scholarly journals The importance of respecting the learning styles in the teaching process: An example of Kolb's model of experiential learning

Norma ◽  
2021 ◽  
Vol 26 (1) ◽  
pp. 67-79
Author(s):  
Lana Tomčić
Keyword(s):  
Experiential Learning ◽  
Learning Styles ◽  
Learning Difficulties ◽  
Theory And Practice ◽  
Learning Theories ◽  
Teaching Process ◽  
Analysis Techniques ◽  
Teacher Student ◽  
Common Learning

The aim of this paper is to point out the importance of knowing and respecting the learning styles in the teaching process through the presentation of Kolb's model of experiential learning. The goal is achieved at the theoretical level, using the method of theoretical analysis and content analysis techniques, starting from the analysis of concepts and classifications of learning styles in the most common learning theories, through different ways of respecting learning styles to Kolb's model of experiential learning. Knowledge of learning styles is of multiple importance for pedagogical theory and practice: the acquired knowledge contributes to better knowledge and understanding of students, their way of learning, the quality of teacher-student interaction, but also to shedding light on the causes of learning difficulties and preventing school failure.

Video Feedback on Practicum

2017 ◽  
pp. 113-139 ◽  
Author(s):  
Shirley O'Neill ◽  
Christopher Dann
Keyword(s):  
Preservice Teachers ◽  
Community Of Inquiry ◽  
Literacy Learning ◽  
Video Feedback ◽  
Theory And Practice ◽  
Questioning Strategies ◽  
Teacher Student ◽  
Context Of Learning ◽  
The Impact

This chapter highlights how the use of video feedback can support preservice teachers' understanding of how to improve the ways in which they scaffold and monitor students' literacy learning, gather formative assessment data in relation to set goals and make connections between educational theory and practice. It examines the contemporary shift towards democratic pedagogies in the context of learning in social constructivist environments and the need for preservice teachers to be aware of the impact of the teacher/student dialogues they create on the quality of pedagogy and students' learning. Preservice teachers' analysis of their pedagogical dialogue not only raises their awareness of the quality of dialogic turn-taking and questioning strategies but makes their associated ‘cognitive moves' explicit for their critical reflection, along with their use of the underpinning metalanguage. The chapter acknowledges the importance of preservice teachers' compilation of rich pedagogical data during practicums and shows how this contributes to deepening their learning. Similarly, it argues that emergent data are central to creating a dialogic community of inquiry where all practicum stakeholders are drawn into a process of learning and knowledge building.

scholarly journals Experiental Learning: Telaah tentang Pola Pendekatan Pembelajaran Kontemporer

2018 ◽  
Vol 15 (2) ◽  
pp. 306-325
Author(s):  
M. E. Hidayatullah
Keyword(s):  
Experiential Learning ◽  
Teaching Approach ◽  
Traditional Teaching ◽  
Direct Experience ◽  
Teaching Process ◽  
Based Instruction ◽  
Contemporary Approach

Abstract: Traditional teaching approach is teacher (teacher directive), while the contemporary approach is focused on the role of the learners (experience-based instruction) in achieving the goals of behavior, which is known through direct experience with the approach of experiential learning. Contemporary approach is expected to increase the understanding and the quality of the lesson learned. This paper will review the approach to experiential learning, and several methods of teaching. Keywords: Contemporary Learning, Experiential, Studying Process, Teaching Process.

Management of Student Learning

2015 ◽  
Vol 4 (3) ◽  
pp. 32-36
Author(s):  
Белый ◽  
V. Belyy
Keyword(s):  
Theory And Practice ◽  
Learning Theories ◽  
Quality Of Education ◽  
Modern Theory ◽  
Minimum Period ◽  
Industrial Enterprises ◽  
Traditional Scheme ◽  
New Learning ◽  
Temporal And Spatial

The traditional scheme of education is obsolete and needs to be replaced with new and innovative forms of learning. Also today there are particularly relevant forms, which are characterized by collaboration with industry in the learning process. There should be new learning theories such as constructivism, learning without temporal and spatial boundaries. To improve the quality of education a new educational technology and possibilities of industrial enterprises must be intensive used. This is caused by the need to revise the modern theory and practice of assessing students. After all, the student should come to the production and begin to fulfill their duties with a minimum period of adaptation. Because assessment of knowledge and skills of the graduate urgent problem of each university.

