scholarly journals Estilos de enseñanza y estilos de aprendizaje en educación superior: Análisis de las preferencias de estudiantes de Pedagogía en Inglés en tres universidades chilenas

2016 ◽  
Vol 20 (3) ◽  
pp. 1 ◽  
Author(s):  
Constanza Rojas-Jara ◽  
Claudio Díaz-Larenas ◽  
Jorge Vergara-Morales ◽  
Paola Alarcón-Hernández ◽  
Mabel Ortiz-Navarrete
Keyword(s):  
Collaborative Learning ◽  
Learning Styles ◽  
Student Teachers ◽  
Learning Style ◽  
Teaching And Learning ◽  
Teaching Style ◽  
Educación Superior ◽  
Educacion Superior ◽  
Cluster Grouping

This paper shows the findings of a study conducted in three Chilean universities in 2014. It aims to analyze EFL student teachers’ preferences regarding their teaching and learning styles. 279 participants answered the teaching style inventory and 238 took the learning style questionnaire. These participants are first, third and fifth year student-teachers. This study uses Grasha and Riechman’s model to study teaching and learning styles. These authors propose a classification, cluster grouping and integrated clustering (Lewis, 2014; Grasha y Riechmann, 1975). The findings reveal that all student teachers favor the Facilitator teaching style and the Collaborative learning style.

scholarly journals Learning styles and perceptions of student teachers of computer-supported collaborative learning strategy using wikis

2015 ◽  
Vol 31 (1) ◽  
Author(s):  
Kai Ming LI
Keyword(s):  
Collaborative Learning ◽  
Learning Styles ◽  
Student Teachers ◽  
Learning Style ◽  
Student Teacher ◽  
Learning Strategy ◽  
Education Programme ◽  
Computer Supported Collaborative Learning ◽  
Learning Tool ◽  
Learning Styles Inventory

<p class="Abstract">This paper reports the results of an attempt to integrate a collaborative technology, Wiki, into learning within a course in a teacher education programme based on social constructivist learning theory. The current study aimed to explore student-teacher acceptance of the proposed pedagogy and to identify specific learning style preferences that might be favourable to accepting the proposed pedagogy. A total of 56 student teachers participated in this study. They completed a number of collaborative tasks using a wiki during the learning process, and were then invited to complete a questionnaire designed to solicit their perception on the usefulness of wikis and their attitudes towards using a wiki, and 39 of them also returned a learning styles inventory which was used to identify the learning styles profile of the student-teacher samples. The findings reveal favourable perceptions of the use of a wiki as a collaborative learning tool in the course. Qualitative data collected from open-ended questions also reflects similar favourable results. Active learners were also found to be significantly different from reflective learners in accepting the wiki as a learning tool.</p>

scholarly journals The Relationship Between Teaching Styles of English Instructors and Learning Styles of English Prep Class Students at a Turkish State University

2020 ◽  
Vol 16 (3) ◽  
pp. 15
Author(s):  
ABDULKADIR DURMUS ◽  
Meral GÜVEN
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Teaching And Learning ◽  
Teaching Style ◽  
Teaching Styles ◽  
Correlation Coefficients ◽  
Maximum Level ◽  
State University ◽  
Package Program ◽  
Turkish State

It is necessary to be aware of both teaching and learning styles and employing them in teaching and learning processes and as the two important stakeholders of this process, both learners and teachers are expected to benefit from each other at maximum level especially in terms of considering the needs of learners. This study aims to find out if there is a relationship between teaching styles of instructors working at Anadolu University School of Foreign Languages (AUSFL) and learning styles of students studying at English prep class. Data of the study were collected through Grasha-Reichmann Teaching and Learning Style Scales which Sarıtaş & Süral (2010)  adapted to Turkish. SPSS package program was used in the descriptive analyses of the study and Pearson’s moment correlation coefficients in correlation calculations. Significant relationships between formal authority teaching style and avoidant learning style, and between personal model teaching style and competitive learning style were found in the study. As for the other teaching and learning styles, although there wasn’t any significant relationship among each other, considering the average values, it can be said that there was a linear relationship among them which led to consider that a partial relationship existed.  

