The Role of Learning Styles and Technology

2009 ◽  
Vol 4 (4) ◽  
pp. 50-65 ◽  
Author(s):  
Royce Ann Collins
Keyword(s):  
Adult Learners ◽  
Learning Environment ◽  
Learning Styles ◽  
Learning Style ◽  
Virtual Space ◽  
Classroom Teaching ◽  
Initial Learning ◽  
Education Today ◽  
Electronic Environments

Learning style research has informed effective classroom teaching strategies for decades. Technology has allowed faculty and students to move the learning environment from the four-walled classroom to a fluid global virtual space. Knowledge gained through the application of learning style research to online instruction has enhanced practice; however, research demonstrating the alignment of learning styles with current technological resources has been limited. Learning styles and their interrelationship with technology and adult learners is as important today as initial learning style research was in the six decades after its beginnings in the 1940s. Education today must meet the needs of students who are more comfortable in electronic environments, as well as those who need the four-walled classroom. The ability to use learning style research to accomplish both will lead to enhanced student learning and a more productive experience.

The Role of Learning Styles and Technology

2010 ◽  
pp. 153-169 ◽  
Author(s):  
Royce Ann Collins
Keyword(s):  
Adult Learners ◽  
Learning Environment ◽  
Learning Styles ◽  
Student Learning ◽  
Learning Style ◽  
Virtual Space ◽  
Initial Learning ◽  
Education Today ◽  
Electronic Environments

Learning style research has informed effective classroom teaching strategies for decades. Technology has allowed faculty and students to move the learning environment from the four-walled classroom to a fluid global virtual space. Knowledge gained through the application of learning style research to the online instruction has enhanced practice; however, research demonstrating the alignment of learning styles with current technological resources has been limited. Learning styles and their interrelationship with technology and adult learners is as important today as initial learning style research was in the six decades after its beginnings in the 1940s. Education today must meet the needs of students who are more comfortable in electronic environments as well as those who need the four-walled classroom. The ability to use learning style research to accomplish both will lead to enhanced student learning and a more productive experience.

The Role of Learning Styles and Technology

2011 ◽  
pp. 299-315
Author(s):  
Royce Ann Collins
Keyword(s):  
Adult Learners ◽  
Learning Environment ◽  
Learning Styles ◽  
Student Learning ◽  
Learning Style ◽  
Virtual Space ◽  
Initial Learning ◽  
Education Today ◽  
Electronic Environments

Learning style research has informed effective classroom teaching strategies for decades. Technology has allowed faculty and students to move the learning environment from the four-walled classroom to a fluid global virtual space. Knowledge gained through the application of learning style research to online instruction has enhanced practice; however, research demonstrating the alignment of learning styles with current technological resources has been limited. Learning styles and their interrelationship with technology and adult learners is as important today as initial learning style research was in the six decades after its beginnings in the 1940s. Education today must meet the needs of students who are more comfortable in electronic environments, as well as those who need the four-walled classroom. The ability to use learning style research to accomplish both will lead to enhanced student learning and a more productive experience.

EXPRESS: Testing Theories of Goal Progress in Online Learning

2021 ◽  
pp. 002224372199110
Author(s):  
Joy Lu ◽  
Eric T. Bradlow ◽  
J. Wesley Hutchinson
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Detection System ◽  
Traditional Education ◽  
Performance Outcomes ◽  
Learner Engagement ◽  
Goal Progress ◽  
Business Courses ◽  
Using Data

Online educational platforms increasingly allow learners to consume content at their own pace with on-demand formats, in contrast to the synchronous content of traditional education. Thus, it is important to understand and model learner engagement within these environments. Using data from four business courses hosted on Coursera, we model learner behavior as a two-stage decision process, with the first stage determining across-day continuation versus quitting and the second stage determining within-day choices among lectures, quizzes, and breaks. By modeling the heterogeneity across learners pursuing lecture and quiz completion goals, we capture different patterns of consumption that correspond to extant theories of goal progress within an empirical field setting. We find that most individuals exhibit a learning style where lecture utility changes as an inverted-U-shaped function of current progress. Our model may also be used as an early detection system to anticipate changes in engagement and allows us to relate learning styles to final performance outcomes and enrollment in additional courses. Finally, we examine the role of quizzes in how consumption patterns vary across learners in different courses and between those who have paid or not paid for the option to earn a course certificate.

