scholarly journals Effects Of Supplemental Learning Opportunities Designed To Engage Different Learning Styles

2020 ◽  
Author(s):  
Kay C Dee ◽  
Allen White ◽  
Glen Livesay ◽  
Phillip Cornwell ◽  
Don Richards
Keyword(s):  
Learning Styles ◽  
Learning Opportunities ◽  
Supplemental Learning

Technology in Education: Learning Opportunities for Teachers and Students

2020 ◽  
Vol 112 (1) ◽  
pp. 46-50
Author(s):  
Shweta L. Reddy ◽  
Janace Bubonia
Keyword(s):  
Learning Styles ◽  
Opportunity To Learn ◽  
Learning Opportunities ◽  
Technology In Education ◽  
Course Content ◽  
Educational Backgrounds ◽  
Technological Competence ◽  
Diverse Learning ◽  
Teachers And Students ◽  
Education Today

The purpose of using technology in education today is to provide students with an opportunity to learn a given topic at their own pace and convenience. Integrating technology into education is of considerable value because using technology effectively has the potential to make learning meaningful (Kirschner, 2015). Within a decade, technology has transformed education by affecting (a) the method of delivering course content to students, (b) student engagement with course content outside class hours, (c) the capability of a teacher to create different learning opportunities for students of diverse learning styles, (d) and the ability to convert course information into knowledge bytes for students of varied educational backgrounds and abilities. In this short span of time, the purpose of using technology in education has shifted from merely delivering course content to aiding students in learning the content. Using technology in education is more like "the idea that you can learn something without directly learning it" (Henriksen et al., 2019, p. 86). In other words, even though technological competence may not be the objective of a course, learning the technology will certainly help in achieving the objective of the course.

Expanding Learning Opportunities for Graduate Students with HyFlex Course Design

2016 ◽  
Vol 6 (4) ◽  
pp. 19-37 ◽  
Author(s):  
Mariam Mouse Matta Abdelmalak ◽  
Julia Lynn Parra
Keyword(s):  
Graduate Students ◽  
Learning Styles ◽  
Adult Students ◽  
Course Design ◽  
Learning Opportunities ◽  
Student Attendance ◽  
Course Content ◽  
Face To Face ◽  
Course Work ◽  
Class Meetings

The purpose of this study was to explore students' perspectives regarding HyFlex course design. The main feature of HyFlex is blending synchronous online student attendance and face-to-face student attendance (hybrid) in a single course and allowing students to choose when and how they attend (flexible). The course in this study implemented HyFlex principles to expand learning opportunities of adult graduate students in a higher education setting. The data collection sources included interviews of six graduate students, class observations, recordings of class meetings, students' course work, and relevant online course artifacts. Results indicated that participants perceived HyFlex to be a good way to accommodate student needs and their life circumstances, increase student access to course content and instruction, differentiate instruction to meet adult students' different learning styles and strategies, and give students a sense of control over their learning.

Curricular Collaborations

3D Printing ◽  
2017 ◽  
pp. 306-332
Author(s):  
Susan M. Ryan ◽  
W. Tandy Grubbs
Keyword(s):  
3D Printing ◽  
Experiential Learning ◽  
Learning Styles ◽  
Teaching Methods ◽  
Learning Opportunities ◽  
Academic Department ◽  
Innovative Teaching ◽  
Millennial Students ◽  
Academic Units

As libraries make the transition from information repositories to centers of learning, librarians are under pressure to collaborate more effectively with other academic units and departments. At the same time, classroom faculty feel pressure to experiment with innovative teaching methods, to provide experiential learning opportunities, to be more interdisciplinary and collaborative, and to engage their students more proactively. A 3D printing curricular collaboration between a library and an academic department is presented that illustrates the importance of collaboration and innovation, the changing mission of libraries, the learning styles of millennial students, and the benefits of experiential learning. The chapter explores in-depth both the opportunities presented by curricular collaborations and the challenges to providing technologies in a curricular context.

scholarly journals Hands on Digital Information Literacy Training from Peers is Preferred by Public Service Library Staff

