scholarly journals The Impact of Felder’s Learning Styles Index on Motivation and Adoption of Information Through E-Learning

2017 ◽  
Vol 12 (2) ◽  
Author(s):  
Željko Pekić ◽  
Srđan Jovanovski ◽  
Nađa Pekić
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Statistical Significance ◽  
Relevant Information ◽  
The Other ◽  
Independent Variables ◽  
E Learning ◽  
Initial Idea ◽  
The Individual ◽  
The Impact

In this paper, we examined the nature and distribution (direction and intensity) of motivation for using e-learning, focusing the connection between the independent variables on one side and the Felder’s learning style on the other. The most relevant information that we wanted to examine and present is the individual ways of the respondents in adopting the same material. We were also interested in the ways to technically adjust the information delivery. The results confirm the statistical significance of the initial idea.

Validation of Clustering Techniques for Student Grouping in Intelligent E-learning Systems

2011 ◽  
pp. 232-251 ◽  
Author(s):  
Danuta Zakrzewska
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Educational Systems ◽  
Validity Index ◽  
Clustering Techniques ◽  
Student Grouping ◽  
Grouping Students ◽  
E Learning ◽  
The Individual ◽  
Style Preferences

An intelligent e-learning system should be enhanced with personalization features that enable it to be tailored to different students’ needs. The individual requirements of learners may depend on their characteristic traits, such as dominant learning styles. Finding groups of students with similar preferences can help when systems are being adjusted for individual requirements. The performance of personalized educational systems is dependant upon the number and quality of student clusters obtained. In this chapter the application of clustering techniques for grouping students according to their learning style preferences is considered. Such groups are evaluated by disparate validation criteria and the usage of different validation techniques is discussed. Experiments were conducted for different sets of real and artificially generated data on students’ learning styles and the indices: Dunn’s Index, Davies-Bouldin Index, SD Validity Index as well as the S_Dbw Validity Index are compared. From the experiment results some indications concerning the best validating criteria, as well as optimal clustering schema, are presented.

scholarly journals Impact of Using Personalized E-Course in Computer Science Education

2020 ◽  
Vol 13 (4) ◽  
pp. 174-188
Author(s):  
Marián Mudrák ◽  
Milan Turčáni ◽  
Jaroslav Reichel
Keyword(s):  
Science Education ◽  
Secondary School ◽  
Learning Styles ◽  
Learning Style ◽  
Positive Impact ◽  
Minimal Impact ◽  
E Learning ◽  
Learning Platforms ◽  
The Impact ◽  
Initial Knowledge

At current e-learning platforms, is often seen non-efficient usage of their possibilities when creating educational content. This article deals with the possibilities of using adaptive tools that are offered by learning management system (LMS) Moodle when creating a personalised e-course. The methodology created by the authors of the article for personalised e-course adjusts the study content based on characteristics of each student stated by his or her initial knowledge, learning style, and motivation. The article is aimed at the presentation of the created methodology and its impact on the level of student's output knowledge as well as overall learning efficiency. By using the methodology, there was an opportunity to compare the impact of two different approaches – the personalised one and non-personalised. Statistical analysis revealed that the use of personalized e-course has a positive impact on students' activity, motivation, and their level of output knowledge. The results showed that the attended secondary school has no or only minimal impact on the output knowledge if the students studied through the personalized e-course. An interesting finding was that students in all surveys have a stronger tendency to prefer the same learning styles over the years.

Validation of Clustering Techniques for Student Grouping in Intelligent E-learning Systems

2012 ◽  
Vol 3 (4) ◽  
pp. 19-38
Author(s):  
Danuta Zakrzewska
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Learning System ◽  
Educational Systems ◽  
Validity Index ◽  
Clustering Techniques ◽  
Grouping Students ◽  
E Learning ◽  
The Individual ◽  
Style Preferences

An intelligent e-learning system should be enhanced with personalization features that enable it to be tailored to different students' needs. The individual requirements of learners may depend on their characteristic traits, such as dominant learning styles. Finding groups of students with similar preferences can help when systems are being adjusted for individual requirements. The performance of personalized educational systems is dependant upon the number and quality of student clusters obtained. In this chapter the application of clustering techniques for grouping students according to their learning style preferences is considered. Such groups are evaluated by disparate validation criteria and the usage of different validation techniques is discussed. Experiments were conducted for different sets of real and artificially generated data on students' learning styles and the indices: Dunn's Index, Davies-Bouldin Index, SD Validity Index as well as the S_Dbw Validity Index are compared. From the experiment results some indications concerning the best validating criteria, as well as optimal clustering schema, are presented.

