Relevant bibliographies by topics / Learning style

Academic literature on the topic 'Learning style'

Author: Grafiati
Published: 4 June 2021
Last updated: 14 March 2023

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Journal articles on the topic "Learning style"

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Ali, Muhammad, Emzir Emzir, and Zainal Rafli. "THE EFFECT OF LEARNING PROBLEM BASED LEARNING (PBL) AND TASK BASED LEARNING (TBL) LEARNING MODELS AND LEARNING STYLE TO SKILL WRITING NARRATION." IJLECR - INTERNATIONAL JOURNAL OF LANGUAGE EDUCATION AND CULTURE REVIEW 3, no. 2 (December 1, 2017): 112–21. http://dx.doi.org/10.21009/ijlecr.032.010.

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The purpose of this research to examine the influence of learning models and learning styles to the skills of writing narrative essay students of the second semester of the Indonesian Language Studies Program University PGRI Palembang. This research used experimental method with two way ANAVA design with level of α = 0,05. This study shows the result that; (1) Student narrative writing skills taught by PBL models are better than those taught by the TBL model, (2) Student narrative writing skill with FI learning style is better than those who study with FD learning style, (3) interaction Between learning models, learning styles, and narrative writing skills, (4) The results of the writing skills of students who have Field Independent learning styles and learning styles with PBL learning models are better than their narrative writing skills that have Field Independent learning styles and learning with learning models TBL, (5) The result of students writing skill with Field Dependent learning style and learning with PBL learning model is not better than their learning style having Field Dependent learning style and learning TBL learning model. Based on the results of the study it can be concluded that the PBL learning model is more effective than the learning model of TBL in learning narrative writing skills. Learning styles can also influence narrative writing skills because of the interaction between learning models, learning styles and narrative writing skills.
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Bawalsah, Joseph Awwad, and Amer Hani Haddad. "Preferred Learning Styles among Students with Learning Disabilities." International Journal of Education 12, no. 3 (September 25, 2020): 119. http://dx.doi.org/10.5296/ije.v12i3.17265.

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Students with learning disabilities (LD) can benefit more in school contexts when they are allowed to learn according to their preferred learning style. The purpose of this study was to identify preferred learning styles in 10th-grade students with LD and to determine whether these styles differ according to gender and Grade Point Average (GPA). A quantitative design through questionnaires and personal interviews were applied, 184 students completed self-report questionnaires for defining their learning style, and were interviewed for LD diagnosis. Results revealed that 45 students of them were at risk of having LD, and that kinesthetic and auditory learning styles were the most preferred styles among them, and these styles were correlated to gender between males and females, and correlated to GPA as students with higher achievement prefer kinesthetic and auditory learning styles respectively. The presence of LD managed to predict the preferred learning style according to gender and GPA, as males with LD preferring the auditory learning style managed to have better GPA compared to other students with LD, while females with LD who preferred kinesthetic learning style managed to have a better GPA compared to other females with LD. Findings were discussed according to the current educational practices adopted by teachers in schools compared to desired practices that should be compatible with preferred learning styles.
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Muslim, Fachruddiansyah, Ekawarna Ekawarna, Aminah Ramalia, Ricky Purnama Wirayuda, and Diki Chen. "Learning Intensity and Visual Learning Style on Learning Outcomes." Journal of Education Research and Evaluation 6, no. 2 (June 28, 2022): 385–96. http://dx.doi.org/10.23887/jere.v6i2.40312.

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Learning activities do not have to be done for a long time. Good learning intensity is carried out regularly will make learning activities a habit. The learning process also needs to be supported by a learning style that suits the characteristics of students. This study aimed to analyze the intensity of learning-on-learning outcomes, visual learning styles on learning outcomes, and learning intensity and visual learning styles on learning outcomes. This type of research is quantitative with a descriptive quantitative approach. The sample used was 65 students with purposive sampling. Data collection method using questionnaire and documentation. The instrument used is a questionnaire. Data analysis techniques are qualitative descriptive analysis, quantitative, and inferential statistics. The results showed a significant effect of learning intensity on learning outcomes in macroeconomic theory courses. There is a significant effect of visual learning style on learning outcomes in macroeconomic theory courses. There is a significant influence between visual learning styles on learning outcomes of macroeconomic theory courses. There are significant effects of visual learning style on learning outcomes of macroeconomic theory courses. It is concluded that there is a simultaneous influence between learning intensity and visual learning style on learning outcomes in macroeconomic theory courses.
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Minhas, Rafia, Noor Shahid, Zain Gulzar, Sana Zafar, and Shahmain Shahzad. "Assessment of Ideal Learning Style among Medical Students using VARK Learning Approach." Journal of Bahria University Medical and Dental College 11, no. 03 (June 30, 2022): 157–61. http://dx.doi.org/10.51985/jbumdc202234.