The Influence Of Achievement Motivation, Teaching And Learning Style Towards Textile Learning Outcomes

2019 ◽  
Vol 5 (3) ◽  
pp. 212
Author(s):  
Endang Triastuti ◽  
Putu Sudira
Keyword(s):  
Regression Analysis ◽  
Learning Styles ◽  
Learning Outcomes ◽  
Learning Style ◽  
Achievement Motivation ◽  
Significant Influence ◽  
Teaching And Learning ◽  
Teaching Style ◽  
Analysis Techniques ◽  
Correlational Model

This study aims at revealing the influence of: (1) teaching style towards textile learning outcomes, (2) learning styles towards textile learning outcomes, (3) the effect of from teaching style, learning style, and achievement motivation towards textile learning outcomes, (4) the significance of teaching style, learning style and, achievement motivation towards textile learning outcomes for individual or group. This research can be categorized as quantitative study with a correlational model. The data analysis used multiple regression analysis techniques. The results of the study showed that (1) there is a positive and significant influence of teaching style towards textile learning outcomes, (2) there is a positive and significant influence of learning styles towards textile learning outcomes, (3) there is a positive and significant influence from teaching style, learning style, and achievement motivation towards Textile learning outcomes, (4) the influence of teaching style, learning style and achievement motivation were 26.6% and the rest was coming from other factors.

scholarly journals STUDI ANALISIS GAYA BELAJAR SISWA YANG MENGACU MODEL GRASHA-REICHMANN PADA MATA PELAJARAN KELOMPOK KEJURUAN KELAS X SMK KOMPETENSI KEAHLIAN TEKNIK GAMBAR BANGUNAN

Jurnal PenSil ◽  
2015 ◽  
Vol 4 (1) ◽  
pp. 28-40
Author(s):  
Suryaman Suryaman ◽  
Tuti Iriani ◽  
Santoso Sri Handoyo
Keyword(s):  
Collaborative Learning ◽  
Learning Styles ◽  
Learning Style ◽  
High Reliability ◽  
Teaching Style ◽  
Building Construction ◽  
Soil Science ◽  
The Subject ◽  
Engineering Mechanics ◽  
The Difference

This study was aimed to know the representation that refers to students' learning styles of Grasha Model-Reichmann in vocational subjects of 10th Grade of Vocational High School (VHS), Competency of Architecture Engineering. The study lasted from April to May 2015.This research is using a descriptive quantitative survey approach. The population in this study were all 10th students of 26 and 52 VHS of Jakarta with a total of 122 people. The sampling method is using the saturated sampling techniques with a total of 122 people. The techniques used for data collection are communication techniques and documentation. The instrument for students that are used in the form of a questionnaire from a total of 60 statements refers to Grasha-Reichmann Student Learning Style (GRSLS). The result is that there are 49 number of valid statement with very high reliability of (r11) = 0.96.Based on the research that has been done, the students' learning styles that is mainly used to the Subject of Building Construction is the collaborative learning style (78.93%), collaborative learning style (80.00%) for the Measure Soil Science Subjects, collaborative learning style (78.50%) for the Engineering Mechanics Subject, and participant learning styles (75.66%) for the Subject of engineering drawings.Results of interviews with teachers indicate that the Subject Building Construction, Measure Soil Science and Engineering Mechanics during the learning process using lecture while teaching style to the Subject engineering drawings using peer tutors. The difference between the student's learning style with teachers teaching style shows the results obtained by each student also had differences.

scholarly journals Investigating the Learning Styles Preferences of First-year B.Ed. Students Studying in a Public Sector University of Northern Sindh, Pakistan

sjesr ◽  
2021 ◽  
Vol 4 (1) ◽  
pp. 304-314
Author(s):  
Sania Nasir ◽  
Dr. Shahid Hussain Mughal ◽  
Amjad Ali Rind
Keyword(s):  
Public Sector ◽  
Learning Styles ◽  
Learning Style ◽  
Quantitative Research ◽  
Teaching And Learning ◽  
Teaching Style ◽  
Simple Random Sampling ◽  
Research Approach ◽  
Student Centered ◽  
Aural Learning

