scholarly journals Preferred Learning Styles of Professional Undergraduate and Graduate Athletic Training Students

2015 ◽  
Vol 10 (2) ◽  
pp. 159-163 ◽  
Author(s):  
Sarah Thon ◽  
Pamela Hansen
Keyword(s):  
Learning Styles ◽  
Student Learning ◽  
Learning Style ◽  
Athletic Training ◽  
Goodness Of Fit ◽  
Athletic Training Students ◽  
Goodness Of Fit Test ◽  
Male And Female ◽  
Significant Difference ◽  
Student Learning Style

Context Recognizing the preferred learning style of professional undergraduate and graduate athletic training students will equip educators to more effectively improve their teaching methods and optimize student learning. Objective To determine the preferred learning style of professional undergraduate and graduate athletic training students using Marshall and Merritt's Student Learning Style Questionnaire based on Kolb's theory of experiential learning. Design Cross-sectional survey. Setting Colleges with Commission on Accreditation of Athletic Training Education accredited professional undergraduate and/or graduate athletic training programs. Patients or Other Participants Four hundred twenty-nine students (men = 125, women = 303, not available = 1) from 88 professional undergraduate programs and 69 students (men = 27, women = 42) from 21 professional graduate programs. Intervention(s) A 40-item Student Learning Style Questionnaire (LSQ) was administered. Participants chose between words that were characteristic of how they learn. After scoring the LSQ, the learning style preferences were determined. The styles were Diverger, Assimilator, Converger, or Accommodator. Main Outcome Measure(s) Learning Style Questionnaire survey scores were used to determine the preferred learning style of male and female professional undergraduate athletic training students, male and female professional graduate athletic training students, and any significant differences between learning styles. The χ2 goodness of fit test and χ2 test of independence were used to compare differences between the groups. Results A significant difference (P ≤ .0001) was observed between learning styles. The Diverger style was preferred by both professional undergraduate and graduate athletic training students. We found no significant difference in preferred learning style between the undergraduate and graduate student groups or between men and women. Conclusions Although undergraduate and graduate athletic training students have a variety of learning styles, the Diverger style of learning, which relies on concrete experience and reflective observation, was preferred in our study. Educators should provide learning opportunities in a variety of ways to reach all preferred learning styles.

scholarly journals Perceived Best Practices for Faculty Training in Distance Education

2014 ◽  
Vol 5 (1) ◽  
pp. 48-56
Author(s):  
Michael G. McVey
Keyword(s):  
Distance Education ◽  
Best Practices ◽  
Learning Styles ◽  
Student Learning ◽  
Learning Style ◽  
Online Teaching ◽  
Teaching Method ◽  
Perceived Learning ◽  
Face To Face ◽  
Significant Difference

Student learning style differences have been widely researched in both traditional face-to-face and online learning environments (Irani, Scherler & Harrington, 2003;Steinbronn, 2007; Williamson & Watson, 2007; Ugur, Akkoyunlu & Kurbanoglu, 2001). After conducting a literature review of adult student learning styles and teaching method analysis, it became apparent that there was not a significant difference in academic performance for students with differing learning styles whether they attended face-to-face or online classroom environments. What was not clearly indicated though, from the review of the literature, was what were the perceived best practices for online teaching from the perspective of experienced distance educators and whether the instructors' perceived learning style was incorporated in training programs to assist faculty to teach online. Thus, the purpose of this qualitative pilot study is to determine the perceived best practices to train faculty to teach in an online environment and how individual instructors' perceived learning style can be incorporated within best practices to foster competence on an individual instructor level. This study also analyzes faculty resistance to distance education and how transformative learning theory may play a role in overcoming this resistance.

scholarly journals Students' Mathematical Connection Skills Reviewed From Learning Styles