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Objective: Learning styles are important in the learning process so that students can learn in shorter time according to their preferred style. The objective of this study is to observe ideal preferred learning style among medical students and the association of the academic year with the preferred learning style. Study Design and Setting: A cross-sectional study was conducted at Central Park Medical College, Lahore, Pakistan from September 2021 to December 2021. Methodology: VARK learning approach was used to identify the ideal learning style. The data was collected using systematic sampling from 148 medical students. The frequency distribution of various preferences of the students was given. Distribution of gender and academic year across their ideal learning style was observed. The association of categorical factors with preferred style was tested using Chi-square test with a level of significance of 5%. SPSS version 26 was used for data analysis. Results: About 64.8% of the students who participated in the study were female. Nearly 44.6% of the students liked the single modal learning style. Approximately 58% of students prefer K-learning style. Reading was seen as least popular single modal. About 7.4%% of the students liked quad/ multi-modal learning styles. Conclusion: The most preferred learning style among students was the single learning style. Among single learning styles most of the students preferred kinesthetic followed by aural. The least preferred learning style was found to be quad-modal. Gender and academic year were significant associated factors for preferred learning style.
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Triastuti, Endang, and Putu Sudira. "The Influence Of Achievement Motivation, Teaching And Learning Style Towards Textile Learning Outcomes." Journal of Educational Science and Technology (EST) 5, no. 3 (November 12, 2019): 212. http://dx.doi.org/10.26858/est.v5i3.9284.

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This study aims at revealing the influence of: (1) teaching style towards textile learning outcomes, (2) learning styles towards textile learning outcomes, (3) the effect of from teaching style, learning style, and achievement motivation towards textile learning outcomes, (4) the significance of teaching style, learning style and, achievement motivation towards textile learning outcomes for individual or group. This research can be categorized as quantitative study with a correlational model. The data analysis used multiple regression analysis techniques. The results of the study showed that (1) there is a positive and significant influence of teaching style towards textile learning outcomes, (2) there is a positive and significant influence of learning styles towards textile learning outcomes, (3) there is a positive and significant influence from teaching style, learning style, and achievement motivation towards Textile learning outcomes, (4) the influence of teaching style, learning style and achievement motivation were 26.6% and the rest was coming from other factors.
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Lee, Seongju, and Heejeong Jeon. "The Effect of Learning Style on Learning Motivation and Attitude of College Students." Korean Society of Culture and Convergence 44, no. 12 (December 31, 2022): 249–62. http://dx.doi.org/10.33645/cnc.2022.12.44.12.249.

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The purpose of this study was to examine the distribution and pattern of learning style preferences of college students and to investigate the effect of major learning styles on their learning motivation and learning attitude. To achieve the purpose, the Perceptual Learning Style Preference Questionnaire was conducted for college students. Learning styles were divided into perceptual learning types (visual, auditory, tactile, and kinetic style) and social learning types (group and individual style). The responses of 514 were used, and using SPSS 27.0 program, cross tabulation analysis and multivariate analysis were conducted. The results of the study are as follows: college students generally preferred visual and group types. Male students preferred group styles, and female students preferred individual styles. The most variable period for learning style of college students was assumed the third school year. More than half the students showed over two major learning styles. Finally, the higher the number of major learning styles, the higher learning motivation and learning attitude.
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Heffler, Bo. "Individual Learning Style and the Learning Style Inventory." Educational Studies 27, no. 3 (September 2001): 307–16. http://dx.doi.org/10.1080/03055690120076583.

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Perry, Chris. "Learning Styles and Learning Outcomes. Based on Kolb's Learning Style Inventory." Set: Research Information for Teachers, no. 1 (June 1, 1996): 1–4. http://dx.doi.org/10.18296/set.0896.

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Winalda, Egatri, and Ristiono Ristiono. "The Relationship Between Learning Styles and Cognitive Competencies in Biology Learning." Thinking Skills and Creativity Journal 5, no. 1 (January 2, 2022): 12–16. http://dx.doi.org/10.23887/tscj.v5i1.37933.

