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1
Gallagher, Debra K. "LEARNING STYLES, SELF-EFFICACY, AND SATISFACTION WITH ONLINE LEARNING: IS ONLINE LEARNING FOR EVERYONE?" Bowling Green State University / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1171920981.
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Zamble, Anthony. "A comparison of learning styles differences as measured by Kolb's Learning Style Inventory (LSI) between Trinity's MDIV, MA EM, MA CP, and MA CM students." Online full text .pdf document, available to Fuller patrons only, 2001. http://www.tren.com.
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Pan, Telan Teresa, and n/a. "Strategic considerations for improving ESL (English as a Second Language) learning outcomes among college students in Taiwan: a case study." University of Canberra. Languages, International Studies & Tourism, 2005. http://erl.canberra.edu.au./public/adt-AUC20061023.124302.
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There is considerable variation among individuals in the ability to learn a second language. Learning strategy research and learning style research, as two main areas of individual difference research, seek to help learners to �learn how to learn�, and ultimately become autonomous and independent learners. Learning strategy theory postulates that successful learning strategies can be used to good effect by less effective learners, and that teachers can promote good learning strategy usage through classroom instruction. At the same time, for there to be effective instruction to second language learners as to the most efficient learning strategy usage, there must be a research effort that looks not just at the strategies per se, but also gives attention to the cultural background of the students themselves. However, there has been little research into the ways in which low-achieving ESL learners can develop effective learning strategies in a non-western context. The historical, political, social and economic aspects of Taiwan make this small island a fascinating place for researchers interested in exploring how English is taught and learned in a relatively monolingual society (in the sense that Chinese Mandarin is the only official language and is predominately used all over Taiwan). Therefore, this study explores the ESL learning strategies and learning styles of 462 adult learners in Taiwan, making use of Oxford�s Strategy Inventory for Language Learning and Kolb�s Learning Style Inventory. Similarities and differences between the learning strategy usage of the high-achieving and low achieving groups are also investigated. The results show that there was no statistically significant relationship between the learner�s English proficiency level and their individual learning style. In sharp contrast, it was discovered that there was a highly significant relationship between the learner�s English proficiency level and their choice and use of various learning strategies. It was also found that the higher the English proficiency level, the greater the variety of learning strategies adopted, and the more frequently those strategies were used. This study aims to shed some light on the principles that underlie successful language learning, particularly in regards to the utilisation and accommodation of learning strategies and styles. The results of such a study could thus contribute to the field of second language learning in a number of ways: for the learner, the teacher, the school policy maker, and the researcher.
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Arrington-Tsao, Betsy Alleen. "Unraveling the Tapestry of the Study Abroad Experience: An Investigation of the Role of Self-Identified Goals and Motivations in University Students." Thesis, University of Canterbury. Educational Studies and Leadership, 2013. http://hdl.handle.net/10092/8668.
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The purpose of this study was to produce five in-depth case studies of University of Georgia, USA, students who studied abroad for one semester in Spring of 2006. These case studies describe and analyze the students’ self-identified goals and motivations for participating in this study abroad experience. Utilization of Lincoln and Guba’s (1985) naturalistic inquiry method was used to explore the student experiences.
In addition to qualitatively analyzing the goals and motivations of these specific cases, descriptive statistics of the student Intercultural Development Inventory (IDI) pre- and post-test questions and answers (Intercultural Communication Institute, 2003), taken in Spring 2006 and two years later in Spring 2008, were compared for the purpose of measuring changes in worldview orientations over time. This provided the establishment of convergence or triangulation of quantitative and qualitative data. Further exploration of preferred student learning styles by use of the Kolb Learning Style Inventory, v. 3.1 (Kolb, 1999) was initiated in order to analyze whether the study abroad program design matched the students’ learning style. A study abroad preparatory model, Adapt, Adopt, Adept: A Preparatory Model for Study Abroad, is proposed that increases student active engagement abroad, thereby increasing the potential for accomplishing the stated goal of the University of Georgia (UGA) study abroad program, namely to develop “global citizens.” Inquiry into these areas and the results obtained are directly relevant to study abroad program specialists, interested faculty, upper administrators in university policy making, and future students who might desire to participate in an international learning experience.
This particular study, in contrast to those discussed in the literature review, indicates a unique approach by focusing on the following:
• one specific, experiential study abroad program;
• using naturalistic inquiry as the method of obtaining such
data;
• using IDI scores to triangulate results of qualitative data;
• incorporating information measured by the KLSI.
