scholarly journals Monkeys on the Screen?: Multicultural Issues in Instructional Message Design

2009 ◽  
Vol 35 (1) ◽  
Author(s):  
Debbie McAnany
Keyword(s):  
Learning Styles ◽  
Instructional Designers ◽  
Primary Concern ◽  
Message Design ◽  
Multicultural Issues ◽  
Diverse Learning ◽  
Do No Harm ◽  
Cognition And Learning ◽  
The University ◽  
Instructional Messages

With the shift in numbers between Canadian-born students in the university classroom and the increased number of international students, it is a primary concern for instructors and instructional designers to know and understand learner characteristics in order to create effective instructional messages and materials. Recognizing how culture might shape cognition and learning, we can value and design for the diversity of students and maximize their learning while improving the learning environment for all students. To celebrate cultural diversity and meet the challenges associated with designing for diverse learning styles and educational experiences, this paper offers a review of the literature and proposes a systematic three-fold approach to the creation and evaluation of multicultural instructional messages and materials: first, “Do no harm”; second, “Know your learner”; and third, “Incorporate global concepts and images into instructional messages.” Résumé Avec le renversement des proportions d’étudiants nés au Canada et d’étudiants internationaux qui sont de plus en plus nombreux dans nos universités, connaître et comprendre les caractéristiques des apprenants constitue maintenant une préoccupation majeure pour les instructeurs et les concepteurs pédagogiques afin de créer des messages et du matériel pédagogiques efficaces. En prenant en considération la façon dont la culture peut influencer la cognition et l’apprentissage, nous pouvons tenir compte de la diversité des étudiants lors de la conception et ainsi maximiser leur apprentissage tout en améliorant l’environnement d’apprentissage pour tous les étudiants. Dans le but de célébrer la diversité culturelle tout en relevant les défis associés à la conception pour divers styles d’apprentissage et d’expériences éducatives, le présent article présente un examen de la documentation et propose une approche systématique en trois volets pour la création et l’évaluation de messages et de matériel pédagogiques : premièrement, « ne pas nuire »; deuxièmement, « connaître l’apprenant »; et troisièmement, « incorporer des concepts et des images universels dans les messages pédagogiques ».

scholarly journals Analysis of Felder-Solomon Index of Learning Styles of Students from Management and Engineering at the University of Mauritius

2012 ◽  
Vol 3 (8) ◽  
pp. 244-249 ◽  
Author(s):  
Maleika Heenaye ◽  
Naushad Ali Mamode Khan .
Keyword(s):  
Information Technology ◽  
Learning Styles ◽  
Effective Teaching ◽  
Learning Needs ◽  
Diverse Learning ◽  
Index Of Learning Styles ◽  
The University

No prior investigations have been made on the learning styles of students from different fields studying the same module at the University of Mauritius. Techniques have to be explored to depict their learning styles, which can lead to a more effective teaching. In this work, students from faculty of management and faculty of engineering studying one of the Information Technology modules at the University of Mauritius were being studied and their learning styles were being deduced through FelderSolomon index of learning (ILS) questionnaire. The data obtained from the questionnaire has been analyzed and it was concluded that students from both faculties have different learning styles. While understanding these differences, there is a better chance to meet diverse learning needs of both groups of students.

Accommodating Nursing Studentsʼ Diverse Learning Styles

1994 ◽  
Vol 19 (6) ◽  
pp. 41-45 ◽  
Author(s):  
Dorothy Griggs ◽  
Shirley A. Griggs ◽  
Rita Dunn ◽  
Joanne Ingham
Keyword(s):  
Learning Styles ◽  
Diverse Learning

scholarly journals Students’ Voice in Learning Style Assessment: The Innovative Learning Experiences Tool (ILE)

2016 ◽  
Vol 6 (2) ◽  
pp. 180
Author(s):  
Nosisana Patricia Mkonto
Keyword(s):  
Higher Education ◽  
Learning Styles ◽  
Learning Style ◽  
Learning Process ◽  
Assessment Tool ◽  
Learning Experiences ◽  
Active Role ◽  
Learning Needs ◽  
Diverse Learning ◽  
Innovative Learning

