scholarly journals The Evaluation of Internet-Based Design Studios in the Context of Learning Styles

2021 ◽  
Author(s):  
Ayşenur Hilal IAVARONE
Keyword(s):  
Learning Styles ◽  
Context Of Learning

Faculty Development in Instructional Technology in the Context of Learning Styles and Institutional Barriers

2010 ◽  
pp. 1-38
Author(s):  
Robson Marinho
Keyword(s):  
Instructional Technology ◽  
Learning Styles ◽  
Learning Experience ◽  
The United States ◽  
Faculty Members ◽  
Institutional Barriers ◽  
North Carolina State University ◽  
Personal Approach ◽  
Context Of Learning ◽  
Academic Rewards

This chapter describes the within-case analysis of ten faculty members who agreed to share their learning experience and struggles in learning instructional technology. The case focuses on the in-depth description of each participant stressing their unique personal approach and learning styles, describing the main steps experienced and resources utilized by the participants during the learning process. It also highlights one dominant learning characteristic of each participant, which is compared with the participant’s result in the Index of Learning Styles Questionnaire of North Carolina State University, with potential implications for academic administrators in promoting the use of instructional technology by faculty members of diverse profiles. The case also discusses the institutional barriers faced by faculty members while learning how to use instructional technology at a public university in the United States. Three institutional barriers were a major concern for the participants: Time, rewards, and cost. One hundred percent of the participants agreed that providing more time—along with financial and academic rewards—is critical to supporting the learning and implementation of instructional technology.

Learning Styles: Impact on Knowledge and Confidence in Nursing Students in Simulation and Classroom

2016 ◽  
Vol 13 (1) ◽  
pp. 63-73 ◽  
Author(s):  
Jane D. Brannan ◽  
Anne White ◽  
Janice Long
Keyword(s):  
Nursing Students ◽  
Learning Styles ◽  
Student Learning ◽  
Learning Strategies ◽  
Nursing Student ◽  
Nursing Practice ◽  
Visual Sensing ◽  
Index Of Learning Styles ◽  
Context Of Learning ◽  
Student Learning Styles

AbstractNurse Educators must develop nursing curriculum with engaging learning strategies that promote the knowledge and confidence needed for safe, effective nursing practice. Faculty should explore new methods of teaching that consider how students learn. Studies have shown mixed results regarding student learning styles, academic achievement, and development of confidence in nursing practice. An experimental study using Felder and Soloman’s (2004). Index of learning styles instrument was conducted to examine nursing student learning styles and their impact on confidence and knowledge in traditional and high fidelity simulation settings. Findings revealed students were more likely to have active, visual, sensing, and sequential learning styles. Student confidence or knowledge did not significantly differ among the learning styles in either simulation or traditional classroom methods. Awareness of learning styles may aid faculty in adapting engaging teaching strategies. Further research is needed with larger samples to identify best approaches to enhance student learning within the context of learning styles.

scholarly journals Exploring the Use of Self-Regulation Strategies in Programming with Regard to Learning Styles

2018 ◽  
Vol 2 (2) ◽  
pp. 14-28
Author(s):  
Ãœnal ÇAKIROÄžLU ◽  
Betül ER ◽  
Nursel UÄžUR ◽  
Esra AYDOÄžDU
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Time Management ◽  
Self Regulation ◽  
Instructional Designers ◽  
Learning Style Inventory ◽  
Self Regulated Learning ◽  
Regulation Strategies ◽  
Context Of Learning ◽  
Almost All

This study attempts to understand the relationship between learning styles of and self-regulated learning of pre-service computer teachers in a programming course. Students’ strategies for self-regulation with regard to their learning styles were assessed on the basis of qualitative data in terms of programming course. The Turkish version of Felder Soloman learning style inventory was used to identify the students’ learning styles. The results suggest that the characteristics of learning styles are somewhat related to self-regulation strategies. Time management was identified as a leading self-regulation strategy among learning styles, while shortcomings regarding target setting and self-efficacy strategies were prominent with almost all learning styles. Characteristics of other self-regulation strategies do not directly match with expected behaviors of learning styles in the context of learning programming. It is hoped that the study may shed light for instructors and instructional designers to design more appropriate settings for teaching programming taking learning styles in to consideration. 

