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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 UniversityPLEASE 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.
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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>. "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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TAVARES, Maria da Glória Guará. "A matter of style: looking at L2 teachers' teaching styles from the perspective of learning styles." Universidade Federal de Santa Catarina, 2004. http://www.repositorio.ufc.br/handle/riufc/19547.
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TAVARES, Maria da Glória Guará. A matter of style: looking at L2 teachers' teaching styles from the perspective of learning styles. 2004. 167f. Dissertação (Mestrado) - Universidade Federal de Santa Catarina - Programa de Pós-graduação em Letras/inglês e Literatura Correspondente, Santa Catarina, 2004.Submitted by anizia almeida (aniziaalmeida80@gmail.com) on 2016-09-09T11:37:38Z No. of bitstreams: 1 2004_dis_mggtavares.pdf: 622930 bytes, checksum: 559864164b07060c826e262be1a0c6b8 (MD5)
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The present study aims at investigating L2 teachers’ teaching styles from the perspective of learning styles to identify the learning styles which tend to be most favored by foreign language teachers, the relationship between teachers’ teaching styles and their own learning styles, students’ attitudes towards discussing learning preferences in the classroom, and difficulties teachers face when trying to develop a balanced teaching style. The data for the present study were collected at the Extracurricular Language Courses offered by Universidade Federal de Santa Catarina (UFSC), from April, 16th to July 4th , 2002. Eight teachers of English as a foreign language – two at the beginning level, two of the pre-intermediate level, two of the intermediate level, and two of the high-intermediate level – were observed for the purpose of investigating their teaching styles from the perspective of learning styles. Out of the eight teachers, six were observed for three classes. The other two were observed for six classes, took part in an instructional program, and were required to accomplish two tasks. Task one consisted of trying to approach students’ learning styles and task two consisted of trying to develop a balanced teaching style. For the data collection, seven instruments were used: (1) classroom observation, (2) audio recordings, (3) one instrument for assessing teaching styles, (4) one instrument for assessing learning styles, (5) one questionnaire for assessing students’ attitudes, (6) a reflective session, and (7) a semi-guided interview with teachers. The framework for data analysis was the Myers and Briggs Learning Style Model (1987). Results indicate that (1) extraverts, feelers, perceivers and kinesthetic tend to be the learning styles most favored, (2) there seems to be a correlation between teachers’ teaching styles and their own learning styles, (3) students present a positive attitude towards teachers’ attempts to discuss learning styles, and (4) teachers face two main difficulties when trying to develop a balanced teaching style: lack of time for planning their classes and lack of knowledge of learning style theories.
O presente estudo tem por objetivo investigar estilos de ensino de professores de L2 sob a perspectiva de estilos de aprendizagem. O estudo foi motivado por quatro perguntas: (1) Quais estilos de aprendizagem tendem a ser mais favorecidos pelos estilos de ensino de professores de L2? (2) Existe relação entre os estilos de ensino dos professores de L2 e seus próprios estilos de aprendizagem? (3) Quais as reações dos alunos quanto a discutir sobre seus estilos de aprendizagem em sala de aula ? (4) Quais as dificuldades encontradas por professores de L2 ao tentarem desenvolver um estilo de ensino mais balanceado? A coleta de dados foi realizada nos cursos extracurriculares de idiomas da Universidade Federal de Santa Catarina, no período de 16 de abril a 1o de julho de 2002. Oito professores participaram desse estudo- dois dos cursos iniciantes, dois dos cursos pré-intermediário, dois dos cursos intermediários e dois dos cursos intermediários-avançados. Desses oito professores, seis foram observados por três aulas e dois foram observados por seis aulas, participaram de um programa de instrução sobre estilos de ensino e de aprendizagem e realizaram duas tarefas em suas salas de aula. A primeira tarefa consistiu em tentar abordar seus alunos sobre suas preferências de aprendizagem. A segunda tarefa consistiu em tentar desenvolver um estilo de ensino balanceado em uma de suas aulas. Sete instrumentos foram realizados para coleta de dados: (1) observação de sala de aula e gravação em áudio (2) anotações em diário (3) um instrumento para determinar estilos de aprendizagem, (4) um instrumento para determinar estilos de aprendizagem, (5) um questionário para verificar reações dos alunos quanto a discutir sobre seus estilos de aprendizagem, (6) uma sessão reflexiva com os professores e (7) uma entrevista com os professores. Os resultados indicam que: (1) alunos extrovertidos, sentimentais, perceptivos e sinestésicos tendem a ser os mais favorecidos pelos estilos de ensino dos professores de L2, (2) existe uma relação entre os estilos de ensino e de aprendizagem dos professores de L2, (3) os alunos apresentam reações positivas ao discutir sobre seus estilos de aprendizagem em sala de aula e (4) os professores encontram duas dificuldades ao tentar desenvolver um estilo de ensino mais balanceado: escassez de tempo para planejar a aula e falta de familiaridade com as teorias de estilos ensino e aprendizagem.