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The problem often faced in the learning process is the low learning outcomes obtained by students. One of the factors that influence student learning outcomes is learning style. The observations show that teachers rarely use varied learning methods, models, and media. At the time of learning, each student did not understand their learning style (modality). It can cause an imbalance between students' learning styles and the models, methods, or learning media used by the teacher, causing low cognitive competence in students. This study analyzes the relationship between students' learning styles and cognitive competence. This research is a descriptive study. The total sample is 121 students—data collection techniques using learning outcomes tests, questionnaires, and documentation. Data analysis in this study used the Pearson Product Moment correlation formula. Correlation testing is done by using the t formula to determine whether the correlation coefficient is significant or not. The percentage contribution of students' learning styles on students' cognitive competence was analyzed using determinant coefficients. Based on the research that has been done, it is found that there is no significant correlation between learning styles and students' cognitive competencies. The dominant learning style is the visual learning style, then the kinesthetic learning style, and the least is the auditory learning style. This study concludes that there is no significant relationship between learning styles and students' cognitive competencies.
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Al-Janash, Dr Basher Taher. "Perceptual Learning Styles Preferences of EFL Students." مجلة جامعة صبراتة العلمية 2, no. 2 (December 31, 2018): 47–28. http://dx.doi.org/10.47891/sabujhs.v2i2.84.

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The present study aimed to identify the perceptual learning styles preferences of a total of 105 students of English as a foreign language. It also aimed to examine the differences in learning styles preferences among the students according to their gender (male/female). The Perceptual Learning Style Preferences Questionnaire (PLSPQ) created by Reid (1985) was used as a main instrument for collecting the data required. For analysing the data collected, the descriptive statistics and the independent-sample T-test have been used. The results showed that tactile style, auditory style and kinaesthetic style are major learning styles for the participants. While visual style, group style and individual style are minor learning styles. The results also showed that there are no significant differences among the students in all learning styles preferences attribute to their gender.
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Dissertations / Theses on the topic "Learning style"

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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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De, Ciantis S. M. "The relationships between leadership style, cognitive style and learning style : An exposition of management style dimensions." Thesis, University of Hertfordshire, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.384474.

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Garland, Diana K. "Learning style characteristics of the online student : a study of learning styles, learner engagement and gender /." free to MU campus, to others for purchase, 2002. http://wwwlib.umi.com/cr/mo/fullcit?p3074403.

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Girón, García Carolina. "Learning Styles and Reading Modes in the Development of Language Learning Autonomy through "Cybertasks"." Doctoral thesis, Universitat Jaume I, 2013. http://hdl.handle.net/10803/125440.

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La tesis doctoral que nos planteamos realizar se enmarca dentro de la investigación que el grupo GIAPEL (Grupo de Investigación y Aplicaciones Pedagógicas en Lenguas) ha venido realizando desde su creación en 1991. El trabajo del GIAPEL está orientado al diseño de tareas de aprendizaje de las lenguas alemanas, francesas e inglesas; centradas en el desarrollo de estrategias de comprensión lectora y de aprendizaje autónomo de la gramática de las lenguas.

Esta tesis parte de resultados previos obtenidos a lo largo de los diferentes proyectos llevados a cabo por el grupo. Deriva directamente de la investigación realizada en el proyecto I+D CIBERTAAAL (Cibergéneros y Tecnologías Aplicadas a la Autonomía de Aprendizaje de Lenguas. Estudio de las estrategias y de los modelos pragmático-cognitivos en la producción y en la recepción de los textos digitales) (HUM2005-05548/FILO/TIC2000-1182), en el que los principales pilares sobre los que se asentará nuestra investigación son: la autonomía de aprendizaje de lenguas, los estilos cognitivos y de aprendizaje, las Tecnologías de la Información y de la Comunicación, y los estudios de género en la era digital (cibergéneros).

Nuestro principal objetivo es estudiar en profundidad la relación existente entre los estilos de aprendizaje de los estudiantes universitarios y los diferentes modos de navegación y lectura que realizan cuando se enfrentan a tareas que exigen el manejo y tratamiento de la información alojada en páginas web.

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Fitzgerald, Clifford Thomas. "Self-directed and collaborative online learning: learning style and performance." Thesis, Boston University, 2003. https://hdl.handle.net/2144/33470.