scholarly journals Academic Procrastination in the Structure of Learning Activity Styles in Students

2018 ◽  
Vol 23 (4) ◽  
pp. 61-69 ◽  
Author(s):  
A.V. Miklyaeva ◽  
S.A. Bezgodova ◽  
S.V. Vasilyeva ◽  
P.V. Rumyantseva ◽  
N.V. Solntseva
Keyword(s):  
Learning Styles ◽  
University Education ◽  
Learning Activity ◽  
Academic Procrastination ◽  
Entire Sample ◽  
Student Behaviour ◽  
Psychological Structure ◽  
Different Types ◽  
Context Of Learning ◽  
Activity Organization

The paper focuses on one of the aspects of student behaviour, academic procrastination, in the context of learning activity organization. Since academic procrastination is highly prevalent in student environment, it can be assumed that its manifestations are stable characteristics of the individual’s learning activity style at the stage of university education. We present outcomes of a study that involved 449 students of different universities aged 17—23 and evaluated the indicators of learning activity styles with respect to academic procrastination. In this study we identify the psychological structure of the phenomenon, describing four types of academic procrastination and two ‘protection factors’. We outline the prevalence of different types of academic procrastination and different learning activity styles across the entire sample as well as across the subsamples of students of different universities. Also, we reveal two fundamentally opposite types of correlation between academic procrastination and learning styles (rs, p<0,01) that can be characterized as “Taking the risk of academic procrastination” and “Protecting oneself from academic procrastination”.

Faculty Development in Instructional Technology in the Context of Learning Styles and Institutional Barriers

2011 ◽  
pp. 1607-1644
Author(s):  
Robson Marinho
Keyword(s):  
Instructional Technology ◽  
Learning Styles ◽  
Learning Experience ◽  
The United States ◽  
Faculty Members ◽  
Institutional Barriers ◽  
North Carolina State University ◽  
Personal Approach ◽  
Context Of Learning ◽  
Academic Rewards

This chapter describes the within-case analysis of ten faculty members who agreed to share their learning experience and struggles in learning instructional technology. The case focuses on the in-depth description of each participant stressing their unique personal approach and learning styles, describing the main steps experienced and resources utilized by the participants during the learning process. It also highlights one dominant learning characteristic of each participant, which is compared with the participant’s result in the Index of Learning Styles Questionnaire of North Carolina State University, with potential implications for academic administrators in promoting the use of instructional technology by faculty members of diverse profiles. The case also discusses the institutional barriers faced by faculty members while learning how to use instructional technology at a public university in the United States. Three institutional barriers were a major concern for the participants: Time, rewards, and cost. One hundred percent of the participants agreed that providing more time—along with financial and academic rewards—is critical to supporting the learning and implementation of instructional technology.

Learning Styles and Multiple Intelligences

2011 ◽  
pp. 1237-1247
Author(s):  
Teresa Chambel ◽  
Nuno Guimarães
Keyword(s):  
Learning Styles ◽  
Multiple Intelligences ◽  
Learning Style ◽  
Process Information ◽  
Related Theory ◽  
Multiple Intelligences Theory ◽  
Cognitive Preference ◽  
Theory Of Multiple Intelligences ◽  
Context Of Learning ◽  
Specific Learning

A learning style, or cognitive preference, is a consistent way of responding to and using stimuli in the context of learning. We can learn in many different ways, but when we use our preferred methods, we are generally at our best and feel most competent, natural, and energetic. There are many theories and various instruments to determine learning styles, but they are all essentially based on the idea that individuals perceive, organize, or process information differently on the basis of either learned or inherited traits. The related theory of multiple intelligences, introduced by Gardner (1983), states that every individual has a different set of developed intelligences, determining how easy or difficult it is to learn information presented in a particular manner. This can be seen as defining a specific learning style, although some authors (Silver, Strong, & Perini, 2000) claim that the multiple intelligences theory is centered around the content of learning in distinct fields of knowledge, while learning styles focus mostly on the process of learning.