2014 ◽  
Vol 9 (4) ◽  
pp. 58 ◽  
Author(s):  
Cari Merkley
Keyword(s):  
New Zealand ◽  
Learning Styles ◽  
Information Literacy ◽  
Public Library ◽  
Learning Opportunities ◽  
Digital Information ◽  
Structured Interviews ◽  
Convenience Sample ◽  
Hands On ◽  
Library Staff

A Review of: Robertson, R. (2014). Reframing ourselves: Digital information literacy skills of frontline public library staff. New Zealand Library and Information Management Journal, 53(3). doi:10.1080/00048623.2011.10722203 Abstract Objective – To explore how and where public library employees acquire digital information literacy (DIL) skills. Design – Qualitative study using semi-structured interviews. Setting – Two public libraries in New Zealand. Subjects – Nine front line public library staff members. Methods – A convenience sample of nine library employees was interviewed about their existing DIL skills, how and where they learned them, any barriers to this learning, and how they defined DIL in others. Interviewees ranged in age from 40 to 64 and included both those new to libraries and those with over 25 years in the profession. The interview transcripts were analyzed for key themes and placed in the theoretical framework of Kolb’s experiential learning cycle (Robertson, 2014). Main Results – Five participants described their own DIL skills as average or below average. The remaining participants classified their skills as above average. Participants recounted acquiring DIL skills in the course of their work through formal workplace training sessions, peer support, or individual exploration; through personal exploration of tools on their own time; or through a mix of work and personal learning opportunities. The barriers they identified to their learning included insufficient time to train and practice the skills learned and the lack of access to relevant technologies. Participants noted problems such as accessing key hardware and insufficient Internet connectivity at work because of issues with organizational infrastructure and at home due to personal financial constraints. Participants largely preferred informal hands-on training by peers to formal training sessions, which were described by some as too general or held too far in advance of the implementation of new technology. The data suggested participants largely fell into Kolb’s accommodating or diverging learning styles because of their preference for “concrete experience” (Robertson, 2014). Conclusion – Libraries may improve staff acquisition of DIL skills by increasing hands on learning opportunities and providing dedicated time to review and practice skills learned. Other suggestions included identifying potential digital peer mentors among staff and providing them with the necessary resources (time, money, and a defined role) to support their colleagues, breaking training into parts allowing time for practice, creating training plans tied to performance evaluation, and using incentives to encourage staff to participate in self-directed training.

scholarly journals Resident Learning Styles: Are We Maximizing Learning Opportunities for Today’s Resident Learner?

2015 ◽  
Vol 05 (07) ◽  
pp. 177-182 ◽  
Author(s):  
Kathleen E. Knapp ◽  
Nichole L. Townsend ◽  
Seth P. Hanley ◽  
Lopa Misra ◽  
Pamela A. Mergens
Keyword(s):  
Learning Styles ◽  
Learning Opportunities ◽  
Resident Learning

Curricular Collaborations

2016 ◽  
pp. 89-125
Author(s):  
Susan M. Ryan ◽  
W. Tandy Grubbs
Keyword(s):  
3D Printing ◽  
Experiential Learning ◽  
Learning Styles ◽  
Teaching Methods ◽  
Learning Opportunities ◽  
Academic Department ◽  
Innovative Teaching ◽  
Millennial Students ◽  
Academic Units

As libraries make the transition from information repositories to centers of learning, librarians are under pressure to collaborate more effectively with other academic units and departments. At the same time, classroom faculty feel pressure to experiment with innovative teaching methods, to provide experiential learning opportunities, to be more interdisciplinary and collaborative, and to engage their students more proactively. A 3D printing curricular collaboration between a library and an academic department is presented that illustrates the importance of collaboration and innovation, the changing mission of libraries, the learning styles of millennial students, and the benefits of experiential learning. The chapter explores in-depth both the opportunities presented by curricular collaborations and the challenges to providing technologies in a curricular context.