An Adaptive E-Learning System based on Student's Learning Styles

2016 ◽  
Vol 14 (3) ◽  
pp. 34-51 ◽  
Author(s):  
Samia Drissi ◽  
Abdelkrim Amirat
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Learning System ◽  
Educational Materials ◽  
Learning Achievement ◽  
Web Based ◽  
Research Areas ◽  
E Learning ◽  
The Impact

Personalized e-learning implementation is recognized as one of the most interesting research areas in the distance web-based education. Since the learning style of each learner is different one must fit e-learning with the different needs of learners. This paper presents an approach to integrate learning styles into adaptive e-learning hypermedia. The main objective was to develop a new Adaptive Educational Hypermedia System based on Honey and Mumford learning style model (AEHS-H&M) and assess the effect of adapting educational materials individualized to the student's learning style. To achieve the main objectives, a case study was developed. An experiment between two groups of students was conducted to evaluate the impact on learning achievement. Inferential statistics were applied to make inferences from the sample data to more general conditions was designed to evaluate the new approach of matching learning materials with learning styles and their influence on student's learning achievement. The findings support the use of learning styles as guideline for adaptation into the adaptive e-learning hypermedia systems.

Laughter on the Fringes

2019 ◽  
Author(s):  
Anna Peterson
Keyword(s):  
The Other ◽  
Literary Canon ◽  
Autobiographical Writing ◽  
Treasure Trove ◽  
Old Comedy ◽  
Other Hand ◽  
Aggressive Humor ◽  
The One ◽  
The Individual ◽  
The Impact

This book examines the impact that Athenian Old Comedy had on Greek writers of the Imperial era. It is generally acknowledged that Imperial-era Greeks responded to Athenian Old Comedy in one of two ways: either as a treasure trove of Atticisms, or as a genre defined by and repudiated for its aggressive humor. Worthy of further consideration, however, is how both approaches, and particularly the latter one that relegated Old Comedy to the fringes of the literary canon, led authors to engage with the ironic and self-reflexive humor of Aristophanes, Eupolis, and Cratinus. Authors ranging from serious moralizers (Plutarch and Aelius Aristides) to comic writers in their own right (Lucian, Alciphron), to other figures not often associated with Old Comedy (Libanius) adopted aspects of the genre to negotiate power struggles, facilitate literary and sophistic rivalries, and provide a model for autobiographical writing. To varying degrees, these writers wove recognizable features of the genre (e.g., the parabasis, its agonistic language, the stage biographies of the individual poets) into their writings. The image of Old Comedy that emerges from this time is that of a genre in transition. It was, on the one hand, with the exception of Aristophanes’s extant plays, on the verge of being almost completely lost; on the other hand, its reputation and several of its most characteristic elements were being renegotiated and reinvented.

An Active Learning Approach to Teaching Social Determinants of Health

2020 ◽  
Vol 6 (4) ◽  
pp. 266-273
Author(s):  
Jeanita W. Richardson
Keyword(s):  
Active Learning ◽  
Learning Style ◽  
Social Determinants ◽  
Learning Approach ◽  
Learning Style Preferences ◽  
Open Discussion ◽  
Approach To Teaching ◽  
The Individual ◽  
Style Preferences ◽  
The Impact

This active learning exercise is designed to deconstruct the impact of social determinants through the assumption of randomly selected personas. As an active learning exercise, it provides opportunities for discussion, problem solving, writing, and synthesis, while incorporating multiple learning style preferences. Part 1 involves assessing the individual social determinants at work. Part 2 involves exploring ways said determinants can enhance community health through collaboration. Assumption of personas unlike one’s own facilitates an open discussion of social position and ranges of factors influential to health without potentially evoking a sense of defensiveness associated with personal privilege (or the lack thereof).

Relationships between Learning Styles and Performance on Problem-Solving Tasks

1986 ◽  
Vol 59 (3) ◽  
pp. 1135-1138 ◽  
Author(s):  
Penny Armstrong ◽  
Ernest McDaniel
Keyword(s):  
College Students ◽  
Problem Solving ◽  
Learning Styles ◽  
Learning Style ◽  
Choice Point ◽  
Relevant Information ◽  
And Performance ◽  
Problem Solving Task

A computerized problem-solving task was employed to study the relationships among problem-solving behaviors and learning styles. College students made choices to find their way home in a simulated “lost in the woods” task and wrote their. reasons at each choice point. Time to read relevant information and time to make decisions were measured by the computer clock. These variables were correlated with learning style variables from Schmeck's (1977) questionnaire. The findings indicated that subjects who perceived themselves as competent learners take more time on the problem-solving task, use more information and make fewer wrong choices.

