scholarly journals The influence of interactive and static infographics on the academic achievement of reflective and impulsive students

2021 ◽  
pp. 147-162
Author(s):  
Dina Ismaeel ◽  
Ensaf Al Mulhim
Keyword(s):  
Academic Achievement ◽  
Cognitive Style ◽  
Learning Environments ◽  
Undergraduate Students ◽  
Significant Interaction ◽  
Cognitive Styles ◽  
Learning Resources ◽  
Information Presentation ◽  
E Learning ◽  
Presentation Methods

This article examines the influence of static/interactive infographics on reflective/impulsive students’ academic achievement. The study sample consisted of 80 undergraduate students who were divided into two groups according to their cognitive style (reflective/impulsive). Each group was further divided into two sub-groups based on the type of infographics (static/interactive) to be evaluated. The findings showed that interactive infographics are more effective than static infographics in improving academic achievement. Reflective students outperformed impulsive students in terms of academic achievement, and there was a significant interaction between interactive infographics and reflective students. This study may serve as a guide for educators and designers of learning resources in selecting the most appropriate forms of technology conforming to students’ varying cognitive styles. Implications for practice or policy: The designers of e-learning environments must focus on the cognitive style of each learner. The design of those environments must take into account the diversity of information presentation methods to meet the various cognitive styles. Students' academic achievement can be improved by the use of interactive infographics due to their richness in material, multimedia approach, and interactivity that stimulate and communicate with learners’ senses and positively affect their acquisition of information.

Investigating the Availability, Accessibility and use of E-Learning Resources by Undergraduate Students in University of Ilorin, Kwara State

2015 ◽  
Vol 3 (1) ◽  
Author(s):  
Oluyinka Titilope Afolayan
Keyword(s):  
Undergraduate Students ◽  
Survey Design ◽  
Virtual Classroom ◽  
Learning Resources ◽  
Learning Tools ◽  
Transfer Of Knowledge ◽  
Educational Benefits ◽  
E Learning ◽  
Main Instrument ◽  
Effective Use

The availability and use of e-learning resources in the acquisition and transfer of knowledge have been observed as a steering agent that facilitates the realization of major educational benefits in a developing economy. This study investigated the availability, accessibility, and use of e-learning tools by undergraduate students in the University of Ilorin, Nigeria, including the challenges limiting the full exploitation of e-learning resources for optimal usage and efficient e-service delivery. The methodology adopted for this research was purely survey design using the questionnaire approach as the main instrument for data collection. From the findings, limited availability, accessibility and usage of e-learning resources by the undergraduate students were revealed. The findings further showed that the major challenges hindering the effective use of e-learning resources amongst University of Ilorin students include lack of sophisticated e-learning resources such as teleconferencing, video conferencing, virtual classroom among others and high cost in the procurement of facilities that support e-learning. Based on these findings, recommendations are made towards addressing the challenges encountered by students in the utilization of e-learning resources in higher institutions of learning.

THE STUDY OF RELATIONSHIP AMONG STUDY HABITS AND ATTITUDE, INTELLIGENCE, COGNITIVE STYLE AND ACHIEVEMENT IN ENGLISH

2020 ◽  
pp. 79-84
Author(s):  
Mrs. Vani Sankgond ◽  
Dr. Venkoba Narayanappa,
Keyword(s):  
Academic Achievement ◽  
Secondary School ◽  
Key Words ◽  
Cognitive Style ◽  
Secondary School Students ◽  
Cognitive Styles ◽  
Study Habits ◽  
School Students ◽  
Study Techniques ◽  
English Subject

In this study the researcher find that the relation between study habits and attitude, intelligence, cognitive style in relation to English subject through their academic achievement . The present study provides the information about the performance of secondary school students. it lights on their study styles or habits and attitudes as well their cognitive styles. There is a useful differences in performance of secondary school students in relation to their study habits and attitudes and cognitive styles. The study confined to secondary school students, there is a ample of differences in study techniques and attitudes towards learning. There is the ample of differences in the cognitive styles among secondary school students. KEY WORDS: Study Habits & Attitude, Intelligence, Cognitive Style, Achievement.