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Thesis (Ed.D.)--Boston University
PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.
The purpose of this study was to determine whether a match between a participant's learning style and type of online instruction improved learner performance on tests measuring comprehension and retention. Learning style was measured by the Self-Directed Leamer Readiness Scale (SDLRS) and the Grasha-Riechmann Student Learning Style Scale (GRSLSS) and online instruction varied among online courses, recorded online courses, and computer-based tutorials. The setting for the study was a high tech machine vision company in Massachusetts and online users of its products were the participants. Three groups of learners participated in the study: employees, high school students, and customers. All three groups were comprised of engineers or engineering students. All 106 participants completed a survey that measured their preference for self-directed and collaborative learning style with the standard instruments SDLRS and GRSLSS. Participants completed 323 pre- and post-tests for 46 live online courses, recorded online courses, and computer-based tutorials during the data collection phase of the study. Those participants learning in their preferred learning style had the highest mean improvement from pre- to post-tests. Those participants with average or below average scores for self-directed and collaborative learning style showed the least improvement. The results of this study supported the hypothesis that matching the type of activity, collaborative or self-directed, to the learner's preferred learning style improved performance. The study included ten research questions.
2031-01-01
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Lilly, Vivian Collette Foreman. "Learning Style and Leadership Style: Determinants of Instructional Strategies in Nursing Education." Thesis, University of North Texas, 1990. https://digital.library.unt.edu/ark:/67531/metadc331764/.

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The problem of this study was to describe and compare the relationship of learning style and leadership style upon the selection of instructional strategies by nursing educators in associate and baccalaureate degree nursing programs. Data were collected using Kolb's Learning Style Inventory, Hersey and Blanchard's Leader Effectiveness and Adaptability Description, a researcher-developed Instructional Strategies Inventory, and the Personal Data Form. It was found that leadership style was highly correlated between the associate degree and baccalaureate degree faculty groups. More of the associate degree faculty members had basic leadership styles of Low Relationship/Low Task and High Task/Low Relationship. Most of the baccalaureate faculty members had Low Relationship/Low Task leadership styles. The following conclusions were developed: (a) Nursing faculty in associate and baccalaureate degree programs have similar learning and leadership styles; (b) nursing faculty tend to use the traditional instructional strategies such as lecture, discussion, and case studies at the same frequency of use? and (c) the selection of instructional strategies in nursing education may be affected by variables other than the instructor's learning and leadership styles. In view of the findings of this study, the following recommendations for further study appear to be warranted, (a) Further research should be conducted to determine the effectiveness or ineffectiveness of identified instructional strategies in nursing education, and (b) more research should be done to identify creativity in the selection of instructional strategies in nursing education. The following implications are suggested from an analysis of the data: (a) Although faculty characteristics are rarely a determining factor in the design of a nursing curriculum, they must be taken into account when selecting instructional strategies, and (b) the apparent lack of diversity in instructional strategies utilized in the classroom setting emphasizes the need for faculty to expand their knowledge base in this area.
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Al-Azawei, Ahmed Habeeb Said. "Modelling e-learning adoption : the influence of learning style and universal learning theories." Thesis, University of Reading, 2017. http://centaur.reading.ac.uk/77921/.

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E-learning faces a high failure rate, particularly in developing nations due to a lack of public acceptance. One of the most commonly adopted theories for investigating this is the Technology Acceptance Model (TAM). However, TAM fails to consider the effect of individual and cultural differences, and environmental variables on users’ technology acceptance. The present research therefore sought to address TAM’s limitations in the elearning context, by considering individual differences adopting the Felder and Silverman Learning Styles Model (FSLSM) and environmental learning factors using the Universal Design for Learning (UDL) framework. It also attempts to identify any barriers to effective e-learning implementation in Iraq. A survey research design comprising analytical and descriptive methods was consequently adopted. Two experiments were conducted in Iraq to validate the proposed research framework from the perspective of undergraduate students. A third experiment was dedicated to in-depth understanding the hindrances to e-learning application in Iraq’s public-sector universities, from the standpoint of undergraduates and academic staff. The findings suggest that the explanatory power of TAM can be improved by integrating learning styles as moderators, although this psychological trait has limited ability to predict e-learning acceptance and learners’ perceptions as well as it is uncorrelated with academic performance. However, combining the UDL model with TAM enhances its power to predict e-learning acceptance and learners’ perceptions. Furthermore, the qualitative outcomes identify many barriers to e-learning implementation in Iraq, supporting the quantitative analysis and highlighting other factors that could influence e-learning acceptance. This study should provide valuable information for scholars, leadership, e-learning providers and instructors, while also contributing to TAM, learning styles and universal learning theories. It is the first of its kind to examine e-learning acceptance in Iraq, in terms of the integrated factors. This research is also the first to compare the influence of learning styles and universal learning theories on e-learning experience. Accordingly, it extends the existing literature and fills a research gap in the Iraqi context, with empirical implications being discussed for further research.
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Andrews, Simon A. "Learning style in socio-economically disadvantaged boys /." Title page, contents and abstract only, 1990. http://web4.library.adelaide.edu.au/theses/09ARPS/09arpsA569.pdf.