scholarly journals TRANSFORMASI BELAJAR DAN PEMBELAJARAN MENUJU ABAD XXI

2008 ◽  
Vol 5 (1) ◽  
pp. 1
Author(s):  
Sutiah Sutiah
Keyword(s):  
Learning Styles ◽  
21St Century ◽  
Science And Technology ◽  
Learning Theories ◽  
Quality Of Education ◽  
Single Source ◽  
Technology Learning ◽  
Learning Patterns ◽  
The Times

<p>The development of learning and learning patterns is directed to the four pillars as a whole, learning to know, learn to do, learn to be true, and learn to live together. These four pillars in the 21st century should be developed in an integrative way to be able to issue a refused out put. Learning and learning transformation in an effort to improve the quality and quality of education should continue to be pursued as a consequence of the demands of learning in accordance with the development of science and technology, learning styles, the development of learning and learning theories, and the needs and trends that occur in society as part of the development of the times. The transformation of learning and learning is intended to provide a passive atmosphere, character and learning patterns, depending on a single source, minimal and simplified facilities, uniform learning styles and not empowering learners. Furthermore, it should be developed into patterns and attitudes of learning that develop the integrity of learners actively, productively, and proactively.</p><p> </p><p>Pengembangan pola belajar dan pembelajaran diarahkan pada empat pilar secara utuh yaitu, belajar untuk mengetahui, belajar untuk berbuat, belajar untuk menjadi jati diri, dan belajar untuk hidup bersama. Keempat pilar ini pada abad 21 harus dikembangkan secara integratif agar mampu mengeluarkan out put yang refresentatif. Tranformasi belajar dan pembelajaran dalam upaya meningkatkan kualitas dan mutu pendidikan harus terus diupayakan sebagai konsekuensi dari tuntutan belajar yang sesuai dengan perkembangan ilmu pengetahuan dan teknologi, gaya belajar, perkembangan teori belajar dan pembelajaran, serta kebutuhan dan kecenderungan yang terjadi di masyarakat sebagai bagian perkembangan zaman. Transformasi belajar dan pembelajaran dimaksudkan untuk memberikan suasana, watak, dan pola-pola belajar yang pasif, tergantung dari satu sumber, fasilitas yang minim dan seadanya, gaya belajar yang seragam serta tidak memberdayakan peserta didik. Selanjutnya perlu dikembangkan menjadi pola dan sikap belajar yang mengembangkan keutuhan peserta didik secara aktif, produktif, dan proaktif.</p>

scholarly journals Vocational Student's Attitude and Response Towards Experiential Learning in Mechanical Engineering

2021 ◽  
Vol 11 (1) ◽  
pp. 254-268
Author(s):  
Stephanus Fajar Pamungkas ◽  
Indah Widiastuti ◽  
Suharno
Keyword(s):  
Experiential Learning ◽  
Learning Styles ◽  
Mechanical Engineering ◽  
Case Study Research ◽  
Real Life ◽  
Sampling Technique ◽  
Theory And Practice ◽  
Learning Activities ◽  
Concrete Experience ◽  
Students Attitudes

Abstract This study evaluated the use of an experiential learning design for vocational education in mechanical engineering. The research objective is to analyze students’ attitudes and responses after participating in learning activities using a worksheet designed according to Kolb's stages by considering Felder-Silverman's student learning styles. This research was conducted using a case study research employing qualitative data analysis. The data were collected using a purposive random sampling technique with 28 respondents in a 10th grade. The datawere analyzed using descriptive qualitative analysis. The experiential learning activities were carried out concrete experience, reflective observations, abstract conceptualization, and active experimentation. It is shown that students have a positive attitude and response. Experiential activities help students in learning Basic of Mechanical Engineering and they enjoy participating in the learning activities. Experiential learning activities are considered to be fun, interesting, and easy to be understood. The students could relate the course material to real-life situations, which may benefit the students to enhance learning and connect the knowledge they learned to their own experiences. It is suggested that the experiential design is effectively used and could explore the relationship between learning theory and practice in Vocational High School.