Interoperability Approach in E-Learning Standardization Processes

2012 ◽  
pp. 542-560 ◽  
Author(s):  
Carmen Bao ◽  
José María Castresana
Keyword(s):  
Learning Environments ◽  
Relational Databases ◽  
Learning Objects ◽  
Learning Technologies ◽  
Learning Systems ◽  
Learning Resources ◽  
Virtual University ◽  
Schema Mappings ◽  
Learning Standards ◽  
E Learning

Providing interoperability by using standards and specifications for E-learning resources is an important element of the virtual learning environments (VLEs). In this context, a large number of international organizations develop specifications that provide principles for reaching a common “language” to be used in exchanging resources among the virtual university. In this paper we turn your attention to an approach and reference for providing interoperability in different standards. The establishment of E-learning standards has promised to improve interoperability between E-learning systems, but can only be done through enforcement of these standards. Many existing E-learning systems are built on top of relational databases, and it is possible a framework which matches XML Schemas (from learning standards) and relational schemas semi-automatically. This type of framework can provide translation between learning objects and relational databases as well as an interface to manually refine existing schema mappings. The focus is E-learning standardization and synchronization in the international and national levels. The work presents a brief updated review and it presents some new challenges, concerning the E-learning standardization processes. This research is in the area of E-learning standardization and issue is one aspect of great interest for all organizations, authorities and experts working in the field of education. Moreover, the most recognized approaches are introduced in order to improve and optimize the management of the E-learning processes. While the establishment of E-learning standards has promised to improve interoperability between E-learning systems, and obviously, this can only be done through enforcement of E-learning standards and E-learning standardization processes. The aim of this work is to discover the useful E-learning technologies as technological tools for teaching. Therefore, teachers must keep in mind clearly that they must optimize teaching by means of them, such as an improvement of quality education for current society in terms of competences, as connections with the current reality that students spent long hours using them. It starts with a brief background to worldwide standardization activities in the field of educational technologies as means of enhancing the accessibility, interoperability, durability, reusability and efficiency of E-learning resources, but more important new demands and problems to be tackled are reviewed. Finally, experimental dates from studies have shown that it is useful a framework that also provides translation between learning objects and relational databases, as well as an interface to manually refine existing schema mappings.

Cognitive Styles, Metacognition and the Design of E-Learning Environments

2003 ◽  
pp. 225-240
Author(s):  
Ray Webster
Keyword(s):  
Learning Styles ◽  
Learning Environments ◽  
Cognitive Styles ◽  
Metacognitive Awareness ◽  
Metacognitive Skills ◽  
Design And Development ◽  
Student Centered ◽  
Student Centered Learning ◽  
E Learning ◽  
The Individual

This chapter considers the use of cognitive styles and metacognitive skills in the design and development of e-learning environments. Participants involved in a unit in Human Computer Interaction used the results of a Riding’s Cognitive Styles Analysis to assist in the design and development of Web-based Individual Learning Environments (ILEs). Student reflections and cognitive styles results are considered in terms of their impact on the design process. They are also used to consider participants’ metacognitive awareness of their own cognitive and learning styles. It is suggested that the use of cognitive styles in this manner will produce interfaces and environments more suited to the learning requirements of each individual. In addition, the process of reflecting on and using the style results will help develop more metacognitively aware learners. The individual environment and metacognitive awareness are both desirable elements for a student-centered learning system for successfully participating in virtual education.

Teaching Strategies, Modes of Evaluation, and Field-Dependence Factor

1981 ◽  
Vol 52 (1) ◽  
pp. 163-173 ◽  
Author(s):  
Guy L. Provost
Keyword(s):  
Cognitive Style ◽  
Field Dependence ◽  
Teaching Strategies ◽  
Significant Interaction ◽  
Cognitive Styles ◽  
Field Independence ◽  
Active Responding ◽  
Female Subjects

The objective of this study was to investigate the possible interactions of aptitude and treatment between (a) two teaching strategies and the cognitive styles of field-dependence and field-independence and (b) two modes of evaluation and the same cognitive styles. Subjects high on the cognitive style scale scored higher on all the posttests. However, no interactions of treatment and cognitive style were found. A significant interaction of sex and treatment occurred on measures of affect and motivation. It shows that female subjects preferred the passive-responding treatment over the active-responding treatment. They worked harder on their preferred treatment and also reached significantly higher performance scores. The exact opposite was true for the males who preferred, worked harder, and obtained higher performance scores with the active-responding treatment. The expected interaction between the cognitive styles and the modes of evaluation was not observed.

Relationship between Cognitive Style and Emotional Behavior

1992 ◽  
Vol 74 (2) ◽  
pp. 355-359 ◽  
Author(s):  
Vezio Ruggieri ◽  
Angela Guarino
Keyword(s):  
Cognitive Style ◽  
Undergraduate Students ◽  
Standard Stimulus ◽  
Cognitive Styles ◽  
Duration Analysis ◽  
Emotional Behavior ◽  
Stimulus Situation ◽  
Male Undergraduate ◽  
Hostile Attitude