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Fortuna, Federica <1995&gt. "Learning Style Preferences of Korean University Students." Master's Degree Thesis, Università Ca' Foscari Venezia, 2018. http://hdl.handle.net/10579/13387.

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The present dissertation presents the results of an investigation into the language learning style preferences of Korean university students. Subjects for the study were sixty-seven students studying various foreign languages in different universities in Seoul, South Korea. The research investigated the categories of learning styles used by the respondents, with the aim to discover the preferences of such students and compare the results with previous research on the field. Subjects completed an online questionnaire – Reid’s (1987) self-reporting questionnaire of perceptual learning styles integrated with additional questions – through which data was collected on their learning style preferences. Variables such as gender, major field, and study abroad experience were taken into account in order to discover their influence on the preference of specific categories of learning styles. Implications of the study are presented and discussed.
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Jules, Claudy. "Diversity of Member Composition and Team Learning in Organizations." Case Western Reserve University School of Graduate Studies / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=case1184281409.

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Books on the topic "Learning style"

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Keefe, James W. Learning style profile. Reston, Va. (1904 Association Dr., Reston 22091): National Association of Secondary School Principals, 1986.

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Mortimore, Tilly, ed. Dyslexia and Learning Style. West Sussex, England: Jhon Wiley & Sons, Ltd, 2008. http://dx.doi.org/10.1002/9780470987940.

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Stephen, Rayner, ed. Cognitive styles and learning strategies: Understanding style differences in learning and behaviour. London: D. Fulton Publishers, 1998.

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Learning style: Theory and practice. Reston, Va: National Association of Secondary School Principals, 1987.

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Keefe, James W. Learning style: Theory and practice. Reston, Va: National Association of Secondary School Principals, 1987.

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Creative teaching: Learning with style. London: Continuum, 2012.

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W, Keefe James, ed. Profiling and utilizing learning style. Reston, Va: National Association of Secondary School Principals, 1988.

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Kolb, David A. Learning style inventory: Version 3. London: Hay/McBer Training Resources Group, 1999.

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School learning and cognitive style. London: David Fulton, 2002.

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A, Kolb David, ed. Problem solving: Kolb's learning style inventory. Portsmouth: Portsmouth Polytechnic, Educational Development Unit, 1985.

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Book chapters on the topic "Learning style"

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Griffiths, Carol, and Adem Soruç. "Learning Style." In Individual Differences in Language Learning, 97–112. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-52900-0_7.

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Sense, Andrew. "Cognitive Style." In Cultivating Learning within Projects, 66–92. London: Palgrave Macmillan UK, 2007. http://dx.doi.org/10.1057/9780230591967_4.

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Kirchner, Don F. "Learning Style and Team Learning." In Developments in Marketing Science: Proceedings of the Academy of Marketing Science, 138–40. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-17320-7_35.

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Ytterstad, Stig, and Johan Olaisen. "Learning Style: An Analysis." In Learning Transformational Leadership, 153–68. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-21824-8_9.

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Popescu, Elvira. "Addressing Learning Style Criticism: The Unified Learning Style Model Revisited." In Advances in Web Based Learning – ICWL 2009, 332–42. Berlin, Heidelberg: Springer Berlin Heidelberg, 2009. http://dx.doi.org/10.1007/978-3-642-03426-8_40.

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Shain, Deborah D. "Identification of Learning Style." In Oklahoma Notes, 1–44. New York, NY: Springer New York, 1995. http://dx.doi.org/10.1007/978-1-4612-4196-6_1.

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Lee, Juyong, Seokjun Ahn, and Jaesik Park. "Style-Agnostic Reinforcement Learning." In Lecture Notes in Computer Science, 604–20. Cham: Springer Nature Switzerland, 2022. http://dx.doi.org/10.1007/978-3-031-19842-7_35.

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Case, John. "Gold-Style Learning Theory." In Topics in Grammatical Inference, 1–23. Berlin, Heidelberg: Springer Berlin Heidelberg, 2016. http://dx.doi.org/10.1007/978-3-662-48395-4_1.