Faculty Development in Instructional Technology in the Context of Learning Styles and Institutional Barriers

2012 ◽  
pp. 286-339
Author(s):  
Robson Marinho
Keyword(s):  
Instructional Technology ◽  
Learning Styles ◽  
Learning Experience ◽  
The United States ◽  
Faculty Members ◽  
Institutional Barriers ◽  
North Carolina State University ◽  
Personal Approach ◽  
Context Of Learning ◽  
Academic Rewards

This chapter describes the within-case analysis of ten faculty members who agreed to share their learning experience and struggles in learning instructional technology. The case focuses on the in-depth description of each participant stressing their unique personal approach and learning styles, describing the main steps experienced and resources utilized by the participants during the learning process. It also highlights one dominant learning characteristic of each participant, which is compared with the participant’s result in the Index of Learning Styles Questionnaire of North Carolina State University, with potential implications for academic administrators in promoting the use of instructional technology by faculty members of diverse profiles. The case also discusses the institutional barriers faced by faculty members while learning how to use instructional technology at a public university in the United States. Three institutional barriers were a major concern for the participants: time, rewards, and cost. One hundred percent of the participants agreed that providing more time—along with financial and academic rewards—is critical to supporting the learning and implementation of instructional technology.

Learning Styles in Online Environments

2011 ◽  
pp. 525-532 ◽  
Author(s):  
Sharon Cox
Keyword(s):  
Online Learning ◽  
Learning Styles ◽  
Learning Environments ◽  
Production Equipment ◽  
Learning Preferences ◽  
Learning Context ◽  
Online Learning Environments ◽  
Use Of Technology ◽  
Spatial Dimensions ◽  
Context Of Learning

Research into the learning styles and preferences of students is well established but is currently the subject of renewed interest driven by a number of factors. First, following policies to encourage and facilitate widening participation, the student population is being drawn from more varied backgrounds, and greater emphasis is being placed on helping students to learn (Smith, 2002). Second, models of learning theory have largely been developed in isolation from the subsequent advances in the use of information communication technology (ICT) and its changing role in education (Sadler-Smith & Smith, 2004). The flexibility offered by online learning environments changes both the temporal and spatial dimensions of the learning context. Technology increases the physical distance between student and lecturer and imposes a technical aspect, which may be seen as a physical barrier to learning or may be perceived as a way of removing cultural and social barriers and therefore opening and creating new opportunities for dialogue. The impact of ICT on the learning context offers new opportunities and challenges to learners and instructors that need to be considered within the context of learning preferences. Third, the renewed interest in learning styles is perhaps also fuelled by the ease with which multiple modes of learning can be accommodated and combined using ICT. Within online learning environments learning objects can be developed and reused more easily, for example, short videos can be created without the use of extensive production equipment. This provides the opportunity for lecturers to reconsider their pedagogic strategies to effectively integrate the use of technology into teaching (Fisher & Baird, 2005).

Learning Styles and Multiple Intelligences

2011 ◽  
pp. 1369-1379
Author(s):  
Teresa Chambel ◽  
Nuno Guimarães
Keyword(s):  
Learning Styles ◽  
Multiple Intelligences ◽  
Learning Style ◽  
Process Information ◽  
Related Theory ◽  
Multiple Intelligences Theory ◽  
Cognitive Preference ◽  
Theory Of Multiple Intelligences ◽  
Context Of Learning ◽  
Specific Learning

A learning style, or cognitive preference, is a consistent way of responding to and using stimuli in the context of learning. We can learn in many different ways, but when we use our preferred methods, we are generally at our best and feel most competent, natural, and energetic. There are many theories and various instruments to determine learning styles, but they are all essentially based on the idea that individuals perceive, organize, or process information differently on the basis of either learned or inherited traits. The related theory of multiple intelligences, introduced by Gardner (1983), states that every individual has a different set of developed intelligences, determining how easy or difficult it is to learn information presented in a particular manner. This can be seen as defining a specific learning style, although some authors (Silver, Strong, & Perini, 2000) claim that the multiple intelligences theory is centered around the content of learning in distinct fields of knowledge, while learning styles focus mostly on the process of learning.

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