<strong></strong><p>Students who enter higher education have diverse learning needs, andhigher education institutions need to provide for these needs. One way of dealing with this variety of learning needs is to empower students to play an active role in their own learning, by making them aware of their learning styles.  Identifying learning styles is an important facet within the learning process. Assessing learning styles could provide students with an opportunity to be reflective, and interrogate how they learn. Students’ learning styles can be assessed by using a learning styles assessment tool. The Innovative Learning Experiences (ILE) which was developed in this study, caters for the students` voice where students reflect on their past and present learning experiences. </p><br /><strong> </strong>

scholarly journals Raising awareness on assessment criteria through peer-assessment and self-reflection in the Spanish oral class

2020 ◽  
pp. 79-88
Author(s):  
Alba Del Pozo García
Keyword(s):  
Learning Styles ◽  
Peer Assessment ◽  
Evaluation Criteria ◽  
Oral Exam ◽  
Oral Performance ◽  
Self Reflection ◽  
Raising Awareness ◽  
Language Courses ◽  
The University ◽  
Oral Skills

In language courses, oral skills are frequently a source of anxiety for students. Moreover, in some occasions, students are unfamiliar with the evaluation criteria used to assess their performances, increasing their level of stress when facing the oral exam. This article describes a series of activities based on the introduction of several formative and summative self- and peer-assessment activities in a Year 2 Spanish module, aimed at students in the Modern Languages Programme at the University of Nottingham. Students have varied profiles and learning styles, as their programmes include Modern Languages and some variations of Joint Honours programmes with languages. The activities aimed to give students some extra tools to allow them to better monitor their oral performance, potentially easing their concern on the linguistic elements which would be assessed and letting them autonomously identify their own strengths and the areas where they might need improvement.

scholarly journals Learning Disabilities of Legal Trainees- Pre-Admission Tests and Students’ Performance- Case Study of ZCAS University

2021 ◽  
Vol 11 (2) ◽  
pp. 84
Author(s):  
Douglas Rolls ◽  
Kwesi Atta Sakyi ◽  
Geoffrey K. Mweshi
Keyword(s):  
Learning Disabilities ◽  
Learning Styles ◽  
Methodological Approach ◽  
Poor Performance ◽  
Well Being ◽  
Social Emotional ◽  
Interactive Instruction ◽  
Admission Tests ◽  
Underlying Causes ◽  
The University

Even though students with eidetic or photographic memories are naturally found in universities, it is not necessary that all the students be of the same super endowment. However, in the university setting, we need students who have stability in all faculties so that the learning process is maximised through constructive and interactive instruction. Issues in education can neither be divorced from the fact-value dichotomy nor from the nature-nurture imperatives that affect and determine educational outcomes. In this regard, neither can some issues escape some element of subjectivity nor others be strictly measured and assessed by scientific strictures. The objective of this paper is to examine some of the learning disabilities among our law students at ZCAS University, and how these affect their academic performance. We settled on this topic after noting that some of our students do not perform well because of many learning disabilities which could be hidden from our view and which should have been diagnosed during the pre-admission period; and also diagnosed through pre-admission tests. Our objective was to establish some of the underlying causes of their poor performance during tests and final year examinations. In this paper, we theoretically explore learning disabilities related to mental, physical, social, emotional, and spiritual aspects of the well-being of our students. The research took the form of administering questionnaires to the relevant students through purposive sampling. With regard to the methodological approach, we adopted an exploratory approach by using descriptive, quantitative and analytical qualitative methods such as content and thematic analysis. We found out that some students came to the university not because they had academic strength and aptitude in the field of law but because they could afford to pay for the programme. We also found out that some of the students admitted to the university had poor learning styles and habits such as spending too much time online with friends. Furthermore, it came to light that some lecturers did not deliver lectures to suit the learning styles and preferences of students. Our findings were not conclusive enough as similar tests have to be carried out in future in different places to validate and corroborate our findings.

Heutagogy Approach Using Trello Online Learning on the Critical Thinking Skills Amongst Students With Different Learning Styles

2019 ◽  
pp. 41-55
Author(s):  
Mohan Rathakrishnan ◽  
Arumugam Raman
Keyword(s):  
Online Learning ◽  
Critical Thinking ◽  
Learning Styles ◽  
Learning Style ◽  
Online Discussion ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Foundation Programme ◽  
The University ◽  
The Given

Trello online discussion has become one of the important strategies for the University Utara Malaysia Management Foundation Programme student to teach other students to think critically in conveying their ideas and become more proactive and creative in critical thinking subject. In a heutagogical approach, learners become highly autonomous and self-determined while learning online. They use Trello online discussion tool as self-determination learning. Trello enable the learners to use their capacity and capability with the goal of producing learners. Trello online learning was conducted to examine its effectiveness in enhancing macro critical thinking among active-reflective learning style. The students discuss and write their ideas in Trello. Ideas that are posted in Trello will be displayed in front of the class so that the entire learners in the class could see the given ideas. Paul's model was used to analyze learners' critical thinking in Trello online discussion.