Both qualitative and quantitative data were collected. Qualitative data were obtained via Blackboard, email, chat interviews via the internet, face to face interviews, and by means of journal entries. By using naturalistic inquiry, the specific form of data provided and its content was left largely to the students to choose via the options listed above in order to best represent their voices. Scores on the IDI provide the quantitative data used to assess qualitative findings. The intention was that this study would provide an in-depth investigation of the students’ experiences in order to be used by individuals who find the information to be practical, functional, and helpful in improving the learning and cultural environment of study abroad students.
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Tosmur, Nermin. "The Effect Of Journal Writing On First Year Engineering Students." Master's thesis, METU, 2004. http://etd.lib.metu.edu.tr/upload/12605189/index.pdf.
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This study investigated the effects of journal writing with or without giving feedback
and grade, compared to the traditional teaching on integral achievement of students with
different learning styles. In addition, students&rsquoideas about the journal writing activities in the mathematics classes were investigated. The study was carried out with 87 first year engineering students at Atilim University from three classes. Two groups were assigned as experimental groups (EG1 and EG2) and one group was assigned as the control group (CG). Students in all groups received the same instruction on integral. Experimental groups (EG1 and EG2) also engaged in journal writing activities besides lectures. Journal writings of the EG1 students were graded and feedback was given. Journal writings of the EG2 students, however, were not graded and feedback was not given. Two open-ended achievement tests on integral were developed. One of them was used as pre-test
the other was used as post-test. In addition, Kolb&rsquo
s Learning Style Inventory was administered as pre-test to determine the learning styles of the students. Follow-up interviews were conducted with ten students from EG1 and EG2. Additionally, v classrooms were observed during the treatment. The results of the ANCOVA suggest that neither the groups&rsquo
achievement nor the achievement of the students having different learning styles in each group differ significantly on integral. The results of the interviews, however, showed that students found journal writing activities as an effective teaching method and wanted to be engaged in the activity for the future.
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Göthman, Sara. "Lärstilsmodeller : en jämförande litteraturstudie av Dunn och Dunns Learning Style Inventory och Vermunts Inventory of Learning Styles." Thesis, Linköpings universitet, Institutionen för beteendevetenskap och lärande, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-70717.
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Syftet med min studie har varit att belysa två olika lärstilsmodeller Dunn & Dunns Learning Style Inventory (LSI) och Vermunts Inventory of Learning Styles (ILS) för att urskilja deras olikheter. Detta arbete är en forskningskonsumerande uppsats som är baserad på tidigare forskning inom ämnet lärstilar. Vetenskapliga artiklar, översiktsgranskningar, rapporter och böcker har bearbetats och analyserats och kategorier har utformats för att jämföra och analysera lärstilsmodellerna i relation till varandra. I resultatet presenteras båda lärstilsmodellernas karaktäriserande drag vilka är lärstilsförfattarnas definition av termen ”lärstil” samt den specifika lärstilens uppkomst. Sedan behandlas centrala begrepp och kategorier som används inom lärstilen samt lärstilens pedagogiska innebörd. Därefter presenteras mätinstrumentets namn samt själva utformningen av mätinstrumentsformuläret. Efter detta berörs den empiriska evidens som framförts av lärstilsförfattarna samt “extern” evidens av lärstilen om så existerar. Avslutningsvis redogörs de synpunkter som framförts på lärstilen. Studien visar att Dunn & Dunns Learning Style Inventory (LSI) och Vermunts Inventory of Learning Styles (ILS) skiljer sig avsevärt åt. Författaren av denna uppsats förespråkar Vermunts Inventory of Learning Styles (ILS) och läsaren rekommenderas att först efter noga välinformerat övervägande välja den lärstilsmodell som visar på stark evidens och som överensstämmer med pedagogens egen syn på inlärning.
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JOHNSON, CHRISTOPHER GARDNER. "THE FEASIBILITY OF DELIVERING A LEARNING-STYLE INVENTORY VIA A COMPUTER-BASED DELIVERY SYSTEM." Diss., The University of Arizona, 1987. http://hdl.handle.net/10150/184069.