2020 ◽  
Vol 10 (1) ◽  
Author(s):  
Ujang Suprianto ◽  
Heni Pujiastuti
Keyword(s):  
Learning Styles ◽  
Student Learning ◽  
Learning Style ◽  
Visual Learning ◽  
Auditory Learning ◽  
Kinesthetic Learning ◽  
Mathematical Connections ◽  
Significant Difference ◽  
Mathematical Connection ◽  
Student Learning Styles

The purpose of this study is to determine the distribution of student learning styles, to determine the average mathematical communication skills that have Auditory, Visual, and Kinestatic learning styles. and to find out if there are significant differences in the ability of mathematical connections between students who have auditory, visual, and kinesthetic learning styles. This research was conducted at SMAN 17 Pandeglang in class XII MIPA. The instrument used was in the form of a learning style questionnaire and a test of mathematical connection abilities. This type of research is a comparative study with a quantitative approach. Based on the results of data processing, that the distribution of student learning styles is included in the Auditory learning style of 34% of students, Visual 46% of students, and Kinesthetic 19% of students. By using a scale of 0-50, the average mathematical connection ability of students is 29.58, whereas when viewed from each distribution of learning styles, the average mathematical ability of auditory students is 24.89, visual students 28.33, and kinestatic students 34,40. Based on the results of the analysis with the ANOVA test and t test (Dunnet) that there is a significant difference in the ability of students' mathematical connections between auditory, visual and kinesthetic learning styles with a significant level of ? = 0.05, and the results of the value of Fcount > Ftable = 3.62 > 3,42, where the kinesthetic learning style has higher mathematical connection ability than auditory and visual learning styles.

scholarly journals Learning Styles and Personality Types of Freshman Level Pre-Athletic Training Major Students

2017 ◽  
Author(s):  
Marketa Schublova
Keyword(s):  
Learning Styles ◽  
Training Program ◽  
Learning Style ◽  
Athletic Training ◽  
Interpersonal Relationships ◽  
Personality Types ◽  
Athletic Training Students ◽  
Learning Style Inventory ◽  
Ability To Act ◽  
Hands On Learning

Purpose: The purpose of this study was to determine the preferred learning style and personality types of freshman-level pre-athletic training students. The secondary purpose was to identify any possible differences in learning styles and personality types of students admitted into the athletic training program versus those that were denied admission or changed their major. Methods: Data collection took place during a college introductory course over a period of seven years. Four hundred seventy-two freshmen (188 men, 284 women; average age 18.66 ± 0.87 years) considering athletic training as their major at a CAATE-accredited athletic training program participated in this study. A 48-item Kolb’s Learning Style Inventory questionnaire and 126-question Myers-Briggs Type Indicator form G were used to determine students’ preferred learning style and personality types. Results: The most common personality types among pre-athletic training students were Extraversion, Sensing, Thinking, Perception (ESTP) (14.2%) and Introversion, Sensing, Thinking, Judging (ISTJ) (13.3%), and 35.8% of pre-athletic training students preferred accommodator learning style. However, converger learning style was the most common (30%) among students admitted into the athletic training program. The most common personality type for students admitted into the athletic training program was Extraversion, Sensing, Thinking, Judging (ESTJ). This was true for both groups of admitted and not admitted students. Personality types of students specific to their preferred learning styles were also examined. Accommodators placed in Extraverted, Sensing, Thinking, Judging (ESTJ) category (21%), divergers in Extraverted, Sensing, Feeling, Judging (ESFJ) category (14.9%), convergers in Extraverted, Sensing, Thinking, Perception (ESTP) (22%), and assimilators in Extraverted, Sensing, Thinking, Judging (ESTJ) (14.7%) category. Conclusions: Based on the findings of this study, freshman pre-athletic training students demonstrated great diversity in their learning styles and personality types. These students prefer hands-on learning, rely on each other to solve a problem, enjoy solving problems, and excel in finding practical use while learning. They benefit from multimodal teaching methods. Educators should consider integrating concrete and abstract material into the curriculum. Athletic training students need to have the ability to participate in all different learning style preferences because athletic training is a science–based profession where abstract conceptualization is important along with effective interpersonal relationships with their patients and ability to act effectively in critical situations.