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Kirby, John R. "Style, Strategy, and Skill in Reading." In Learning Strategies and Learning Styles, 229–74. Boston, MA: Springer US, 1988. http://dx.doi.org/10.1007/978-1-4899-2118-5_9.

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Teoh, Teik Toe, and Zheng Rong. "Neural Style Transfer." In Machine Learning: Foundations, Methodologies, and Applications, 303–19. Singapore: Springer Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-8615-3_19.

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Conference papers on the topic "Learning style"

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Trejo, FHA, and NMA Bravo. "LEARNING STYLES AND STYLES OF COPING WITH STRESS IN UNIVERSITY ENGINEERING STUDENTS." In The 7th International Conference on Education 2021. The International Institute of Knowledge Management, 2021. http://dx.doi.org/10.17501/24246700.2021.7146.

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The present research has been developed in the university environment. The objective was to determine the relationship between Learning styles and styles of coping with stress in university chemical engineering students of the National University of Callao. Regarding the methodology, it can be pointed out that the type of research is applicative, with a quantitative approach and descriptive correlational level, regarding the sample, the study was represented by 273 engineering students of a public university of Peru - Callao. For this purpose, the Carver's Stress Coping Modes Questionnaire and the Honey and Alonso's Learning Styles Questionnaire were administered. Then, the data were systematized and the inferential statistical analysis was carried out for hypothesis testing, using Pearson's Correlation statistic and the homogeneity of variances test. In addition, the validation of the instruments was established through Cronbach's Alpha, having a reliability index of 0.70. In this regard, the results indicate a significant relationship between all learning styles and styles of coping with stress in the university students evaluated. That is, between the active learning style and emotion-focused and additional styles of coping with stress; between the reflective learning style and problem-focused styles of coping with stress; between the theoretical learning style and problem-focused and emotion-focused style of coping with stress; and between the pragmatic learning style and emotion-focused style of coping with stress. Keywords: Learning styles, coping, stress, university engineering students
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Yi, Xiaoyuan, Zhenghao Liu, Wenhao Li, and Maosong Sun. "Text Style Transfer via Learning Style Instance Supported Latent Space." In Twenty-Ninth International Joint Conference on Artificial Intelligence and Seventeenth Pacific Rim International Conference on Artificial Intelligence {IJCAI-PRICAI-20}. California: International Joint Conferences on Artificial Intelligence Organization, 2020. http://dx.doi.org/10.24963/ijcai.2020/526.

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Text style transfer pursues altering the style of a sentence while remaining its main content unchanged. Due to the lack of parallel corpora, most recent work focuses on unsupervised methods and has achieved noticeable progress. Nonetheless, the intractability of completely disentangling content from style for text leads to a contradiction of content preservation and style transfer accuracy. To address this problem, we propose a style instance supported method, StyIns. Instead of representing styles with embeddings or latent variables learned from single sentences, our model leverages the generative flow technique to extract underlying stylistic properties from multiple instances of each style, which form a more discriminative and expressive latent style space. By combining such a space with the attention-based structure, our model can better maintain the content and simultaneously achieve high transfer accuracy. Furthermore, the proposed method can be flexibly extended to semi-supervised learning so as to utilize available limited paired data. Experiments on three transfer tasks, sentiment modification, formality rephrasing, and poeticness generation, show that StyIns obtains a better balance between content and style, outperforming several recent baselines.
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Pinto Lobo, María RosaMaría Rosa Pinto Lobo. "FROM STYLES 0 TO STYLE E-0. COGNITIVE STYLES IN E-LEARNING." In International Conference on e-Learning 2019. IADIS Press, 2019. http://dx.doi.org/10.33965/el2019_201909r050.

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Mazo, Lucille. "University Educators' Instructional Choices and Their Learning Styles within a Lesson Framework." In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5610.