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Matching teaching style to learning style has been proven to be beneficial in (1) increasing academic achievement, (2) improving students' attitudes toward school, and (3) reducing discipline problems. Thus, over the years, learning-style inventories have been developed to ascertain a student's learning styles. However, traditional paper-and-pencil inventories can be time consuming and sometimes provide inaccurate reports. Therefore, this study, descriptive in nature, was designed to examine the feasibility of delivering a learning-style inventory via computer. The questions posed were: (1) Is the computer-based delivery system easier to use than the paper-and-pencil method? (2) Does the computer-based delivery system reduce the amount of mathematical errors made by the instructor or student in scoring the inventory as compared to the paper-and-pencil method? (3) Does the computer-based delivery system reduce the amount of time needed to take the inventory and compile the results as compared to the paper-and-pencil method? (4) Does the computer-based delivery system reduce the amount of paperwork required of the instructor as compared to the paper-and-pencil method? (5) Do the instructor and student find the information compiled by the computer-based delivery system useful? To conduct the study, a sample of 295 students and six teachers from a southwestern high school was selected. One-half of the students received a paper-and-pencil version of the inventory and the second half received a computer-based version. After completing the inventory, each student was asked to complete a short questionnaire. The six instructors were then asked to complete several tasks involving retrieval and manipulation of information about the students. When finished, the instructors also completed a questionnaire. Data was collected on the students' and instructors' perceptions of the inventory, time to complete the inventory, and error rate in completing the inventory. From this data, it was concluded that there was no significant difference in the students' preferences between the two methods. However, a significant advantage became evident for the computer-based version when the completion times, error rates and instructors' perceptions were examined.
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Cardoso, Geovanna Cunha. "Tradução e adaptação transcultural do instrumento "Pharmacists' Inventory of Learning Styles" (PILS) para aplicação na realidade brasileira." Universidade Federal de Sergipe, 2015. https://ri.ufs.br/handle/riufs/3941.
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The identification of learning styles can be a vehicle to promote self-reflection between members of universities, teachers, tutors and students, necessary for the practice change. In this context, a study was conducted in order to translate and crossculturally adapt the instrument "Pharmacists' Inventory of Learning Styles" (PILS) for use in Brazilian pharmaceutical education. The process comprised five steps: (i) two independent translations, (ii) synthesis of translations, (iii) backtranslation, (iv) review by expert committee and (v) pilot study. Native translators in Portuguese and English languages conducted three first steps with liguistic rigor and solving up ambiguities or discrepancies by consensus among members and researcher. Expert committee analyzed semantic, idiomatic, conceptual and cultural equivalences between the original and the translated version. The average agreement for all stages of evaluators was 92.4% and ten items (58%) suffered some type of change. In pretest, 48 participants among pharmacy students (27,1%) and pharmacists (72,9%) – residents (17,1%) and mentors (20%) - assessed the modified version of the instrument, getting just two highlights (0.2%) related to the clarity of the items, and this version was considered applicable and understandable without the need for additional modifications. Thus, the process of cultural adaptation contributed to the development of a suitable instrument for the Brazilian context, appropriate for use as learning styles identification tool and consequent improvement of pharmacy education in thisA identificação dos estilos de aprendizagem pode ser utilizada como um veículo para promover auto-reflexão, necessária para as mudanças de prática, entre membros de universidades, professores, preceptores e estudantes. Neste contexto, foi realizado um estudo com o objetivo traduzir e adaptar transculturalmente o instrumento “Pharmacists’ Inventory of Learning Styles” (PILS) para utilização na educação farmacêutica brasileira. O processo compreendeu cinco etapas: (i) duas traduções independentes, (ii) síntese das traduções, (iii) retrotradução, (iv) revisão pelo comitê de especialistas e (v) estudo-piloto. As três primeiras etapas foram conduzidas com rigor liguístico por tradutores nativos em língua inglesa e portuguesa, solucionando-se ambiguidades ou discrepâncias por meio de consenso entre os membros e a pesquisadora. Na etapa de revisão por comitê de especialistas foram analisadas equivalências semântica, idiomática, conceitual e cultural entre a versão original e a versão traduzida. A média de concordância para todas as etapas entre os juízes foi de 92,4% e, ao final das avaliações, dez itens (58%) sofreram algum tipo de alteração. A versão pré final do instrumento foi aplicada em estudo piloto com 48 participantes, dentre estudantes de graduação em Farmácia (27,1%) e farmacêuticos (72,9%), havendo entre estes residentes (17,1%) e preceptores (20%). Com apenas dois destaques (0,2%) quanto à clareza dos itens, o instrumento foi considerado aplicável e compreensível, sem necessidade de modificações adicionais. Assim, o processo de adaptação transcultural contribuiu para o desenvolvimento de um instrumento adequado ao contexto brasileiro, apropriado para a utilização como ferramenta de identificação de estilos de aprendizagem e conseqüente aprimoramento do ensino de farmácia no país.