scholarly journals Android-Based Expert System Application to Determine Math Learning Styles of Elementary School Students in Surakarta

2020 ◽  
pp. 65-70
Author(s):  
Rayung Wulan ◽  
Achmad Sarwandianto ◽  
Nur Alamsyah ◽  
Aulia Ar Rakhman Awaludin
Keyword(s):  
Expert System ◽  
Learning Styles ◽  
Student Learning ◽  
Learning Style ◽  
System Application ◽  
Student Assessment ◽  
Internal Consistency Reliability ◽  
School Students ◽  
Student Learning Style ◽  
Student Learning Styles

This Android-based expert system application was created to assist teachers in analysing student learning styles and identification of student learning styles that are easy to transfer knowledge in schools. The instrument used was the results of a questionnaire to measure learning style variables and student assessment variables in receiving mathematics lessons. The Android-based expert system application was designed based on student learning style questionnaire, the questionnaire was validated, and internal consistency reliability, set the instrument items and then collected in the rules and decision trees. The results of the questionnaire were taken from 6 elementary schools in Surakarta. The inference method used in this calculation is the forward chaining method, looking at the results of the decision tree as outlined in the expert system application. The Android-based expert system application is very effective and efficient in analysing student learning styles.

scholarly journals The Kansei Design Characteristics towards Learning Style

2013 ◽  
Vol 2013 ◽  
pp. 1-29 ◽  
Author(s):  
Haeryip Sihombing ◽  
M. Y. Yuhazri ◽  
S. H. Yahaya ◽  
Fevi Syaifoelida
Keyword(s):  
Learning Styles ◽  
Student Learning ◽  
Product Design ◽  
Learning Style ◽  
Learning Experiences ◽  
Kansei Engineering ◽  
Engineering Approach ◽  
Design Characteristics ◽  
Student Learning Style ◽  
And Behavior

The individuals possess unique ways of how they learn. Based on this perspective, each of individuals will approach the general learning experiences in a personal and individualized way related to his/her performance and behavior. This study is to analyze the characteristics of product design using Kansei Engineering approach towards the student learning style based on Felder and Soloman's theory. Using the 8 (eight) spectacles designs proposed comparing the emotional feeling towards design of product, the study involved 100 students who are using spectacles as the respondents. Focusing on the perception and input dimensions of the Felder-Soloman learning styles comprised in 22 questions and the Crane cognitive alert styles in 9 questions, the result of study shows that the students who are using spectacles are dominated by “the visual” type of Felder-Soloman learning styles. In addition, based on the using of Kansei Engineering, this study also found that the respondents tend to interpret the rimless design of spectacles as “fragile,” “unattractive,” “old-fashion” product, while the design with thicker frame as “durable,” “attractive,” cool,” “ergonomic” product. In this study, there are also the significant correlations proved against the preferences of product design based on quality affective (Kansei Engineering) using learning styles and cognitive alert styles.

scholarly journals The Effect of Learning Style on Students’ Learning Performance During the Covid-19 Pandemic

2021 ◽  
Vol 6 (1) ◽  
pp. 115-123
Author(s):  
Sri Wilda Albeta ◽  
Sri Haryati ◽  
Dedi Futra ◽  
Riri Aisyah ◽  
Anggi Desviana Siregar
Keyword(s):  
Online Learning ◽  
Learning Styles ◽  
Student Learning ◽  
Learning Style ◽  
Chemistry Education ◽  
Learning Performance ◽  
Education Students ◽  
Grade Point ◽  
Significant Difference ◽  
Research Students

The research aims to determine the effect of learning style on students’ performance through online learning during the Covid-19 pandemic. The subjects of study are 269 chemistry education students at three universities in Indonesia. The data collection of learning style uses a Likert scale questionnaire, and learning performance is obtained from students’ grade point average. In this research, students’ learning style was divided into visual, auditorial, and kinesthetic. Data were analyzed using descriptive statistics with linear regression and ANOVA tests. The learning styles positively affect student learning performance by 4.7%, while 95.3% of other factors are not examined in this study. The learning performance of students with auditory is higher than visual and kinesthetic learning styles. Based on the inferential analysis, there is no significant difference in student learning performance based on student learning styles. Therefore, students with different learning styles have the same learning performance in online learning.