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Research on learning styles often focuses on the learning style of the student; however, the learning style of the educator may affect instructional choices and hinder learning. Few studies have addressed the lack of knowledge that exists in universities with respect to educators’ learning styles and a lesson framework (development, delivery, and debriefing). This sequential mixed methods study explored university educators’ conscious, reflective instructional choices as they related to learning styles application within a lesson. Two theoretical and one conceptual frameworks drew on Kolb’s experiential learning theory, Bloom’s, Reigeluth’s, and Gagné’s instructional design theories and models, and Fiddler’s and Marienau’s events model of learning from experience. Research questions addressed learning styles, usage patterns, instructional choices, and reflections of university educators within a lesson framework. An online inventory recorded 38 university educators’ instructional choices, learning styles, and learning styles patterns within the framework of a lesson. Interviews were conducted with 7 of the university educators to document their conscious reflections regarding their instructional choices. Results from the inventory identified that more than 56% of university educators applied the accommodation learning style during the stages of development and delivery of a lesson, and 34% applied the assimilation learning style during the debriefing stage, which were supported by detailed reflections about their instructional choices in relation to their learning styles. The knowledge acquired about learning styles applications during a lesson framework may benefit university educators’ teaching, which are foundational to affecting positive social change within academic and social communities.
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"MAPPING GAMES AND GAMING STYLE WITH LEARNING GOALS AND STYLE." In International Conference on Technology-Enhanced Learning. SciTePress - Science and and Technology Publications, 2010. http://dx.doi.org/10.5220/0003046801690172.

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Zaric, Nadja, Snezana Scepanovic, and Ulrik Schroeder. "LEARNING STYLE GAMIFICATION MODEL: GAMIFICATION IN E-LEARNING BASED ON STUDENTS’ LEARNING STYLES." In 11th annual International Conference of Education, Research and Innovation. IATED, 2018. http://dx.doi.org/10.21125/iceri.2018.2068.

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Schaldenbrand, Peter, Zhixuan Liu, and Jean Oh. "StyleCLIPDraw: Coupling Content and Style in Text-to-Drawing Translation." In Thirty-First International Joint Conference on Artificial Intelligence {IJCAI-22}. California: International Joint Conferences on Artificial Intelligence Organization, 2022. http://dx.doi.org/10.24963/ijcai.2022/688.

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Generating images that fit a given text description using machine learning has improved greatly with the release of technologies such as the CLIP image-text encoder model; however, current methods lack artistic control of the style of image to be generated. We present an approach for generating styled drawings for a given text description where a user can specify a desired drawing style using a sample image. Inspired by a theory in art that style and content are generally inseparable during the creative process, we propose a coupled approach, known here as StyleCLIPDraw, whereby the drawing is generated by optimizing for style and content simultaneously throughout the process as opposed to applying style transfer after creating content in a sequence. Based on human evaluation, the styles of images generated by StyleCLIPDraw are strongly preferred to those by the sequential approach. Although the quality of content generation degrades for certain styles, overall considering both content and style, StyleCLIPDraw is found far more preferred, indicating the importance of style, look, and feel of machine generated images to people as well as indicating that style is coupled in the drawing process itself. Our code, a demonstration, and style evaluation data are publicly available.
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Li, Meiling, Hezi Liu, Bin Wu, and Ting Bai. "Language Style Matters: Personality Prediction from Textual Styles Learning." In 2022 IEEE International Conference on Knowledge Graph (ICKG). IEEE, 2022. http://dx.doi.org/10.1109/ickg55886.2022.00025.

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Dong, Weishan, Ting Yuan, Kai Yang, Changsheng Li, and Shilei Zhang. "Autoencoder Regularized Network For Driving Style Representation Learning." In Twenty-Sixth International Joint Conference on Artificial Intelligence. California: International Joint Conferences on Artificial Intelligence Organization, 2017. http://dx.doi.org/10.24963/ijcai.2017/222.

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In this paper, we study learning generalized driving style representations from automobile GPS trip data. We propose a novel Autoencoder Regularized deep neural Network (ARNet) and a trip encoding framework trip2vec to learn drivers' driving styles directly from GPS records, by combining supervised and unsupervised feature learning in a unified architecture. Experiments on a challenging driver number estimation problem and the driver identification problem show that ARNet can learn a good generalized driving style representation: It significantly outperforms existing methods and alternative architectures by reaching the least estimation error on average (0.68, less than one driver) and the highest identification accuracy (by at least 3% improvement) compared with traditional supervised learning methods.
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Ivanova, Aneliya, and Galina Ivanova. "Net-generation learning style." In the International Conference. New York, New York, USA: ACM Press, 2009. http://dx.doi.org/10.1145/1731740.1731818.

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Reports on the topic "Learning style"

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Carlin, Bruce, Li Jiang, and Stephen Spiller. Learning Millennial-Style. Cambridge, MA: National Bureau of Economic Research, July 2014. http://dx.doi.org/10.3386/w20268.

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Hoffner, Elizabeth. A study of the perceptual learning style preferences of Japanese students. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6153.

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McFarland, Mary. An Analysis of the Relationship Between Learning Style Perceptual Preferences and Attitudes Toward Computer-Assisted Instruction. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1228.