In a student-centered teaching and learning environment, students' needs, potentials, and learning styles are considered crucial. Therefore, teachers need to understand what learning styles students prefer to teach effectively. In the current study, a quantitative research approach has been adopted in this study within it descriptive research designed was used. To determine the preferred learning styles of B.Ed. students, VARK (Visual, Aural, Read/Write, and Kinesthetic) learning style model has been used. Since the data was collected using the VARK questionnaire, simple random sampling techniques were used. The reliability of the instrument was calculated through Cronbach α= 0.75. The sample of the study consists of 140 Bachelor of Education (B.Ed.) students of a Public Sector University located in Northern Sindh, Pakistan. The data were analyzed through descriptive statistics (percentages mean and standard deviation) to determine the most preferred style of learning of students. The results of the study revealed that 27.93% of the B.Ed. students have preferred aural learning style, 25.13% kinaesthetic learning style, 22.65% visual style of learning and 21.09% preferred read/write learning style respectively. To conclude that the majority of the B.Ed. students preferred aural learning style and the least preferred style of learning was read/write. Hence, B.Ed. students were driven towards an aural learning style. This study suggests that students learning styles are influenced by the teacher’s teaching style. Therefore, the teacher can determine his/her teaching style by using the score of the VARK questionnaire. The study recommends that another study can be conducted by the teachers to learn about the larger number of students’ preferred learning styles. The teacher can also address a mixture of learning styles. In the classroom, there are always diverse learners. In that case, the teacher can use integrated teaching style which can address all learners preferred teaching style.

scholarly journals Relationships between Learning Styles, Perceived Advantages of Online Collaborative Learning and Practical Knowledge in Teaching among Taiwanese Student Teachers

2017 ◽  
Vol 13 (11) ◽  
pp. 34
Author(s):  
Shih-Hsiung Liu
Keyword(s):  
Collaborative Learning ◽  
Learning Styles ◽  
Student Teachers ◽  
Learning Style ◽  
Teacher Educators ◽  
Field Experience ◽  
Practical Knowledge ◽  
Online Information ◽  
Online Collaborative Learning ◽  
Taiwanese Student

The purpose of this study is to investigate the effects of the three learning styles (collaborative, competitive, and individualistic) on the perceived advantage of collaborative learning (PAoCL) and practical knowledge in teaching (PKiT) among Taiwanese student teachers in an online collaborative environment. This study built a Facebook Group and developed the tasks of collaborative learning based on field-experience courses. The participants were required to share various practical experiences as the collaborative learning tasks. A total of 100 student teachers who enrolled in field-based courses between August 2016 and January 2017 participated in this study and were required to complete a validated survey in January 2017. This study determined the relationships between the three learning styles and PAoCL and PKiT and further identified predictors of online collaborative learning. The collaborative learning style of student teachers was positively associated with their PAoCL, while competitive learning style was correlated with their PKiT. Accordingly, teacher educators can encourage student teachers to share experiences about teaching practices during participating in field-experience courses through online collaboration. However, teacher educators should remind the student teachers to transfer the online information into PKiT.

Teaching and Learning

2020 ◽  
pp. 20-27
Author(s):  
Archana Dixit ◽  
Kuldeep Kumar Saxena ◽  
Jitendra Kumar Dixit
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Theoretical Approach ◽  
Teaching And Learning ◽  
Teaching Style ◽  
Human Existence ◽  
Learning Method ◽  
New Information ◽  
Present Information ◽  
The Subject

The chapter focuses on learning styles and how learning styles came about in education. There are many significant things to know about why educators should understand the learning style of a student. The learning method was one of the significant elements of human existence. Student learning styles are among the variables that have been obtained. The primary aim of this research was to explore the study of teaching style among learners with academic accomplishment in engineering. The research requires a theoretical approach to reviewing appropriate literature on the subject and presents different points of perspective on matching or mismatching learning styles. The conclusion of the chapter is how to learn the styles of teaching and learning impressively and effectively, and how an individual understands new information so that they can find the most efficient technique to accumulate, interpret, and present information.

scholarly journals Exploring Students' Learning Styles in Using Mobile Flipped Classroom

2019 ◽  
Vol 8 (2) ◽  
pp. 105
Author(s):  
Siti Hajar Halili ◽  
Shukri Sulaiman ◽  
Hamidah Sulaiman ◽  
Rafiza Razak
Keyword(s):  
Collaborative Learning ◽  
Learning Styles ◽  
Learning Style ◽  
Flipped Classroom ◽  
Teaching And Learning ◽  
Theoretical Foundation ◽  
Mean Value ◽  
Flipped Learning ◽  
Spss Software ◽  
Larger Sample

This study aims to identify students’ learning styles of using mobile flipped classroom approach. The theoretical foundation for this study is based on Grasha-Reichmann learning styles and the flipped design of this study is based on Halili flipped learning 4.0 framework. 52 respondents answered the questionnaire distributed to them. The SPSS software version 20 was utilised to analyse the data and collected data were analyzed using descriptive statistics (means, standard deviations). This study showed that collaborative learning style recorder higher mean value as compared to others learning styles such as independent, dependent, competitive, avoidant and participative. It was found that the mobile flipped classroom approach in this research is capable of promoting collaborative learning in teaching and learning process. Researchers suggest that further studies should explore other learning style theories, use varieties of technological tools as well as include a larger sample from different institutions.