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Foley, Nancy E. "Learning style preferences of undergraduate students with and without learning disabilities /." free to MU campus, to others for purchase, 1997. http://wwwlib.umi.com/cr/mo/fullcit?p9842527.
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Gunes, Cevriye. "Learning Style Preferences Of Preparatory School Students At Gazi University." Master's thesis, METU, 2001. http://etd.lib.metu.edu.tr/upload/12605465/index.pdf.
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The purpose of this study was to determine the learning styles of preparatory school students from Gazi University and examine the relationship between students&rsquolearning style preferences (LSP) and faculty students will study in, gender, proficiency level of English and achievement scores on listening, reading, grammar, and writing in the English Course. The instrument, Index of Learning Styles (ILS), was administered to 367 randomly selected students. As for the data analysis, descriptive statistics portrayed the frequencies, percentages, means and standard deviations, the t test was conducted to see whether students&rsquo
achievement scores differ according to their LSPs and the Crosstabs procedure was conducted to investigate whether the LSPs of the students at Gazi University differ according to faculty they will study in, gender and level of proficiency. The results indicated that there was no significant difference between students&rsquo
LSPs and faculty, gender, level and achievement scores.
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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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Lui, Catherine Johnston. "The Perceptual Learning Style Preferences of Hispanic Students in Higher Education." BYU ScholarsArchive, 2017. https://scholarsarchive.byu.edu/etd/6712.
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This paper addresses the question of whether higher education Hispanic students of different nationalities have different perceptual learning style preferences. Independent samples t-tests findings suggest the country of origin of a Hispanic student's parents has a statistically significant relationship (n=165, p<0.0073) with student's learning style preferences. ANOVA results also identified a statistically significant relationship between SES and group learning style (p<0.004,) and between visual learning style and two factors: age (p<0.011) and family education (p<0.033).
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Olsson, Elin. "Learning Styles and Reading." Thesis, University of Gävle, Department of Humanities and Social Sciences, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-6338.
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Learning styles have been the subject of educational discussion since 1967. The Dunn and Dunn model has been world leading ever since. The Dunn and Dunn theory states that each individual learns differently and that school can help the students’ results by adapting the teaching to each student’s learning style and perceptual preference. This study focuses on learning styles and especially its connection to reading. When, where and why a student chooses to read is of importance and can affect the reading outcome. To get insight into how students read, this study looks at what type of setting students choose to read in when they do not read in school. It also examines students’ attitudes. The study also discusses how learning style-based learning can help teachers in their work.
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Pacalo, Carla Ann. "Learning Style AND Entrepreneurial Operations:A Small Business Study." Diss., Virginia Tech, 2014. http://hdl.handle.net/10919/64401.
