Authenticity, relevance, and connectedness: Graduate students' learning preferences and experiences in an online reading education course

2017 ◽  
Vol 32 ◽  
pp. 80-86 ◽  
Author(s):  
Elizabeth A. Swaggerty ◽  
Amy D. Broemmel
Keyword(s):  
Graduate Students ◽  
Learning Preferences ◽  
Reading Education ◽  
Online Reading

An empirical investigation on learning and teaching lean manufacturing

2020 ◽  
Vol 62 (3) ◽  
pp. 339-354
Author(s):  
Guilherme Luz Tortorella ◽  
Rogério Miorando ◽  
Diego Fettermann ◽  
Diego Tlapa Mendoza
Keyword(s):  
Graduate Students ◽  
Learning Styles ◽  
Learning Style ◽  
Teaching Methods ◽  
Lean Manufacturing ◽  
Teaching Method ◽  
Learning Preferences ◽  
Teaching Approaches ◽  
Content Type ◽  
Learning And Teaching

PurposeThis article identifies the association between two methods for teaching lean manufacturing (LM): problem-based learning (PBL) and classroom lectures, and students' learning styles of a postgraduate course.Design/methodology/approachData were collected from graduate students LM courses that present different teaching approaches. Thus, students' learning preferences were gathered through the application of the Index of Learning Style questionnaire, and their performance assessed after each course.FindingsResults indicate that learning styles are indeed associated with LM teaching approaches, and comprehending interaction effects between learning style dimensions is essential for properly adapting the teaching method. However, these interactions have different extensions.Originality/valueAlthough teaching LM has significantly evolved over the past decades, the single application of traditional teaching methods jeopardizes learning effectiveness of graduate students because of the practical nature of LM. This study provides evidence to better understand the effect of complementary teaching methods and their relationship with students' preferences, empirically examining that there is not one best approach for understanding LM.

scholarly journals Applying Learning Analytics to Explore the Effects of Motivation on Online Students' Reading Behavioral Patterns

2018 ◽  
Vol 19 (2) ◽  
Author(s):  
Jerry Chih-Yuan Sun ◽  
Che-Tsun Lin ◽  
Chien Chou
Keyword(s):  
Cluster Analysis ◽  
Graduate Students ◽  
Learning Environment ◽  
Learning Analytics ◽  
Sequential Analysis ◽  
Learning Motivation ◽  
Online Course ◽  
Behavioral Patterns ◽  
Online Reading ◽  
High Motivation

This study aims to apply a sequential analysis to explore the effect of learning motivation on online reading behavioral patterns. The study’s participants consisted of 160 graduate students who were classified into three group types:  low reading duration with low motivation, low reading duration with high motivation, and high reading duration based on a second-order cluster analysis. After performing a sequential analysis, this study reveals that highly motivated students exhibited a relatively serious reading pattern in a multi-tasking learning environment, and that online reading duration was a significant indicator of motivation in taking an online course. Finally, recommendations were provided to instructors and researchers based on the results of the study.

scholarly journals Shifting Paradigms and Mapping the Process: Graduate Students Respond to Qualitative Research

2015 ◽  
Author(s):  
Marcia Reisetter ◽  
Melinda Yexley ◽  
Deborah Bonds ◽  
Holly Nickels ◽  
William McHenry
Keyword(s):  
Qualitative Research ◽  
Graduate Students ◽  
Research Methods ◽  
Qualitative Research Methods ◽  
Learning Preferences ◽  
Personal Style ◽  
Research Experiences ◽  
Depth Study

We describe the experiences and responses of a group of graduate students as they first encountered an in-depth study of qualitative research methods. Four themes emerged as having important contributions: the nature of previous research experiences, personal style and learning preferences, epistemological and philosophical commitments, and assessment of professional viability.

scholarly journals Managing Youth Unemployment in Developing Economies: An Analysis of Post-Graduate Students’ Learning Preferences in Kenya

2019 ◽  
Vol 15 (1) ◽  
pp. 1
Author(s):  
Francisca Wavinya Ngala ◽  
Rosemary Wahu Mbogo
Keyword(s):  
Graduate Students ◽  
Data Collection ◽  
Student Learning ◽  
Doctoral Students ◽  
Learning Style ◽  
Developing Economies ◽  
Youth Unemployment ◽  
Policy Formulation ◽  
Learning Preferences ◽  
Post Graduate

