότητα της.

An ESL Online Classroom Experience in Oman during Covid-19

This paper aimed to investigate the online learning experience of a group of ESL students at a higher learning institution in Oman during the Covid-19. The paper studied the interaction between the students’ preferred online learning style and the technologies the students experienced on the e-learning platform (Moodle) for the particular ESL course. The rationale for investigating the relationship between the students’ learning styles and the technologies the students experienced is to evaluate if the learning style and the technologies complement each other. It is also aimed to provide an evaluation of an ESL e-learning course by considering the different technologies that can be incorporated into the e-learning classroom to meet the different learning styles. Data was gathered from 32 undergraduate students by utilizing Kolb’s Learning Styles Inventory. The study included analysis of Moodle utilizing Warburton’s Technologies in Use (2007) to develop an understanding of the technologies the students experienced online. The results of the study revealed that the majority of the students’ preferred learning style is reflected in the technologies they experienced in the online classroom. As the relationship of the technology in use and the students learning style preference in the classroom complements each other, the study revealed that the emphasis of the particular skill-based pedagogy ESL classroom is on receptive skills (listening and reading). The lack of the students’ productive skills (speaking and writing) is a cause for concern to the ESL course instructors, policymakers, and the wider community.

Learning Styles of Indonesian EFL Students: Culture and Learning

Learners’ success in language learning is affected by many factors, including age, aptitude, and intelligence, cognitive style, attitudes, motivation, and personality. Besides, learning strategies and learning styles also help to succeed in language learning. This paper discusses the learning style preferences of the first-year students at English Department Universitas Brawijaya Malang, Indonesia. There were two problems that attempted to be answered; first, what are the learning styles used by the students, and second, how influential is culture to the students’ learning. Barsch Learning Styles Inventory (BLSI) was employed as an instrument for 73 respondents. The results showed that more than 50% of respondents prefer visual mode, and the remaining were auditory learners, kinesthetic, and bimodal learners who combine visual and auditory modes in learning English. This might be affected by the culture of Indonesian learners that, in general, are accustomed to listening and reading instead of giving spaces to practice knowledge. Understanding the styles of learning can be very useful for the students to learn in the way they learn best through the activities. It will enable them to understand the course contents more comfortably so it can improve their motivation and language abilities, enjoy the learning process, decrease stress, and eventually get better achievement.

Rekonsepsi Pendidikan Tahfiz Al Qur'an melalui Model Learning Styles pada Anak Usia Sekolah Dasar

ABSTRAK Penelitian bertujuan untuk mengungkapkan bagaimana merekonsepsi pendidikan tahfiz Al Qur’an peserta didik di usia sekolah dasar, khususnya di Madrasah Ibtidaiyah, melalui model learning styles (gaya belajar) mereka masing-masing. Penelitian ini merupakan penelitian kualitatif dengan pendekatan deskriptif analisis. Hasil penelitian menunjukkan bahwa model learning styles (gaya belajar) dalam proses menghafal Al Qur’an dapat dianalisa melalui model Memletics Learning Styles Inventory, yakni gaya belajar (baca: menghafal) yang dibagi menjadi tujuh bagian, antara lain: 1). Gaya Menghafal Visual, 2). Gaya Menghafal Aural, 3). Gaya Menghafal Verbal, 4). Gaya Menghafal Kinestetik, 5). Gaya Menghafal Logikal, 6). Gaya Menghafal Sosial, dan 7). Gaya Menghafal Solitori. Kata Kunci: Pendidikan Tahfiz, Learning Styles, Sekolah Dasar

Estilos de aprendizaje: estrategias de enseñanza en LUZ

The development of the future professional graphic design requires the constant use of didactic and financial resources for learning, the product of a growing market and with greater demands due to global growth. This directs the way to the use of teaching strategies in correspondence with the style of student learning that strengthen their potentialities. The objective is to evaluate the learning styles present in the students assigned to the Graphic Design program of FADLUZ, to generate teaching and motivational strategies that stimulate their learning. A descriptive and field research was considered, the sample consisted of 59 Students active and enrolled in the curricular units of the Instrumental Axis of the Graphic Design Program of the FADLUZ who were administered the Kolb Learning Styles Inventory of 1985 through a form in Google Form. Most students learn using Reflective Observation (OR) and are inclined primarily to two learning styles. The Assimilator with 51% followed by Divergent with 32% identified that the trend is towards a more balanced learning. To conclude that the identification of the type of learning style in Graphic Design students does not lead to a particular type of active teaching strategy, even though efforts can be focused on the design of activities, selection of educational material, presenting information, creating or not working groups and modifying the aspects to be evaluated. It is important for the student to identify their learning style to strengthen their training process. Likewise, motivation should be fostered that fosters the interest to learn, without neglecting the fact of knowing what strategies can be implemented according to the style of learning.

Understanding Online Cultural Learning Styles and Academic Performance of Management Students in an Ethnic Context

This study utilizes Structural Equation Modeling with maximum likelihood discrepancy function to examine the relationship among various cultural dimensions and multicultural learning styles, and subsequently the impact thereof on student academic performance. 210 MBA students who enrolled in an online class were examined. The hypothetical model integrated proven learning styles and cultural theories. While Kolb's Learning Styles Inventory (LSI) version 3.1 captured attributes of learning style preferences, the Cultural Dimensions of Learning Framework questionnaire developed by Parrish and Linder-VanBerschot (2010) captured cultural preferences. Three structural models (epistemological beliefs, social beliefs, and temporal perceptions dimension of culture) were analyzed. It was found that epistemological beliefs and temporal perceptions dimensions of culture exhibited a positive relationship with multicultural learning styles; the social relationship dimension showed negative relationship, while total effect on student academic performance across was relatively similar across all models.