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Americans spent approximately $47.7 billion on pet products and services in 2010, an increase of 4.8% over 2009, making the pet industry a market segment ripe with opportunity for entrepreneurial small business venture (American Pet Products Association, 2013). Small businesses invite innovation, create and provide new jobs, foster entrepreneurial spirit and creativity, and create competition that drives future business endeavors (Hillary, 2001). The pet dog industry is a salient example of entrepreneurial activity in which the pressures of business, economics, and learning coalesce. Because small businesses bolster about half of the private-sector economy and represent more than 99% of all business firms (Small Business Administration, 2013), it is useful for small business owners to learn and prosper as entrepreneurs. "Entrepreneurship is a learning process, and a theory of entrepreneurship requires a theory of learning" (Minniti, 2010, p. 9). However, there is still limited knowledge and understanding of the interaction between learning and entrepreneurship, and such a process remains one of the most neglected areas of entrepreneurial research and thus understanding (Deakins and Freel, 1999). This study explored entrepreneurial decision making by using the construct of David A. Kolb's Learning Style Inventory to examine an entrepreneurial operation in the pet dog-training industry. The researcher worked hand-in-hand with the entrepreneur in a collaborative partnership to explore the phenomenon using narrative inquiry research methods. A series of semi-structured interviews were used to collect and analyze stories and identify key considerations for learning style in relation to entrepreneurship. The results showed the entrepreneur's preferred learning style aligned with his expressed style and demonstrated a keen sense of operations awareness. Additionally, the entrepreneur had learned how to leverage his strengths over time while recognizing and compensating for his weaknesses. For a novice or someone with a desire to learn more about their own entrepreneurial inclinations, results from a learning style instrument could provide such understandings with helpful implications for small business ownership. Future studies could contribute to entrepreneurial research and add greater voice to the pet dog industry.Ph. D.
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Alshammari, Mohammad. "Adaptation based on learning style and knowledge level in e-learning systems." Thesis, University of Birmingham, 2016. http://etheses.bham.ac.uk//id/eprint/6702/.
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Although there have been numerous attempts to build and evaluate adaptive e-learning systems, they tend to be limited in scope, and suffer from a lack of carefully designed and controlled experimental evaluations of their effectiveness and usability. This thesis addresses these issues through the implementation of an adaptive e-learning system and its experimental validation. The design of an adaptive framework and the specific instantiation of its components into a configurable adaptive e-learning system are presented. The domain model of the system deals with computer security. The learner model incorporates the information perception dimension of the Felder-Silverman model of learning style and also knowledge level. The adaptation model generates personalised learning paths and offers adaptive guidance and recommendation. The thesis also provides an empirical evaluation through three controlled experiments to investigate the effect of different forms of adaptation. Rigorous experimental design, careful investigation and precise reporting of results are taken into account in all the three experiments. The findings indicate that matching the sequence of learning objects to the information perception learning style yields significantly better learning outcome and learner satisfaction than non-matching sequences. They also indicate that adaptation based on the combination of the information perception learning style and knowledge level yields significantly better learning outcome (both in the short- and long-term) and learner satisfaction than adaptation based on either of these learner characteristics alone; this combination is also marked by a significantly higher level of perceived usability compared to a non-adaptive version of the e-learning system.
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Wen, YuanHua. "Student attitudes toward fully internet dependent learning : assessment based on learning style /." free to MU campus, to others for purchase, 2000. http://wwwlib.umi.com/cr/mo/fullcit?p9974702.
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Schneiderheinze, Douglas Dean. "EXAMINING THE RELATIONSHIP AMONG STUDENTS' LEARNING STYLES, TECHNOLOGY ACCEPTANCE, AND STUDENTS' COMPLETION RATES IN E-LEARNING AND TRADITIONAL CLASS ENVIRONMENTS." OpenSIUC, 2011. https://opensiuc.lib.siu.edu/dissertations/444.
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Distance learning is gaining popularity in many education environments. Online classes are on the increase because students need alternatives to traditional face-to-face classroom training. Time constraint on today's students coupled with the need for education to keep up with advances in technology, in all fields, has forced educators to facilitate training avenues other than traditional methods to perform this pedagogy. Students' perceptions of online classes along with differing learning styles are making this process challenging. Many colleges and universities are reporting alarmingly higher dropout rates of online students versus their traditional classroom students. There are many variables that can be attributed to this outcome and current research is looking at ways to increase the completion rate of this growing learning alternative. The purpose of this study is to examine some of the variables involved in the learning process that might have an effect on the online learning process. This may lead to a better understanding of why the completion rates are lower for online students. Some of the variables reviewed in this study are learning styles and technology acceptance, both of which can have an influence on the student's reception of the learning material. Online students scored higher in all but one of the technology acceptance scores. Learning styles showed a greater number of read/write learners in online classes and a greater number of kinesthetic learners in traditional classes. Instructors teaching styles also had a relationship with the students' successful completion of online classes.