It is a common norm to describe education as being fundamental to employment and growth in developing economies. While the highest rate of return is believed to be most experienced in those economies with both skilled and unskilled labour, the greatest responsibility lies with the highly qualified in education as they are most significant in policy formulation. Despite this, youth unemployment has remained a challenge in the 21st century that most developing countries like Kenya struggle with. This paper entails a study undertaken to explore the management of youth unemployment in Kenya, with a focus on learning preferences of postgraduate students. The study employed a descriptive survey design using the cross-sectional approach to data collection. The population of the study comprised 397 post-graduate students at Africa International University from which a sample size of 199 post-graduate Diploma, Masters’ level and Doctoral students were obtained. Questionnaire guide was used for data collection of information on the age and learning preferences of the students. Data analysis was done by descriptive and inferential statistics using regression techniques and presented in tables.  A modified version of the Grasha-Riechmann Student Learning Style Scales (GRSLSS) was the learning style inventory that was used to measure student learning preferences. The findings revealed that the majority 161(95.3%) of post-graduate students were youth and preferred participant, both independent and dependent as well as collaborative learning. The question however is, why has underemployment continued to affect many young Kenyans even with the developing system of education? How can students’ learning preferences be a driver to curbing the menace of unemployment?

scholarly journals Modern Learning Theories Provide Applications For Distance Learning Practice

2008 ◽  
Vol 5 (5) ◽  
Author(s):  
Dana V. Tesone ◽  
Denver Severt ◽  
Monica L. Carpenter
Keyword(s):  
Distance Learning ◽  
Graduate Students ◽  
Student Learning ◽  
Online Courses ◽  
The United States ◽  
Learning Preferences ◽  
Learning Theories ◽  
Learning Design ◽  
Online Learning Environments ◽  
Modern Learning

This article reports the findings of a recent empirical study that was conducted at a large university in the United States.  The study compared the findings from modern learning theories to reported perceptions of undergraduate and graduate students taking courses in online learning environments.  The intention of the study was to compare perceived student learning preferences with theories that support distance learning design and delivery.  The article provides a report of objectives, methodology, findings, discussion, conclusions, and implications relative to the study.  Final suggestions concerning online courses aimed at satisfying student learning expectations are implicated from the findings of the study.

Enhancing Clinical Supervision Using High-Definition Real-Time Digital Recording, Annotation, and Bluetooth Technology

2019 ◽  
Vol 4 (2) ◽  
pp. 356-362
Author(s):  
Jennifer W. Means ◽  
Casey McCaffrey
Keyword(s):  
Graduate Students ◽  
Data Collection ◽  
Real Time ◽  
Clinical Supervision ◽  
Video Recording ◽  
Advanced Technology ◽  
High Definition ◽  
Recording Technology ◽  
Self Confidence ◽  
Additional Data Collection

Purpose The use of real-time recording technology for clinical instruction allows student clinicians to more easily collect data, self-reflect, and move toward independence as supervisors continue to provide continuation of supportive methods. This article discusses how the use of high-definition real-time recording, Bluetooth technology, and embedded annotation may enhance the supervisory process. It also reports results of graduate students' perception of the benefits and satisfaction with the types of technology used. Method Survey data were collected from graduate students about their use and perceived benefits of advanced technology to support supervision during their 1st clinical experience. Results Survey results indicate that students found the use of their video recordings useful for self-evaluation, data collection, and therapy preparation. The students also perceived an increase in self-confidence through the use of the Bluetooth headsets as their supervisors could provide guidance and encouragement without interrupting the flow of their therapy sessions by entering the room to redirect them. Conclusions The use of video recording technology can provide opportunities for students to review: videos of prospective clients they will be treating, their treatment videos for self-assessment purposes, and for additional data collection. Bluetooth technology provides immediate communication between the clinical educator and the student. Students reported that the result of that communication can improve their self-confidence, perceived performance, and subsequent shift toward independence.

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