scholarly journals ESTILOS DE APRENDIZAGEM NO ENSINO SUPERIOR: um estudo com universitários ribeirinhos do Piauí

2017 ◽  
Vol 9 (3) ◽  
pp. 277
Author(s):  
Fauston Negreiros ◽  
Ellery Henrique Barros da Silva ◽  
Jennifer Alves Lima
Keyword(s):  
Higher Education ◽  
Learning Styles ◽  
Learning Style ◽  
Formal Analysis ◽  
Historical Analysis ◽  
Educación Superior ◽  
Educacion Superior ◽  
Palabras Clave ◽  
Data Collection Instrument ◽  
Faculty Of Education

Este artigo resulta de estudos acerca dos estilos de aprendizagem de estudantes do ensino superior do estado do Piauí, residentes em comunidades ribeirinhas. Desse modo, a metodologia utilizada foi a quanto-qualitativa e quanto aos seus objetivos de pesquisa é lassificada como exploratório-descritiva. Essa pesquisa teve a participação de 400 estudantes, sendo 105 do curso de Administração; 91 de Biologia; 94 de Enfermagem; 110 de Pedagogia. O instrumento de coleta de dados foi o questionário Preferências Perceptuais em Estilos de Aprendizagem Joy Reid. O material coletado foi analisado estatisticamente pelo programa GraphPadPrism. Seguidamente os dados foram tratados e confrontados com a técnica da Hermenêutica de Profundidade, seguindo suas três etapas: a análise sócio-histórica; a análise formal ou discursiva; a (re) interpretação. Os resultados obtidos podem contribuir para o melhor desenvolvimento dos discentes, com novas propostas metodológicas baseadas no estilo de aprendizado preferencial de cada curso, considerando as singularidades da formação e do mercado de trabalho. Palavras-chave: Estilos de aprendizagem. Aprendizagem. Ensino superior.LEARNING STYLES IN HIGHER EDUCATION: a study of Piauí bordering universityABSTRACTThis article is the result of studies on students’ learning styles of Piauí state of higher education, residents of riverside communities. Thus, the methodology used was quantitative qualitative and about their research objectives is classified as exploratory and descriptive. This survey was attended by 400 students, with 105 Administration course students; 91 Biology course; 94 of the nursing course; 110 from the Faculty of Education. The data collection instrument was a questionnaire Perceptual Preferences Joy Reid Learning Styles. The collected material was analyzed statistically by GraphPadPrism program. Then the data were analyzed and compared with the Depth Hermeneutics technique, following its three stages: a socio-historical analysis; the formal analysis or discursive; and (re)interpretation. The results may contribute to the better development of students, with new methodological proposals based on preferred learning style of each course, considering the peculiarities of training and the labor market.Keywords: Learning styles. Learning. Higher education.ESTILOS DE APRENDIZAJE EN LA EDUCACIÓN SUPERIOR: un estudio de la universidad de Piauí bordeandoRESUMENEste artículo es el resultado de los estudios sobre los estilos de aprendizaje de los estudiantes de estado de Piauí de la educación superior, los residentes de las comunidades de ribera. Por lo tanto, la metodología utilizada fue cuanti-cualitativa y sobre sus objetivos de investigación se clasifica como exploratorio y descriptivo. Esta encuesta contó con la participación de 400 alumnos, con 105 estudiantes del curso de Administración; 91 del curso de Biología; 94 del curso de enfermería; 110 de la Facultad de Educación. El instrumento de recolección de datos fue un cuestionario de percepción Preferencias Estilos de Aprendizaje alegría Reid. El material recogido se analizó estadísticamente por el programa GraphPadPrism. A continuación, se analizaron y se compararon con la técnica profundidad hermenéutica, después de tres turbinas de los datos: un análisis socio-histórico; el análisis formal o discursivo; y (re) interpretación. Los resultados pueden contribuir a un mejor desarrollo de los estudiantes, con nuevas propuestas metodológicas basadas en el estilo preferido de aprendizaje de cada curso, teniendo en cuenta las peculiaridades de la formación y el mercado laboral. Palabras clave: Estilos de Aprendizaje. El aprendizaje. Enseñanza superior.

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