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Ryu, Youngtae. "An Experimental Investigation on the Effects of Learning Style and Presentation Methods on Knowledge Acquisition in a University Classroom Environment." Thesis, University of North Texas, 1997. https://digital.library.unt.edu/ark:/67531/metadc279216/.
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The purpose of this study was to investigate the effects of four learning styles (accommodator, assimilator, converger, and diverger) and two different presentation methods (traditional and computer-based) on knowledge acquisition in a university classroom.
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Roa, Michelle L. "Millennial students' preferred learning style| Evaluation of collaborative learning versus traditional lecture methods." Thesis, Nova Southeastern University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3640067.
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Background. Nurse educators are challenged with a new generation of students referred to as the Millennial generation. These millennial students, who have different learning style preferences, are testing the traditional pedagogical methods of nurse educators such as lecture. The social nature of millennial students coincides with the social constructivism theory that students learn in groups.
Purpose. The purpose of this quasi-experimental study was to examine if there was an improved retention of knowledge in millennial students who were taught by collaborative learning strategies rather than the traditional lecture method in an associate degree nursing program. Additionally, the study examined if learning by the students' preferred learning style resulted in a higher level of achievement on a comprehensive standardized examination versus learning by a nonpreferred style.
Theoretical Framework. The theoretical framework for this study was founded on the social constructivism theory suggesting students build knowledge through social group interactions.
Methods. The quasi-experimental study was conducted at an associate degree program in the Midwest. The nonprobability purposive sampling was utilized to examine the means of a comprehensive standardized examination and a learning styles preference assessment.
Results. The statistical analysis utilizing the analysis of covariance did not produce statistically significant findings in the differences in the comprehensive standardized examination score means between the students taught by the lecture method and students taught by the collaborative method when controlled for the cumulative grade point average. Additionally, the study did not find statistically significant differences in mean comprehensive standardized examination scores when taught by the students' preferred learning style versus being taught by their nonpreferred style.
Conclusions. Although not significant, the study did find students who were taught by the collaborative method had higher scores than those who were taught by the lecture method. In addition, learning styles preferences were not significant in determining academic success. The implications of the study are significant to nursing education by highlighting the importance of using collaborative activities and multiple teaching modalities.
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Roa, Michelle. "Millennial students' preferred learning style : evaluation of collaborative learning versus traditional lecture methods." Thesis, NSUWorks, 2013. https://nsuworks.nova.edu/hpd_con_stuetd/6.
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Nurse educators are challenged with a new generation of students referred to as the Millennial generation. These millennial students, who have different learning style preferences, are testing the traditional pedagogical methods of nurse educators such as lecture. The social nature of millennial students coincides with the social constructivism theory that students learn in groups. The purpose of this quasi-experimental study was to examine if there was an improved retention of knowledge in millennial students who were taught by collaborative learning strategies rather than the traditional lecture method in an associate degree nursing program. Additionally, the study examined if learning by the students' preferred learning style resulted in a higher level of achievement on a comprehensive standardized examination versus learning by a nonpreferred style. The theoretical framework for this study was founded on the social constructivism theory suggesting students build knowledge through social group interactions. The quasi-experimental study was conducted at an associate degree program in the Midwest. The nonprobability purposive sampling was utilized to examine the means of a comprehensive standardized examination and a learning styles preference assessment. The statistical analysis utilizing the analysis of covariance did not produce statistically significant findings in the differences in the comprehensive standardized examination score means between the students taught by the lecture method and students taught by the collaborative method when controlled for the cumulative grade point average. Additionally, the study did not find statistically significant differences in mean comprehensive standardized examination scores when taught by the students' preferred learning style versus being taught by their nonpreferred style. Although not significant, the study did find students who were taught by the collaborative method had higher scores than those who were taught by the lecture method. In addition, learning styles preferences were not significant in determining academic success. The implications of the study are significant to nursing education by highlighting the importance of using collaborative activities and multiple teaching modalities.
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Bazier, Celeste Christine. "An Analysis of Instructor Extraversion and Student Learning Style." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/252.