In this research we examined the relationships among cognitive styles using the categorization of Bion and styles of modulation of emotional behavior (hostile content) explored with the Gottschalk, et al. method applied to the speech of 20 female and 10 male undergraduate students whose ages ranged from 20 to 35 years. Their verbalization was produced in a standard stimulus situation of 3 minutes duration. Analysis indicated a relationship between hostile attitude and cognitive styles. In particular, those who were relatively less hostile presented higher frequencies of processes classified by Bion as D2, which are characterized by an attitude of expectancy and waiting, with a tendency to defend internal psychological themas.

scholarly journals Pengaruh Strategi Pembelajaran dan Gaya Kognitif Terhadap Kemampuan Berpikir Kritis Siswa Dalam Pembelajaran Sejarah

2014 ◽  
Vol 3 (2) ◽  
pp. 8 ◽  
Author(s):  
Puji Sulani
Keyword(s):  
Critical Thinking ◽  
Cognitive Style ◽  
Learning Strategies ◽  
Significant Interaction ◽  
Cognitive Styles ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Thinking Skill ◽  
Critical Thinking Skill ◽  
Learning History

Abstrack This research was to determine the effect of learning strategies and cognitive style toward student’s critical thinking skill in learning history. This research concludes that student’s critical thinking skills in learning history: (1) had taught using PBL strategies are higher than those taught using conventional learning strategies; (2)who occupied by FI cognitive style higher than those who occupied by FD cognitive style; (3) there are significant interaction between the strategies of learning and cognitive styles on student’s critical thinking skill in learning history; (4) who are taught using PBL strategies and occupied by FI cognitive style is higher than those taught using conventional learning strategies and occupied by FI cognitive style; (5) who are taught using PBL strategies and occupied by FD cognitive style is lower than those taught using the conventional learning strategies and occupied by FD cognitive style; (6) who are taught using PBL strategies and occupied by FI cognitive style is higher than those taught using PBL strategies and occupied by FD cognitive style; and (7) who are taught using conventional learning strategies and occupied by FI with cognitive style is lower than those taught using conventional learning strategies and occupied by FD cognitive style. Keywords : learning strategies, cognitive styles, critical thinking skills.

UNDERGRADUATES’ INGRESS TO E-LEARNING RESOURCES FOR LEARNING IN THE UNIVERSITY OF ILORIN, NIGERIA

2021 ◽  
Vol 9 (1) ◽  
pp. 234-245
Author(s):  
Fakomogbon Micheal Ayodele ◽  
Onojah Amos Ochayi ◽  
Aribisala Ruth Moyosoluwa ◽  
Onojah Adenike Aderogba
Keyword(s):  
Undergraduate Students ◽  
Virtual Classroom ◽  
Survey Method ◽  
Computer Assisted ◽  
Learning Resources ◽  
Mediated Learning ◽  
Face To Face ◽  
Significant Difference ◽  
E Learning ◽  
The University

E-learning is any technologically mediated learning using computers whether from a distance or in face-to-face classroom setting (computer -assisted learning). But some schools do not even have access to the available technologies needed to explore the e-learning. The main purpose of this research was to investigate undergraduates’ ingress to e-Learning resources for learning in the University of Ilorin, Nigeria. Specifically, the study determined how accessible e-learning resources are to Undergraduate student of the University and examined the influence of gender on the access to the e-learning resources. This research was a descriptive research of the survey method and the respondents comprised of 320 undergraduates’ students studying at the University of Ilorin, Ilorin, Nigeria. The findings established that e-mail and internet facilities are more accessible than virtual classroom and there was no significant difference between male and female undergraduate students’ ingress to e-learning. It was however recommended that Universities should improve on the infrastructural facilities to make e-learning resources more accessible to all her students.

A Comparative Study on New Generation Learning and Awareness

2020 ◽  
pp. 59-76
Author(s):  
Sabri Erdem ◽  
Gizem Turcan ◽  
Rukiye Büşra Tekin
Keyword(s):  
Learning Environments ◽  
Undergraduate Students ◽  
Evolutionary Process ◽  
The Other ◽  
Learning Resources ◽  
Electronic Learning ◽  
Convenience Sampling ◽  
New Generation ◽  
Academic Year ◽  
And Training

Considering the evolutionary process of education and training from past to present, access to information is possible in many different ways such as written, visual, auditory, virtual, online, offline, one-to-one, or in classrooms regardless of age, place, and time. Within the scope of this study, a questionnaire was applied to undergraduate students who were studying at two different universities in Ankara and Izmir during 2018-2019 academic year by convenience sampling method. The survey data gathered from these universities were analyzed and compared to assess student awareness of new generation learning environments. According to the results of this survey, it is found that the undergraduate students had awareness about the new generation learning environments and that the awareness increases towards the upper grades. On the other hand, it is also found out that YouTube is the most preferred platform among the electronic learning resources.

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