scholarly journals PENGARUH MOTIVASI BELAJAR, GAYA BELAJAR, DAN LINGKUNGAN BELAJAR PADA HASIL BELAJAR EKONOMI DI SMA NEGERI 1 WRINGINANOM GRESIK

2017 ◽  
Vol 2 (2) ◽  
pp. 142
Author(s):  
Muhammad Miftah Farid
Keyword(s):  
Linear Regression ◽  
Learning Environment ◽  
Learning Styles ◽  
Learning Outcomes ◽  
Learning Environments ◽  
Learning Style ◽  
Total Sample ◽  
Learning Motivation ◽  
Analysis Method ◽  
Regression Techniques

This study aims to analyze the influence of learning motivation, learning styles and learning environments on learning outcomes economy partially or simultaneously. The population in this study is IPS students a total of 314 people and a total sample of 153 students in SMA Negeri 1 Wringinanom Gresik. The data collection techniques used were questionnaires and documentation. Analysis method using multiple linear regression techniques. The results showed that the learning motivation, learning style and learning environment partially positive significant effect on learning outcomes. Learning motivation, learning style and the learning environment simultaneously positive significant effect on learning outcomes

Framing the Role of Culture Reflecting on How Culture Affects Learners in Transformative Learning Settings

2019 ◽  
pp. 30-44
Author(s):  
Priscilla Bamba
Keyword(s):  
Higher Education ◽  
Virtual Reality ◽  
Adult Learners ◽  
Learning Environment ◽  
Transformative Learning ◽  
Cell Phone ◽  
Academic World ◽  
The World ◽  
Time And Energy

From the simplest cell phone to virtual reality headsets, students today are bombarded by technology, so this is bound to affect their expectations in the learning environment and the way they relate to cognitive challenges. Today's culture is an immersion of advanced methods of communicating with each other and with their instructors. Adult learners who return to the world of higher education after having been away for some time have often felt the need to strive harder to show they fit into that world. With a broader worldview, more responsibilities, and often more wisdom gained from having held jobs, sometimes for years, they also bring a richer way of relating to the academic world. At the same, time, though, sometimes responsibilities, including full family lives, limit their time and energy they are capable of devoting to studying and completing assignments.

Learning Style and Students’ Achievement in Science

2014 ◽  
Vol 7 (1) ◽  
Author(s):  
FRANCIS C. BUSILAOCO ◽  
SHARON R. LAO
Keyword(s):  
Student Achievement ◽  
Learning Environment ◽  
Learning Styles ◽  
Learning Style ◽  
Science Learning ◽  
Survey Questionnaire ◽  
Visual Learners ◽  
Correlational Method ◽  
Significant Bearing ◽  
The Way

Educators assert that students have various learning styles. In most cases, whatis being taught has less impact on learners’ achievement than the way materialsare presented. In other words, learning style makes an important component inthe learning environment. The Learning Style Survey Questionnaire employed inthis study appears to be a viable tool to determine students’ learning style. Thisstudy investigated the learning styles and achievement in science of 288 students.Findings reveal that most of the students were visual learners. Results also showthat the students possessed average competencies in science. Furthermore, resultssuggest that learning style has no significant bearing on achievement in science.Keywords: Science, learning style, student achievement, descriptive correlational method,Philippines

scholarly journals THE IMPACT OF THE TRAINER’ COMMUNICATIONAL STYLE ON ADULT LEARNERS ‘LEARNING STYLES

2020 ◽  
Vol 8 (5) ◽  
pp. 139-145
Author(s):  
Ionela Roxana Urea ◽  
Cristina Cora Pirvu
Keyword(s):  
Adult Education ◽  
Adult Learners ◽  
Learning Styles ◽  
Learning Style ◽  
Continuous Improvement ◽  
Statistical Processing ◽  
Communication Style ◽  
Vocational Counselling ◽  
The Impact ◽  
The Relationship

Today, it is clear to everyone that regardless of the studies completed, the process of continuous improvement is necessary depending on the field in which they work. Each country has designed specific strategies in the field of adult education, as part of lifelong learning. Our research had the aim to highlight, beyond the type of training program for adults, the relationship between the communication style of trainers involved in adult education and the learning style of adult learners. In our research we used: a) the “Questionnaire S.C. (Analysis of Communication Style) b) the Romanian version of “Learning style Questionnaire”; c) non-directive interviews; d) statistical processing methods.  The results that came from the data allow us to see the influences of the trainers’ communicational style upon the learning style of adult learners during the training sessions. The conclusions are significant for developing proper vocational counselling programs for trainers that are involved in training adult learners.