Intergenerational Learning Styles, Instructional Design Strategy, and Learning Efficacy

2020 ◽  
pp. 40-51
Author(s):  
Michael G. Strawser ◽  
Renee Kaufmann
Keyword(s):  
Instructional Design ◽  
Learning Styles ◽  
Learning Style ◽  
21St Century ◽  
Design Strategy ◽  
Instructional Designers ◽  
Intergenerational Learning ◽  
Educational Design ◽  
Broad Base ◽  
Learning Efficacy

Instructional designers must appeal to a variety of audience members both in terms of competency and preferred learning style. Though many factors may influence learning style, generational preferences may provide instructional designers a broad base of understanding undergirding strategic educational design choices. While it would be naive, and even inaccurate, to assume that Millennials constitute the only unique generational challenge for instructional designers, their sheer presence in organizations and their education expectations have changed the game—so to speak. Thus, in an attempt to clarify generational uniqueness, this chapter will explore general generational instructional trends while positioning instructional design as a necessary answer to 21st century learning efficacy challenges.

Assessment of Challenges of Teaching and Learning Computer Programming in Tanzanian Higher Education

2019 ◽  
pp. 33-50
Author(s):  
Baraka M. Kagombe ◽  
Michael P. J. Mahenge ◽  
Sotco Claudius Komba ◽  
Safari Timothy Mafu ◽  
Camilius Aloyce Sanga
Keyword(s):  
Higher Education ◽  
Experiential Learning ◽  
Learning Styles ◽  
Prior Knowledge ◽  
Research Method ◽  
Quantitative Research ◽  
Teaching And Learning ◽  
Computer Programming ◽  
Experiential Learning Theory ◽  
The University

This chapter emanates from a study which sought to investigate challenges of teaching and learning computer programming in higher education. The study was conducted at Sokoine University of Agriculture. The study had three specific objectives: first, to identify learners' prior knowledge on computer programming at the time of joining the university; second, to investigate learners' self-efficacy in computer programming course; the third objective was to evaluate the learning styles used by learners in the computer programming course. The study adopted a quantitative research method, grounded in experiential learning theory. The data was collected from respondents using questionnaires and the analysis of the data was done using statistical software. The findings indicate that inadequate computer laboratories, lack of competent staff in ICT-based instructional design, inadequate teaching and learning materials, and students' lack of prior knowledge on computer programming at the time of joining the university are the main challenges.

Building Quality Online Courses

2018 ◽  
pp. 309-331
Author(s):  
Veronica Outlaw ◽  
Margaret L. Rice ◽  
Vivian H. Wright
Keyword(s):  
Learning Styles ◽  
Online Courses ◽  
Online Course ◽  
Course Development ◽  
Instructional Designers ◽  
Design Development ◽  
Proposed Model ◽  
Online Course Development ◽  
And Training

The authors have personally experienced the burdens of creating online courses without the assistance of trained instructional designers. Many faculty are employed in conditions where they develop online courses without the proper knowledge and training of many essential aspects that should accompany the development of an online course (e.g., design, development, learning styles, copyright, design principles, accessibility, incorporating technology, and technical skills) (Singleton et al., 2013; Speck, 2000; Wickersham et al., 2007). The authors propose and describe the use of a detailed online course development and delivery model (Outlaw & Rice, 2015) that was created to provide distance education units with a systematic approach to course development. The proposed model nourishes the partnerships between faculty and designers to improve the quality of online courses, while providing the support faculty need to successfully create online courses. The authors discuss a model that provides consistency in efforts to create efficient workflows to develop online courses.

Learning styles of fresh clinical students in ophthalmology at the University of Ibadan, Nigeria: A pilot study

2020 ◽  
Vol 29 (3) ◽  
pp. 377
Author(s):  
OluwoleIyiola Majekodunmi ◽  
TunjiSunday Oluleye ◽  
YewandeOlubunmi Babalola ◽  
BolutifeAyokunnu Olusanya ◽  
ModupeAdedotun Ijaduola
Keyword(s):  
Pilot Study ◽  
Learning Styles ◽  
The University ◽  
University Of Ibadan ◽  
Ibadan Nigeria
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