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Powe, Diane. "A descriptive study of the relationships between learning styles and demographic characteristics of student registered nurse anesthetists and certified registered nurse anesthetist clinical instructors in nurse anesthesia education programs." Diss., This resource online, 1996. http://scholar.lib.vt.edu/theses/available/etd-06062008-162316/.
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Harp, Billie F. "A Study of the Relationship Between Selected Learning Styles and Achievement of Kindergarten Language Arts Objectives in a Local School District." Thesis, University of North Texas, 1990. https://digital.library.unt.edu/ark:/67531/metadc332096/.
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The purpose of this study was to determine whether there is a relationship between the learning style of a kindergarten child and the level of achievement in language arts. The study was done at the request of the school district of a small community in north Texas, and it incorporated the total public school kindergarten population, 110 subjects. Instruments were the Learning Style Inventory: Primary by Perrin, the Iowa Tests of Basic Skills, and an achievement test developed by the regional education service center. The LSI:P was administered to all students by one person while the two achievement tests were administered by individual teachers to their own classes. The children were divided into groups according to their rating on the LSI:P, using the Prescription Circle by Dunn and Dunn as modifier. ANOVA and chi square analysis were utilized to compute frequencies and percentages at the .05 level to determine relationships between learning styles' group membership and attainment in language. A definite relationship was found between a child's learning style and achievement on the language arts objectives. Indications were that the elements of motivation, persistence and responsibility, and perceptual mode preferred by the learner had strong relationship to success in achievement. It was concluded that a relationship exists between the ability to conduct successful word analysis and a child's learning style. It was also determined that children of kindergarten age can self-report learning style as measured by the Learning Style Inventory: Primary. It is recommended that longitudinal studies be conducted to discover if learning styles change with maturity. Other studies could be done on subgroups of the kindergarten population to find what impact preschool experiences, English as a second language, or sex of the child may have on the relationship between a child's learning style and achievement in language arts.
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Wu, Sung-Lung, and 吳尚龍. "Applying Fuzzy Kolb’ Learning Style Inventory to A Group Formation Tool for Learning Strategy." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/88778519967189491220.
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碩士朝陽科技大學
資訊工程系碩士班
97
Ministry of Education, "nine-year" course characteristics remain rather flexible curriculum and course content in a coherent country, and want the teachers to devote more efforts to arrange a flexible teaching hours, carry out the teaching of adaptive. But a teacher has to face 30 to 40 different learning styles of students, many teachers are deeply puzzled by how to provide appropriate learning strategies to help students learn, but also the right time so that teachers can have students learning style, to the adaptive abilities The purpose of teaching. In many adaptive research and teaching, usually only to add information technology to provide personalized service, and neglected students understand the impact of learning styles is also an important factor in learning. But also in the conclusions of these studies have confirmed that the consideration of learning styles can significantly enhance the efficiency of student learning. Therefore, how to add in the learning strategies of students learning style factors, the future has become the subject of more in-depth study. Therefore, this study was to explore junior high school students learning English learning strategies, the use of ash analysis to identify correlated with the learning style correlated degrees of gray, and Kolb''s experiential learning combined with the Fuzzy C-means clustering tools of information theory. Positioning as a tool for grouping students in learning styles at the same time, to achieve similar overall judgments made by the human to make it more logical, but also to avoid the traditional methodology of subjective uncertainty. This study can help students understand their learning style, but also view the adoption of appropriate learning strategies; addition teachers learning style based on the distribution of class status, the proposed amendment or learning strategies to facilitate effective teaching.
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Erlich, Jacob, and 爾立杰. "Learning Styles and Disciplinary Differences: Testing the Predictive Value of the Kolb Learning Style Inventory in the Confucian Heritage Culture, a Look at Taiwan." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/14995012266487261989.
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碩士國立成功大學
國際管理碩士在職專班
97
This study is focused on investigating the usefulness of the Kolb Experiential learning theory as well as the affiliated Learning Style Inventory, in the Confucian Heritage culture of Taiwan. It was predicted that learners from different academic backgrounds would differentiate along the two pairs of dialectical learning modes of the Kolb Experiential Learning model: Abstract Conceptualization vs. Concrete Experience and Active Experimentation vs. Reflective Observation. Additionally, it was predicted that Taiwanese learners, as a result of cultural influences on the education style, would, on a whole, prefer more abstract and reflective learning styles. A survey, based on the Kolb Learning Style Inventory – version 3.1, was distributed to 394 Taiwanese undergraduate students enrolled at National Cheng Kung University. The results, support Kolb's theory that learners from similar academic areas prefer similar learning styles whereas those from distinctly different academic areas prefer different learning styles. However, as predicted the sample of Taiwanese learners differentiated from prior samples not from Taiwan, especially Western samples. Overall, the study affirms the usefulness of the Kolb Learning Style Inventory as a tool to evaluate one’s learning style. The hope is that this study will create a dialogue around learning how to learn.