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Arif, Sirojuddin, Rezanti Putri Pramana, Niken Rarasati, and Destina Wahyu Winarti. Nurturing Learning Culture among Teachers: Demand-Driven Teacher Professional Development and the Development of Teacher Learning Culture in Jakarta, Indonesia. Research on Improving Systems of Education (RISE), November 2022. http://dx.doi.org/10.35489/bsg-risewp_2022/117.

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Despite the growing attention to the importance of learning culture among teachers in enhancing teaching quality, we lack systematic knowledge about how to build such a culture. Can demand-driven teacher professional development (TPD) enhance learning culture among teachers? To answer the question, we assess the implementation of the TPD reform in Jakarta, Indonesia. The province has a prolonged history of a top-down TPD system. The top-down system, where teachers can only participate in training based on assignment, has detached TPD activities from school ecosystems. Principals and teachers have no autonomy to initiate TPD activities based on the need to improve learning outcomes in their schools. This study observes changes in individual teachers related to TPD activities triggered by the reform. However, the magnitude of the changes varies depending on teachers’ skills, motivation, and leadership style. The study suggests that shifting a TPD system from top-down to bottom-up requires differentiated assistance catered to the school leaders’ and teachers’ capabilities.
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Escobar Hernández, José Carlos. Working paper PUEAA No. 15. Teaching Spanish to Japanese students: The students’ profile, their needs and their learning style. Universidad Nacional Autónoma de México, Programa Universitario de Estudios sobre Asia y África, 2022. http://dx.doi.org/10.22201/pueaa.013r.2022.

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This paper focuses on the Japanese students’ learning process when they study Spanish as a second language. First, it mentions some students’ profile characteristic and their interests in learning a new language. Second, it describes the learning language system in Japan, the students’ behavior in the language classes, and which activities they prefer to do in class. In addition, it describes different kinds of learning methods that could be applied depending on the students’ interests and cultural differences. Finally, the author considers that teaching Spanish to Japanese students raises several issues that have to be attended in order to achieve success. Since learning a language implies hard work and effort, teachers must try different methods and approaches relying upon scientific evidence based on one fundamental assumption: people learn by doing things themselves.
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Magie, Anna A., and Deborah D. Young. Service Learning for University Students: Convergence of Fashion Coursework and Community Service to Develop Leadership and Management Skills Through the Planet Style Project. Ames: Iowa State University, Digital Repository, November 2015. http://dx.doi.org/10.31274/itaa_proceedings-180814-82.

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Falfushynska, Halina I., Bogdan B. Buyak, Hryhorii V. Tereshchuk, Grygoriy M. Torbin, and Mykhailo M. Kasianchuk. Strengthening of e-learning at the leading Ukrainian pedagogical universities in the time of COVID-19 pandemic. [б. в.], June 2021. http://dx.doi.org/10.31812/123456789/4442.

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Distance education has become the mandatory component of higher education establishments all over the world including Ukraine regarding COVID-19 lockdown and intentions of Universities to render valuable knowledge and provide safe educational experience for students. The present study aimed to explore the student’s and academic staff’s attitude towards e-learning and the most complicated challenges regarding online learning and distance education. Our findings disclosed that the online learning using Zoom, Moodle, Google Meet, BigBlueButton and Cisco has become quite popular among the students and academic staff in Ukraine in time of the lockdown period and beyond. Based on the Principal Component Analysis data processing we can conclude that students’ satisfaction and positive e-learning perception are in a good correlation with quality of e-learning resources and set of apps which are used while e-learning and distance education. Also, education style, methods, and manner predict willingness of students to self-study. The self-motivation, time-management, lack of practice, digital alienation, positive attitude towards ICT, and instruction strategy belong to the most important challenges of COVID-19 lockdown based on the students and academic staff interviews. Online learning on daily purpose should be used in the favor of strengthening of classical higher education rather than replacing the former. Blended education is the best alternative to face-to-face education, because the communication with mentor in a live environmental even virtual should have ushered the learners to complete online learning and improve its results.
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Smith, Shelley. The cognitive learning styles of international students. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.5615.

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Pia, Alex. Preferred perceptual learning styles of Chinese students. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.5802.

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Studak, Cathryn M., and Diana L. Allison. Developing Interdisciplinary Partnerships Based on Cognitive Learning Styles. Ames: Iowa State University, Digital Repository, November 2016. http://dx.doi.org/10.31274/itaa_proceedings-180814-1331.

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