Instructional Design for Multimedia and Theory of Learning Styles

2010 ◽  
pp. 12-29
Author(s):  
Manjit Singh Sidhu
Keyword(s):  
Instructional Design ◽  
Learning Styles ◽  
Systematic Approach ◽  
Learning Opportunities ◽  
The Other ◽  
Learning Theories ◽  
Generic Term ◽  
Use Of Knowledge ◽  
Instructional Programme ◽  
Significant Bearing

The effectiveness of any instructional programme or instructional material depends upon an appropriate planning or designing, what is called in professional parlance, “Instructional Design”. In general, instructional design is relatively a young discipline (Usha, 2003). In its literal meaning, instruction means a set of events that facilitate learning. On the other hand the word design is a generic term, which means “a creative model”. Instructional design includes several processes such as the use of knowledge, observation, and creativity to plan and create situations that enhance learning opportunities of the individuals. However, to accomplish the aforementioned processes, the instruction has to be planned to be effective and designed in some systematic approach. Learning theories have significant bearing on instructional design, as there is a logical development from learning to instruction (Usha, 2003). Instructional design optimizes learning outcomes while learning theories are the backbone of any instructional design. Instructional design is the articulation or the manifestation of the learning theories, and its main aim is to optimize learning by using the known theories of learning (Usha, 2003).

Training Graduate Student Clinicians to Use Preschool Peer Interaction Strategies

2009 ◽  
Vol 19 (1) ◽  
pp. 13-18
Author(s):  
Corey L. Herd
Keyword(s):  
Language Development ◽  
Training Program ◽  
Peer Interaction ◽  
Graduate Program ◽  
Peer Interactions ◽  
Graduate Programs ◽  
Communication Disorders ◽  
Learning Opportunities ◽  
Knowledge And Skills ◽  
Direct Training

Abstract Playing with peers is an important part of childhood—what children learn from interacting with one another has enormous impact on both their social and language development. Although many children naturally develop the ability to interact well with peers, some children have difficulty interacting with other children and may miss out on important learning opportunities as a result. Speech-language pathologists (SLPs) can target the peer interactions of young children on their caseload, assuming that they have the knowledge and skills with which to address them. SLP graduate programs have the opportunity to provide future SLPs with both knowledge and skills-based training. This study assessed a graduate program in which three graduate clinicians participated in a preschool program for children with communication disorders; peer interactions were targeted within the program. The students were observed and data was collected regarding their use of peer interaction facilitation strategies in the group sessions both prior to and after they participated in a direct training program regarding the use of such skills. Outcomes indicate that the direct training program resulted in a statistically significant increase in the students' use of different strategies to facilitate peer interactions among the children in the group.

Understanding How Students Learn: Preparing Students to Become Professionals

2009 ◽  
Vol 12 (1) ◽  
pp. 16-23
Author(s):  
Lizbeth Curme Stevens
Keyword(s):  
Service Learning ◽  
Teaching And Learning ◽  
Communication Disorders ◽  
Learning Opportunities ◽  
Graduate Courses ◽  
Speech Language Pathologists ◽  
Community Partners ◽  
Scholarship Of Teaching ◽  
Academic Service Learning

Abstract The intent of this article is to share my research endeavors in order to raise awareness of issues relative to what and how we teach as a means to spark interest in applying the scholarship of teaching and learning to what we do as faculty in communication sciences and disorders (CSD). My own interest in teaching and learning emerged rather abruptly after I introduced academic service-learning (AS-L) into one of my graduate courses (Stevens, 2002). To better prepare students to enter our profession, I have provided them with unique learning opportunities working with various community partners including both speech-language pathologists (SLPs) and teachers who supported persons with severe communication disorders.

Student Anticipations and Reactions to Hybrid Format Education

2008 ◽  
Vol 11 (2) ◽  
pp. 76-82 ◽  
Author(s):  
Sarah M. Ginsberg
Keyword(s):  
Qualitative Study ◽  
Learning Styles ◽  
Student Perceptions ◽  
Course Design ◽  
Learning Experience ◽  
Learning Experiences ◽  
Traditional Classroom ◽  
Traditional Learning ◽  
Online Platform ◽  
Hybrid Format

Abstract This qualitative study examined student perceptions regarding a hybrid classroom format in which part of their learning took place in a traditional classroom and part of their learning occurred in an online platform. Pre-course and post-course anonymous essays suggest that students may be open to learning in this context; however, they have specific concerns as well. Students raised issues regarding faculty communication patterns, learning styles, and the value of clear connections between online and traditional learning experiences. Student concerns and feedback need to be addressed through the course design and by the instructor in order for them to have a positive learning experience in a hybrid format course.

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