Investigating The Relationship Between Learning Styles And The Effectiveness Of Online Supplementary Material
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| Author | : Hakan Cangir |
| Publisher | : BoD – Books on Demand |
| Total Pages | : 127 |
| Release | : 2015-03-01 |
| Genre | : Education |
| ISBN | : 3955380211 |
Scrutinizing the overall classroom achievement of language students, Hakan Cangir investigates how effective supplementary materials to computer-assisted language learning (CALL) can be. He explores the relationship between students' learning styles and their classroom achievement when supported by supplementary online material, thus shedding light on the differences in the students' approaches of using CALL material. Based on his analysis, Cangir presents fascinating pedagogical suggestions for language learning.
| Author | : |
| Publisher | : |
| Total Pages | : 14 |
| Release | : 1962 |
| Genre | : |
| ISBN | : |
| Author | : Rong Lian |
| Publisher | : Frontiers Media SA |
| Total Pages | : 246 |
| Release | : 2024-07-17 |
| Genre | : Science |
| ISBN | : 2832551831 |
Online learning has become more and more common globally, whether for comfort, adapting to work hours or just having the freedom to study from anywhere. And now under the coronavirus pandemic, as people are having to stay at home, it has become more important than ever. Although the popularity of wireless network and portable smart device makes it possible for people to acquire and learn knowledge anytime and anywhere, it does not necessarily mean an increased learning performance. Relevant research in cognitive science has revealed possible limitations in online learning. For example, the knowledge acquired through online learning tends to be fragmented and lacks guidance for integrated thinking among different subjects, which makes it difficult for learners to form a systematic knowledge structure. Learners may experience cognitive overload, metacognitive illusion and low learning efficiency in self-regulated learning. It follows that, in the post COVID-19 era, online learning puts forward new requirements and challenges to the contemporary students, not only to their learning strategies but positive character traits in learning. Most of the current learning theories were developed in the early 20th century and may not fit in well with the current situation, then possibly leading to inefficient learning and increased learning burden. Therefore, it is necessary and important to reexplore the influencing factors and mechanisms that affect the learning efficiency of students at all levels nowadays, based on which we could construct a theoretical model of efficient learning model.
| Author | : Bridget Mulvey |
| Publisher | : Frontiers Media SA |
| Total Pages | : 188 |
| Release | : 2022-12-02 |
| Genre | : Science |
| ISBN | : 2832508448 |
| Author | : Carolin Kreber |
| Publisher | : Routledge |
| Total Pages | : 376 |
| Release | : 2010-07-15 |
| Genre | : Education |
| ISBN | : 113589034X |
University teaching and learning take place within ever more specialized disciplinary settings, each characterized by its unique traditions, concepts, practices and procedures. It is now widely recognized that support for teaching and learning needs to take this discipline-specificity into account. However, in a world characterized by rapid change, complexity and uncertainty, problems do not present themselves as distinct subjects but increasingly within trans-disciplinary contexts calling for graduate outcomes that go beyond specialized knowledge and skills. This ground-breaking book highlights the important interplay between context-specific and context-transcendent aspects of teaching, learning and assessment. It explores critical questions, such as: What are the ‘ways of thinking and practicing’ characteristic of particular disciplines? How can students be supported in becoming participants of particular disciplinary discourse communities? Can the diversity in teaching, learning and assessment practices that we observe across departments be attributed exclusively to disciplinary structure? To what extent do the disciplines prepare students for the complexities and uncertainties that characterize their later professional, civic and personal lives? Written for university teachers, educational developers as well as new and experienced researchers of Higher Education, this highly-anticipated first edition offers innovative perspectives from leading Canadian, US and UK scholars on how academic learning within particular disciplines can help students acquire the skills, abilities and dispositions they need to succeed academically and also post graduation. Carolin Kreber is Professor of Teaching and Learning in Higher Education and the Director of the Centre for Teaching, Learning and Assessment at the University of Edinburgh
| Author | : A. Ant Ozok |
| Publisher | : Springer Science & Business Media |
| Total Pages | : 741 |
| Release | : 2009-07-15 |
| Genre | : Computers |
| ISBN | : 3642027741 |
The 13th International Conference on Human–Computer Interaction, HCI Inter- tional 2009, was held in San Diego, California, USA, July 19–24, 2009, jointly with the Symposium on Human Interface (Japan) 2009, the 8th International Conference on Engineering Psychology and Cognitive Ergonomics, the 5th International Conference on Universal Access in Human–Computer Interaction, the Third International Conf- ence on Virtual and Mixed Reality, the Third International Conference on Internati- alization, Design and Global Development, the Third International Conference on Online Communities and Social Computing, the 5th International Conference on Augmented Cognition, the Second International Conference on Digital Human Mod- ing, and the First International Conference on Human Centered Design. A total of 4,348 individuals from academia, research institutes, industry and gove- mental agencies from 73 countries submitted contributions, and 1,397 papers that were judged to be of high scientific quality were included in the program. These papers - dress the latest research and development efforts and highlight the human aspects of the design and use of computing systems. The papers accepted for presentation thoroughly cover the entire field of human–computer interaction, addressing major advances in knowledge and effective use of computers in a variety of application areas.