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An instructor's personality may influence his or her teaching strategies and instructional style. Correspondingly, a student with a particular learning style may respond more readily to one teacher personality type as opposed to another. This quantitative research, guided by theories of personality and learning, examined the relationship between instructor level of extraversion and student visual, auditory, or kinesthetic learning modalities in a community college setting. A cross-sectional correlation design was implemented. Three hundred and two students from a community college in the southwestern United States were asked to select an instructor (past or present) they thought taught effectively and complete an observer-rated extraversion scale from the Big Five Inventory on the selected instructor. The students also self-reported their learning style using the Barsch Learning Style Inventory along with a demographic questionnaire. Upon establishing the dominant learning style of each student, a one-way ANOVA was conducted to analyze instructor's extraversion level with student's dominant style of learning. Pearson correlations were examined to determine relationships between instructor extraversion and auditory, visual, and kinesthetic learning style scores. While findings did not indicate a positive correlation between instructors' degree of extraversion and students' visual learning style scores, it did show that visual learners rated effective instructors higher on the trait of extraversion than did auditory or kinesthetic learners. In addition, further analyses indicated that auditory and kinesthetic learning style scores negatively correlated to an instructor's level of extraversion. This study's results emphasize the importance of considering both instructors' personality traits and students' learning styles in fostering an advantageous learning environment.
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Lemire, David. "Establishing the psychometric properties of one learning style instrument /." Search for this dissertation online, 2005. http://wwwlib.umi.com/cr/ksu/main.
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Shepherd, Karen Clark. "Learning style, academic success, and the baccalaureate nursing student." Virtual Press, 1989. http://liblink.bsu.edu/uhtbin/catkey/560279.
Full textAbstract:
The purpose of the study was to examine the difference in academic success based on learning styles of baccalaureate nursing students. A convenience sample of 19 sophomore, 43 junior, and 19 senior baccalaureate nursing students was selected from those enrolled in summer and fall nursing courses at a NLN accredited Midwest university. Differences in academic success based on learning style were analyzed for each level as well as for the entire group. The predominance of one learning style for baccalaureate nursing students was an additional research question that was addressed.The Kolb Learning Style Inventory was utilized to elicit and categorize student learning styles. Academic success was operationally defined as the student's nursing GPA. Nursing GPAs were obtained and calculated from the student's academic record.Differences were analyzed utilizing a two way analysis of variance. The study's results indicated that there is no significant difference in academic success as it relates to learning style or level in the baccalaureate nursing program. Data also suggests that the predominant learning styles among baccalaureate nursing students are concrete in nature.School of Nursing
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Kiyuna, Ronald Seijin. "Learning style as a predictor of counseling goal preference." Scholarly Commons, 1989. https://scholarlycommons.pacific.edu/uop_etds/3387.
Full textAbstract:
The purpose of this study was to investigate the association between counselor learning styles and counseling goal preferences. Learning styles were measured by the Learning Style Inventory (Kolb, 1986) and counseling goal preferences were identified by the Counseling Preference Questionnaire. The subjects for this study included 113 graduate level students enrolled in counselor education programs at several universities in the Northern California region. A letter explaining the nature of the study was sent to administrators and instructors and permission to survey their students was obtained. During the administration of the survey, each subject was given a test packet including the Learning Style Inventory (LSI) and the Counseling Preference Questionnaire (CPQ). Statistical analyses to explore the relationships in question incorporated the SPSSx computer program at the Computer Center of the University of the Pacific, Stockton, California. The statistical analyses included the Chi square test of association, Chi square goodness-of-fit, and the Analyses of Variance procedure. The findings of this study indicated that only one of the four learning style types (Divergers) was significantly associated with a counseling goal that reflected similar orientations. Also found was a significant but tenuous relationship between the dimensional scores of the LSI and counseling goal preference. It is suggested that although there were tentative indications of relationships between learning styles and counseling goal preferences, the findings of this study were too tenuous to be considered of practical value.
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Lee, Catherine Hui Min. "Cognitive style and hypermedia learning: A multi-perspective study." Thesis, Lee, Catherine Hui Min (2013) Cognitive style and hypermedia learning: A multi-perspective study. PhD thesis, Murdoch University, 2013. https://researchrepository.murdoch.edu.au/id/eprint/22704/.