scholarly journals Using Online Instruments to Assess Learning Styles of Health Professions Students: A Pilot Study

2012 ◽  
Author(s):  
Robin Sabo ◽  
Rene Singles ◽  
John Toner ◽  
Jean Toner ◽  
Susan Naeve-Velguth ◽  
...  
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Athletic Training ◽  
Communication Disorders ◽  
Health Professions ◽  
Online Version ◽  
Convenience Sample ◽  
Keirsey Temperament Sorter ◽  
Significant Difference ◽  
Health Related

Understanding their own learning styles can assist students as they relate to one another and ultimately to their future clients. Purpose: The purpose of this study was to describe the preferred learning and personality styles of a convenience sample of Central Michigan University students enrolled in the following health-related professions: Athletic Training, Communication Disorders, Social Work, and Physician Assistant. Method: Students completed two self-administered online instruments used to measure learning styles, the VARK and the online version of the Keirsey Temperament Sorter II (KTS-II). Associations between VARK learning style scores and the online Keirsey Temperament Sorter II results were also examined. Results: Seventy-four percent of the students scored as Guardians (Sensing-Judging) based on the online KTS-II report and 62% were multimodal learners on the online version of the VARK. Conclusion: This study confirmed previous findings that Guardian is the preferred temperament type on the MBTI/KTS-II for health professions students. Average scores on the VARK and the Keirsey did not differ between the various health-related disciplines; however, students scoring as Idealists (Intuition/Feeling) on the Keirsey had significantly higher Aural scores on the VARK when compared to those with Guardian temperaments. There was no significant difference found between Keirsey groups and how they scored on Vark-V (Visual), R/W (Read/Write), or K (Kinesthetic) learning style dimensions.

Athletic Training Student Learning Style

2011 ◽  
Vol 16 (2) ◽  
pp. 33-37 ◽  
Author(s):  
Cynthia A. Ristori ◽  
Lindsey E. Eberman ◽  
Brady L. Tripp ◽  
Thomas W. Kaminski
Keyword(s):  
Student Learning ◽  
Learning Style ◽  
Athletic Training ◽  
Athletic Training Student ◽  
Student Learning Style

Identifikasi Gaya Belajar Mahasiswa Pendidikan Jasmani Kesehatan dan Rekreasi (PJKR) IKIP Budi Utomo Malang

2019 ◽  
Vol 25 (2) ◽  
pp. 6-11
Author(s):  
Ahmad Ilham Habibi ◽  
Tri Asih Wahyu Hartati ◽  
Purwaning Budi Lestari
Keyword(s):  
Learning Styles ◽  
Student Learning ◽  
Learning Style ◽  
Visual Learning ◽  
Learning And Teaching ◽  
Kinesthetic Learning ◽  
Study Programs ◽  
Qualitative Descriptive ◽  
Student Learning Style ◽  
Student Learning Styles

Lecturers must know and understand the characteristics and learning styles of their students so that their interactions can take place well in the learning and teaching process. However, in reality in the field most of the Lecturers are Educational Study Programs Physical Health and Recreation (PJKR) does not yet know and understand student learning styles optimally. Therefore this study aims to determine the tendency of PJKR student learning styles at IKIP Budi Utomo Malang. This research is a qualitative descriptive study.The instruments of this study were student learning style questionnaires, interview guidelines for lecturers and interview guidelines for students. The results showed that the most dominant PJKR student learning style was the visual learning style with a total of 98 students (63.23%). The next dominant student learning style is the kinesthetic learning style with a total of 23 students (14.84%).The conclusion of this study is that most PJKR students have a visual learning style and some others have kinesthetic learning styles.

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