scholarly journals Education Curriculum of Learning In Children

2014 ◽  
Vol 1 (1) ◽  
pp. 33-36
Author(s):  
Vedamoni Ranjan
Keyword(s):  
Problem Solving ◽  
Learning Styles ◽  
Student Learning ◽  
Learning Strategies ◽  
Learning Style ◽  
The Other ◽  
Learning Goals ◽  
Teacher Student ◽  
Visual Learners

To develop in children a broad range of skills, including the problem solving, interpersonal and communication skills that are essential for successful living in a rapidly changing society. The curriculum encourages student initiative by providing children with materials, equipment, and time to pursue activities they choose. At the same time, it provides teachers with a framework for guiding children’s independent activities toward sequenced learning goals. There are seven specific types of learning styles. Visual learners prefer to learn mathematics through pictures, diagrams etc. A well-balanced intelligent child is able to develop all the types of learning styles. The students have to understand and accept their type of learning style earlier so that learning becomes easier and less stressful in the future. But it is important to train and practice the other types of learning styles so that the children can utilize them as effectively as possible. The teacher plays a key role in instructional activities by selecting appropriate, developmentally sequenced material and by encouraging children to adopt an active problem-solving approach to learning. This teacher-student interaction teachers helping students achieve developmentally sequenced goals while also encouraging them to set many of their own goals uniquely distinguishes the High/Scope Curriculum from direct-instruction and child-centered curricula (high/Scope Educational Research Foundation, 1989). Teachers keep notes about significant behaviors, changes, statements, and things that help them better understand a child’s way of thinking and learning. Teachers use two mechanisms to help them collect data: the key experiences note form and a portfolio. The High/Scope Child Observation Record is also used to assess children’s development. According to Ronald Barnett, learning may or may not take place when a subject is taught. While discussing this point he has presented two contrasting images of quality. They are institutional performance and student experience, student learning or student achievement. The teacher in his opinion is central to higher education. Teaching may be able to improve the quality of student’s learning but the teacher should remind himself that it may also impair the quality of student’s learning. This is partly because student’s learning strategies vary under two polarities, one between deep and surface understanding and the other between holistic and atomistic understanding of their learning experiences. He goes on to add that for a student, learning has three distinct aspects: learning style, motivation and curriculum demands. Therefore teachers have to pursue, beyond teaching strategies to enable their students to attain certain specific skills.

scholarly journals Exploring Learning Styles in a Portuguese Engineering School: Are They Different in Different Courses?

2020 ◽  
Vol 10 (6) ◽  
pp. 78
Author(s):  
Marina Sousa ◽  
Eunice Fontão
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Learning Process ◽  
Engineering Students ◽  
Pedagogical Practice ◽  
Teaching Process ◽  
Engineering School ◽  
Industrial Management ◽  
Study Results

The Kolb model is widely used to analyze the learning style of engineering students; however, there are no published studies carried out in Portugal. This study was applied to students who had just began there courses at a Portuguese engineering school. This study object is to assess whether there is a clearly majority learning style; whether there are differences in the learning style among all students and between students in the industrial management course and those in the technological engineering courses. The results allow the pedagogical practice improvement in the classroom regarding the effectiveness increase of the teaching process. This study results also allow improving the way students approach the study, overcoming difficulties in understanding the topics studied, improving the construction of their skills and increasing the quality of the learning process.

scholarly journals The Effective Way of Solving Problems of the Elementary School Pupils’ Learning Difficulties

2020 ◽  
Vol 7 (2) ◽  
pp. 104
Author(s):  
Slamet Widodo ◽  
Vit Ardhyantama
Keyword(s):  
Elementary School ◽  
Teacher Candidates ◽  
School Teacher ◽  
Learning Difficulties ◽  
Analysis Techniques ◽  
Interactive Analysis ◽  
Scientific Approach ◽  
Qualitative Descriptive ◽  
Descriptive Approach