Full textAbstract:
The massive growth of information communication technologies (ICTs) has revolutionized students’ learning in higher education through the advancement of educational technologies. Technologies such as hypermedia learning systems have become widespread and offer significant contributions to improving the delivery of learning and teaching materials. One attribute of hypermedia in facilitating learning is the way it parallels how the human brain and memory works, particularly the way information is encoded and retrieved (Jonassen, 1988; 1991). The effectiveness of hypermedia systems as learning tools has been confirmed by numerous researchers (e.g. Buchanan, 2000; Ford & Chen, 2001; Fullerton, 2000; Guthrie, 2010; Lee & Boling, 2008; Thomas & McKay, 2010) who demonstrated their compatibility with cognitive processes due to variations in the way students perceive, understand and learn from complex information sources. In other words, a key factor in the development of hypermedia learning systems is their dependency on students’ cognitive style since they relate to users’ information processing habits and the representation of individual users’ typical modes of perceiving, thinking, remembering and problem solving. Specifically, Witkin, Moore, Goodenough, and Cox’s (1977) classification - field dependent and independent learners - is adapted in this study to identify the key factors that affect students’ cognitive style in educational environments supported by hypermedia systems.
Nevertheless, with the continuous development of hypermedia learning systems, there is still much to explore and learn about students’ cognitive styles and their effect on learning from cross-disciplinary perspectives. Hence, this thesis aims to answer two broad questions: (i) What are the factors that affect cognitive style? (ii) Does cognitive style change over time? To address these questions, four groups of factors were explored and tested in two locations (Australia and Malaysia) and over two time periods (Semester 1 and Semester 2, 2008): (i) student demographics; (ii) learning dimensions (nonlinear learning, learner control, multiple tools); (iii) culture dimensions (power distance, uncertainty avoidance, individualism/collectivism, masculinity/femininity, long/short term orientation); and (iv) evaluation of units (content delivery).
The methodological design was a case study using a survey instrument. The study was conducted over two semesters in Australian and Malaysian universities. Both statistical and descriptive analyses were used to enrich the interpretive process of the complex dimensions and increase the relevance of the findings. The statistical analyses consisted of sample size determination, hypotheses testing and application of advanced statistical modelling methods (multiple linear regressions, tree-based regressions and linear mixed effects models) to extract the maximum information from the data. The results indicate that unit evaluation, which included questions related to students’ perceived satisfaction with the delivery of the unit material, was the primary variable to determine students’ cognitive style. The other variables determining cognitive style, to a lesser extent, were learning dimensions (particularly nonlinear learning and learner control) and culture (particularly power distance, long term orientation and individualism). It was found that neither demographics nor time affects cognitive style.
The outcomes of this study have important practical implications for educators and institutions. It is recommended that unit evaluations should be conducted at both the beginning and the end of each semester. By administering a survey that asks students about their preferred delivery of material at the beginning of the semester, their cognitive style could be identified. The results would therefore be valuable information for tutors and lecturers who could adjust their delivery style accordingly. The students’ responses at the end of the semester would provide valuable feedback to tutors and lecturers. This research drew on the perspectives of education, information systems, cognitive psychology and culture. The study incorporated multiple factors with detailed case studies and used extensive quantitative analyses to ensure the validity and reliability of the research findings. The findings in this study will contribute to the ongoing research cognitive style and hypermedia learning systems.
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Keith-Magee, Russell. "Learning and development in Kohonen-style self organising maps." Thesis, Curtin University, 2001. http://hdl.handle.net/20.500.11937/162.