scholarly journals The Role of Learning Style in the Changing Landscape of Medical Education: The Canadian Plastic Surgery Experience

2019 ◽  
Vol 9 (2) ◽  
pp. 46-51
Author(s):  
Kaitlin S. Boehm ◽  
Connor McGuire ◽  
Osama A. Samargandi ◽  
Sarah Al Youha ◽  
David T. Tang
Keyword(s):  
Learning Styles ◽  
Plastic Surgery ◽  
Learning Style ◽  
Training Programs ◽  
Age Groups ◽  
Cross Sectional ◽  
Learning Style Inventory ◽  
Significant Difference ◽  
Competency Based

Objectives: The transition to competency-based education and restraints on trainee work hours necessitates re-evaluation of resident education. The role of learning style in plastic surgery residency training has not been investigated. The objective of this study was to identify the learning styles of plastic surgeons and trainees in Canadian Plastic Surgery programs. Methods: A cross-sectional electronic survey was distributed to all members of the Canadian Society of Plastic Surgeons and through program directors at Canadian training programs. Basic demographics were captured. The Kolb Learning Style Inventory was used to identify each individual’s learning style (converging, accommodative, assimilative, or divergent).  Results: There were a total of 98 respondents (15% response rate), including 62 staff plastic surgeons (63%) and 36 trainees (37%). All regions of Canada and age categories were well represented. The most dominant learning styles were convergent (47%) and accommodative (29%). No significant difference in dominant learning styles existed between age groups; while males were more commonly convergent learners, females were accommodative learners.   Conclusions: The majority of plastic surgery trainees and staff have learning styles that rely heavily on practical application and experiential learning. Accounting for this propensity towards convergent and accommodative learning styles should be incorporated into training programs to maximize efficacy of learning.

Epistemological Exploration: Generalization of Learning Styles and Analytical Skills between Academic and Religious Materials

2004 ◽  
Vol 94 (3) ◽  
pp. 1083-1088 ◽  
Author(s):  
Alida S. Westman ◽  
Nicholas A. Alexander
Keyword(s):  
Learning Styles ◽  
Learning Strategies ◽  
Learning Style ◽  
Conceptual Understanding ◽  
Cognitive Skills ◽  
Religious Affiliation ◽  
Deep Processing ◽  
Elaborative Processing ◽  
Analytical Skills

Among 139 students (mean age 21.8, SD = 3.5), use of Schmeck's Deep Processing learning style (looking for conceptual understanding) on academic materials correlated modestly with its use on religious materials. The same was true for Elaborative Processing (looking for associations and applications). Both Deep and Elaborative Processing of academic materials correlated with better Analytical Skills. Only Elaborative Processing of religious materials correlated with Religiousness. Religiousness correlated with poorer Analytical Skills on academic materials and with a more Concrete Divine Concept; however, specific religious affiliation made a difference. Our understanding of the role of contents of materials and characteristics of learners on the types of learning strategies used and competence with cognitive skills is still very limited.

Individual Learning and Emotional Characteristics in Web-based Communities of Practice

2010 ◽  
pp. 113-127
Author(s):  
Nikos Tsianos ◽  
Zacharias Lekkas ◽  
Panagiotis Germanakos ◽  
Constantinos Mourlas
Keyword(s):  
Learning Styles ◽  
Communities Of Practice ◽  
Learning Environments ◽  
Learning Style ◽  
Individual Characteristics ◽  
Web Based ◽  
Shared Learning ◽  
Processing Styles ◽  
Theoretical Assumptions

The knowledge management paradigm of communities of practice can be efficiently realized in Web-based environments, especially if one considers the extended social networks that have proliferated within the Internet. In terms of increasing performance through the exchange of knowledge and shared learning, individual characteristics, such as learners’ preferences that relate to group working, may be of high importance. These preferences have been summarized in cognitive and learning styles typologies, as well as emotional characteristics which define implications that could serve as personalization guidelines for designing collaborative learning environments. This chapter discusses the theoretical assumptions of two distinct families of learning style models, cognitive personality and information processing styles (according to Curry’s onion model), and the role of affection and emotion, in order to explore the possibilities of personalization at the group level of CoP.

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