The Impact of Foreign Language Learning Style on Strategies Preferences in Art Colleges

2014 ◽  
Vol 971-973 ◽  
pp. 2677-2680
Author(s):  
Di Jiao
Keyword(s):  
Foreign Language ◽  
Learning Styles ◽  
Language Learning ◽  
Learning Strategies ◽  
Learning Style ◽  
Foreign Language Learning ◽  
English Learning ◽  
Factors Affecting ◽  
The Impact ◽  
The Relationship

Factors affecting students’ English learning performances are always debated among language researchers. This research is carried out in art colleges to figure out the students’ preferences in learning styles and learning strategies as well as the relationship between them. Questionnaires have been applied and data have been dealt with by SPSS. This research has shown that students in the art college tend to be visual and individual learners, and thus they prefer to adopt metacognitive, memory and affective strategies.

scholarly journals Pengaruh Faktor Demografi dan Sosial Ekonomi terhadap Status Kesehatan Individu di Indonesia

2021 ◽  
Vol 5 (2) ◽  
pp. 146-157
Author(s):  
Liani Surya Rakasiwi
Keyword(s):  
Socioeconomic Status ◽  
Health Status ◽  
Low Income ◽  
The Other ◽  
Individual Health ◽  
Indonesia Family Life Survey ◽  
Individual Health Status ◽  
The Individual ◽  
Logit Regression Model ◽  
The Impact

This study analyzed the impact of demography and socioeconomic status on individual health status in Indonesia. The data used Indonesia Family Life Survey 5 (IFLS 5). The study use logit regression model for analysis with health status variable as dependent variable. The other variable such as demography and socioeconomic status as independent variables. Socioeconomic status seen from two measures, namely education and income. The result of this study concludes the demography influence significantly on individual health status in Indonesia. Individual who lives in urban area has higher probability of being health by 1,02 percent compared to individual who lives in rural area. The other variable like socioeconomic status also influences significantly on the individual health status in Indonesia. Individual with longer years of education has higher probability of being health by 3,07 percent compared to individual with less years of education. Individual with high income has higher probability of being health compared to individual with low income.

scholarly journals LANGUAGE TEACHING AT THE MEDICAL UNIVERSITY AND INSTRUMENTS FOR ACHIEVING EFFECTIVENESS

2019 ◽  
Vol 34 (6) ◽  
pp. 1633-1639
Author(s):  
Zlatina Zheleva ◽  
Slavka Hristozova ◽  
Rumyana Stoyanova
Keyword(s):  
Foreign Language ◽  
Learning Styles ◽  
Learning Style ◽  
Learning Process ◽  
Language Teaching ◽  
Foreign Language Learning ◽  
Educational Process ◽  
Academic Education ◽  
The Individual ◽  
Medical University

Foreign language teaching to medical students depends on solving various institutional problems. In this sense, its effectiveness is a variable which influences the level of education at the university. Effectiveness of academic education depends on two groups of conditions- one is the purely material aspect- the place and conditions in which education takes place, the financial resources and the second one includes the psychoemotional aspect of training- the so-called didactic costs which include the physical and emotional efforts invested in the process of training both on the side of the lecturer and student. One of the ways to improve effectiveness is by restricting didactic costs- the less the psychoemotional tension and anxiety- the better results would a student achieve. Giving the student the opportunity to “manage his/her own manner of learning” and placing the student in the centre of the educational process would inevitably lead to increasing student motivation.Another mechanism to achieve effectiveness and quality of education is through activating the inner motivation of students to learn a foreign language. The latter is influenced by factors such as concentration, attention, a feeling of complete participation in the process of training, lack of fear of failure, assuming responsibility for the achieved results etc. A new aspect of contemporary learning success is differentiation in education, introduction of the individual, personal style of learning of each student. An appropriate instrument or tool in achieving motivation is for the learning process to follow and conform to the different learning styles of students. The individual learning style implies the individual preferences in perceiving and memorizing information. The aim of the present paper is to identify these styles in students from the Medical University – Plovdiv and thus to identify their satisfaction with foreign language learning. The survey was conducted in 2017 among 140 students from 16 countries. A written questionnaire and a psychological test were used to gather the data. Determinants for satisfaction were identifies as: the material setting and technological equipment, personal characteristics of the teacher and the microclimate in the student group. An adapted LSI (Learning Style Inventory) specifically adapted for Bulgaria which includes four types of approaches to the learning process- specific experience, reflective observation, abstract conceptualization and active experimentation was used. The results are distributed according to gender, specialty, year of studies and Kolb’s learning styles- divergent, assimilative, convergent and accommodative. The leading learning style according to our survey proves to be the convergent on with women having higher values (32,14%) than men (24,28%), next comes the assimilative learning style with men having higher value (17,14%) as opposed to women (14,28%). The accommodative is next – 5% of women and 3.57% men prefer this learning style and the least proffered one is the divergent one – 3,57% of women and 2,88% of men prefer it.

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