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Salehian, Bahram. "Bimodal adaptive hypermedia and interactive multimedia a web-based learning environment based on Kolb's theory of learning style." Thèse, 2003. http://hdl.handle.net/1866/14557.
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Huang, Bo-Wei, and 黃柏偉. "Factors of Cooperative Learning's Effects from learning Style and Personality Inventory." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/58084755687890025310.
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碩士中原大學
工業與系統工程研究所
103
Cooperative learning is considered as an importance learning way in recent decades, but there are many factors that influence the effectiveness of cooperation. This research is about to explore the strategies of cooperative learning using two main factors of learning style and personality inventory. Group cooperation are very important in various fields, but how to do the most effective grouping with limited resources, most people are rely on their current experience and feel. This research is to explore factors of cooperative learning’s effects from learning styles and personality inventory, and to analyze the impact factors on the cooperative learning factors in the purpose of grouping pattern in teaching to enhance the performance of cooperative learning. To explore the relationship of cooperative learning with learning style and personality inventory, the author design the teaching strategy for this research, not only to minimize the impact factor of cooperative learning with teaching method, but also to make the teaching content requires teamwork. Using questionnaires to get students’ index score of learning styles and personality inventory, then use these index score to make a homogeneous and heterogeneous grouping. Further with the design of teaching strategies, the author collects the data of cooperative learning, then make a statistical and qualitative analysis to explore the impact state. In this research, from its statistical, the author gets the result that personality inventory and learning styles do not directly affect the relationship between cooperative learning, but from questionnaires, interviews, field observations and other ways, it seems that learning styles and personality inventory can affect teamwork condition.
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TOMAŠÁKOVÁ, Michaela. "Styly učení v individuální výuce anglického jazyka." Master's thesis, 2017. http://www.nusl.cz/ntk/nusl-381948.
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The diploma thesis deals with learning styles of learners in English language teaching namely in one-to-one courses. The theoretical part deals with the theory of learning styles which is contrasted with the theory of learning strategies. In the theoretical part it is described how learning styles and learning strategies are classified by different authors. How to identify learning styles of one particular student is explained. Apart from that the theoretical part deals with teaching styles in order to find the relationship between learning styles and teaching styles. One-to-one teaching is described as the research takes place in one-to-one teaching environment. The empirical part of the thesis is based on qualitative research of learning styles namely case studies of 7 students of different levels of English who acquire English in one-to-one courses. Students´ learning styles will be analysed through data obtained from an interview. The author of the thesis will use participant observation and will keep account of learning styles of every particular student. Results acquired from the interview will be compared with results from observation in one-to-one teaching. When students´ learning styles are analysed, appropriate teaching methods and exercises are proposed to satisfy students´ ascertained learning styles.
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Van, Heerden Gillian. "The relationship between the Cognitive Process Profile (CPP) and the Myers-Briggs Type Inventory (MBTI)." Diss., 2005. http://hdl.handle.net/10500/1539.
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Personality, psychological type and cognitive ability are frequently implied to be underlying causes of differences in reasoning processes, decision-making processes and general success in a job. However, there is a trend towards utilising cognitive and personality measures interchangeably in the context of selection and development, particularly as it pertains to selection based on cognitive ability and cognitive style.
The general aim of this research was therefore to investigate the relationship between psychological type, as measured by the Myers-Briggs Type Inventory (MBTI), and cognitive abilities and styles as measured by the Cognitive Process Profile (CPP).
Cognitive ability is discussed under the cognitive psychology paradigm. A clarification of concepts associated with cognitive psychology is provided, and the CPP model is introduced as an integrative model encompassing aspects of cognitive ability and cognitive style.
Psychological type is discussed under the analytical psychology paradigm, with a focus on personality structure, dynamics and development. This is then integrated into an overview of Jung's theory of personality types and the development of the MBTI.
An empirical investigation, utilising Pairwise comparisons and Chi-square statistics was conducted. The results were then integrated to enable a better understanding of the relationship between cognition and personality. Based on this, it was concluded that there is insufficient evidence to suggest that a relationship exists between cognitive styles (as defined by the CPP) and personality (as defined by the MBTI). There were however, sufficient statistically significant findings to suggest that there is some relationship between cognitive processes / competencies and personality.Industrial and Organisational Psychology
M.A. (Industrial and Organisational Psychology)