| Author | : Lazarinis, Fotis |
| Publisher | : IGI Global |
| Total Pages | : 344 |
| Release | : 2010-08-31 |
| Genre | : Education |
| ISBN | : 1616927933 |
Developing and Utilizing E-Learning Applications provides a complete investigation of new methods, technologies, and practices critical to modern educational environments. Exploring topics such as virtual worlds, learning methods, and ICTs as well as interoperability in e-learning environments, this reference provides essential knowledge for educators, practitioners, and students alike.
| Author | : Lucas Kohnke |
| Publisher | : Frontiers Media SA |
| Total Pages | : 195 |
| Release | : 2023-04-13 |
| Genre | : Education |
| ISBN | : 2832520677 |
| Author | : Noah Preston |
| Publisher | : Nova Science Publishers |
| Total Pages | : 0 |
| Release | : 2016 |
| Genre | : Cognitive styles |
| ISBN | : 9781634856553 |
The concept of learning style may include more than 70 different models with conflicting assumptions about learning and with different designs and starting points (Coffield et al., 2004). There are many different theories and models of learning styles with varying dimensions and variables (Evans & Graff, 2008). They focus on different aspects of cognitive processes, skills, sensory modalities, the process of learning, and thinking styles. Theories of learning styles assume that anyone can learn, albeit in different ways and on different levels. In this book, Chapter One sets out to explore research and outcomes into learning styles, which refer to the broadest range of preferred modes and environment for learning. Chapter Two identifies, describes, and examines the need for structure among teachers and students, as well as to understand students perceptions of this need. Chapter Three analyses the way students explain their academic results, by ordering six factors (effort, luck, knowledge bases or previous necessary knowledge, abilities, studying methods, and teacher) according to their degree of importance. Chapter Four combines knowledge from pedagogy and recommendation systems, and analyzes how combining four different learning style models (cognitive styles, epistemic styles, hemispheric styles, and perceiving styles) influences the choosing of preferred types of multimedia materials. Chapter Five investigates whether learning using clicker technology with learning styles encourages academic performance and increases pass rate in mathematics. Chapter Six reanalyzes previous research on learning styles in the Scandinavian context in relation to international research.
| Author | : Marci Malcom |
| Publisher | : |
| Total Pages | : 79 |
| Release | : 2009 |
| Genre | : |
| ISBN | : |
The purpose of this study was to explore the extent to which online learning students could identify their learning styles and understand how they learn. Specifically students were given an online survey asking students to identify their learning styles, how they learn, their satisfaction level, and perception of success in online learning. Relationships were explored between students identifying their learning styles and their knowledge of how they learn and satisfaction and success in online learning. The research focused on a group of online learners from a north Texas high school. In addition to the online survey, participants completed the Kolb Learning Style Inventory (LSI) to identify their learning styles. Results from the online survey and LSI were combined with data obtained from the cooperating school district for analysis. Satisfaction was measured based on student responses to survey questions, and success was measured using semester grades. This study added to the body of knowledge related to K-12 online learning and students abilities to identify and understand learning styles. It showed that students of all learning styles can be successful in online learning. The majority of students were both successful and satisfied making it difficult to generalize the finding to a larger population. There was not a correlation between the ability to identify learning styles and success or a correlation between correctly identifying learning styles and satisfaction in online learning with this population. In addition to adding to the body of knowledge, this study raised new questions for further study related to K-12 online learning. Generalizations can be made, but further studies with larger more heterogeneous populations are needed to validate these findings.