The competence of the elementary school teacher candidates to solve the problem of the pupil's learning difficulties is essential, since in the school the teacher will solve the problems by himself. Therefore, direct practice is required for students to solve problems of learning difficulties. The purpose of this study is to describe the various ways that the students choose to solve the problem of the learning difficulties of elementary school pupils. The design of this study uses a qualitative descriptive approach through techniques of data collection in the form of observation, interview and questionnaire, while data analysis techniques use interactive analysis techniques. The results of this study indicate that the students' ability increases in solving learning difficulties of elementary pupils. In one hand, each student has an effective and unique way to solve the problem: improve the quality of oneself through prayer and learning, solve problems through a scientific approach and evaluate correcting mistakes and improving for better results.

HUBUNGAN GAYA BELAJAR SISWA TERHADAP ASPEK PENGETAHUAN SISWA PADA MATA PELAJARAN SISTEM KOMPUTER DI SMK IT RAHMATAN KARIMAH BENGKULU TENGAH

2020 ◽  
Vol 1 (01) ◽  
pp. 13-20
Author(s):  
Dian Saputra
Keyword(s):  
Learning Styles ◽  
Computer System ◽  
Learning Style ◽  
Descriptive Analysis ◽  
Visual Learning ◽  
Auditory Learning ◽  
Analysis Techniques ◽  
Post Test ◽  
The Subject ◽  
The Relationship

This study aims to find out the relationship between learning style and students’ knowledge aspect on Computer System Subject at SMK IT Rahmatan Karimah of  Central Bengkulu, the type of research is quantitative and the subject of research is grade X in SMK IT Rahmatan Karimah of  Central Bengkulu. Data collection techniques using observation, Questionnaire and documentation. Data analysis techniques used were Descriptive Analysis, and inferential Statistical Analysis. The results of visual learning style post-test were 11 people with a mean of 76.36, an auditory learning style of 8 people at a mean of 62.14, a kinesthetic learning style of 3 people at a mean of 50.33, apart from that (r x y = 2.35) and the magnitude of r is reflected in the table (r table = 0.4132). Then rxy > r table ie = 2.35> 0.4132. In other words, Ho is rejected and Ha is accepted. It has a significant relationship between the learning styles of students and students’ knowledge aspect on Computer System Subject of grade X TKJ in SMK IT Rahmatan Karimah of  Central Bengkulu

KINERJA KOMITE SEKOLAH DALAM MENINGKATKAN KUALITAS PENDIDIKAN DI SMP AL-KHAIRAAT KALUMPANG KOTA TERNATE

EDUKASI ◽  
2016 ◽  
Vol 13 (1) ◽  
Author(s):  
Anwar Ismail
Keyword(s):  
Education Quality ◽  
Quality Of Education ◽  
Committee Meeting ◽  
Student Parents ◽  
Teacher Student ◽  
School Committee ◽  
School Programs

The purpose are (1) to know the school committee to improve the quality of education at SMP Al-Khairaat Kalumpang Ternate; ( 2 ) to know the work achievement of school committee to improve the education quality  at SMP Al-Khairaat Kalumpang Ternate.The approaches used in this research is a qualitative approach.Research result indicates that ( 1 ) a school committee at SMP Al-Khairaat Kalumpang Ternate has formed by 2012 in accordance with the decree no. 325 / B-III / SMP.BP. Alkh / 11 / 2010 and has the school committee structure, namely; chief; secretaries, and the treasury; ( 2 ) the school committee meeting periodically, that is four times in a year. Involved in the talks is the principal, the teacher, student parents, Al-Khairaat foundation and the school committee. Things had been spoken in the meeting are; the school fee, standards graduation, the school programs plan ; ( 3 ) the school committee does not make a written report yet orally. This is a form of violations Kepmendiknas number 044 / u / 2002 about the school committee.( 4 ) the school committee ' s active, this could influence the development of education at SMP Al-Khairaat Kalumpang Tenate.It is a part breach Kepmendiknas number 044 / u / 2002 about the school committee. The keywords:  performance, the quality, the school committee

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