Full textAbstract:
This thesis presents a biologically inspired model of learning and development. This model decomposes the lifetime of a single learning system into a number of stages, analogous to the infant, juvenile, adolescent and adult stages of development in a biological system. This model is then applied to Kohonen's SOM algorithm.In order to better understand the operation of Kohonen's SOM algorithm, a theoretical analysis of self-organisation is performed. This analysis establishes the role played by lateral connections in organisation, and the significance of the Laplacian lateral connections common to many SOM architectures.This analysis of neighbourhood interactions is then used to develop three key variations on Kohonen's SOM algorithm. Firstly, a new scheme for parameter decay, known as Butterworth Step Decay, is presented. This decay scheme provides training times comparable to the best training times possible using traditional linear decay, but precludes the need for a priori knowledge of likely training times. In addition, this decay scheme allows Kohonen's SOM to learn in a continuous manner.Secondly, a method is presented for establishing core knowledge in the fundamental representation of a SOM. This technique is known as Syllabus Presentation. This technique involves using a selected training syllabus to reinforce knowledge known to be significant. A method for developing a training syllabus, known as Percept Masking, is also presented.Thirdly, a method is presented for preventing the loss of trained representations in a continuously learning SOM. This technique, known as Arbor Pruning, involves restricting the weight update process to prevent the loss of significant representations. This technique can be used if the data domain varies within a known set of dimensions. However, it cannot be used to control forgetfulness if dimensions are added to or removed from the data domain.
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Keith-Magee, Russell. "Learning and development in Kohonen-style self organising maps." Curtin University of Technology, School of Computing, 2001. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=12818.
Full textAbstract:
This thesis presents a biologically inspired model of learning and development. This model decomposes the lifetime of a single learning system into a number of stages, analogous to the infant, juvenile, adolescent and adult stages of development in a biological system. This model is then applied to Kohonen's SOM algorithm.In order to better understand the operation of Kohonen's SOM algorithm, a theoretical analysis of self-organisation is performed. This analysis establishes the role played by lateral connections in organisation, and the significance of the Laplacian lateral connections common to many SOM architectures.This analysis of neighbourhood interactions is then used to develop three key variations on Kohonen's SOM algorithm. Firstly, a new scheme for parameter decay, known as Butterworth Step Decay, is presented. This decay scheme provides training times comparable to the best training times possible using traditional linear decay, but precludes the need for a priori knowledge of likely training times. In addition, this decay scheme allows Kohonen's SOM to learn in a continuous manner.Secondly, a method is presented for establishing core knowledge in the fundamental representation of a SOM. This technique is known as Syllabus Presentation. This technique involves using a selected training syllabus to reinforce knowledge known to be significant. A method for developing a training syllabus, known as Percept Masking, is also presented.Thirdly, a method is presented for preventing the loss of trained representations in a continuously learning SOM. This technique, known as Arbor Pruning, involves restricting the weight update process to prevent the loss of significant representations. This technique can be used if the data domain varies within a known set of dimensions. However, it cannot be used to control forgetfulness if dimensions are added to or removed from ++the data domain.
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Solis, John D. "The relationship between preservice teachers' social learning style preferences and learning activity role choices." Laramie, Wyo. : University of Wyoming, 2006. http://proquest.umi.com/pqdweb?did=1225152311&sid=1&Fmt=2&clientId=18949&RQT=309&VName=PQD.
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Nilsson, Lina, and Pamela Vang. "To create a learning situation for every learning style that occurs in the classroom." Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-33592.
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Syftet med denna empiriska undersökning har varit att undersöka hur pedagoger varierar sin undervisning utifrån varje enskild individs behov och förutsättningar. Dessa enskilda individers behov och förutsättningar har vi i denna empiriska undersökning kopplat till de fyra inlärningsstilarna som Boström & Wallenberg (1997) använder. Matematikämnet är ett skolämne som vi anser har stor potential till att kunna varieras så att den inkluderar samtliga inlärningsstilar. Dock har vi insett att problematiken ligger i att matematiken sällan sker i praktisk form, utan mestadels sker den i visuell och auditiv form. Därav ville vi undersöka hur matematiken kan varieras för att även ske i praktisk form. Den empiriska undersökningen skedde genom att vi kombinerade den kvalitativa metoden med den kvantitativa metoden, då vi ansåg att delar av de olika metoderna kunde komplettera varandra så att validiteten i denna empiri skulle förbli hög. Vi valde att endast göra undersökningen i årskurs 6 eftersom att vi ville att samtliga elever och pedagoger skulle ha samma förutsättningar inför intervjutillfällena. Eftersom vi delade ut enkäter till samtliga elever ville vi att eleverna skulle vara jämnåriga, då det gav oss större möjlighet för att jämföra resultatet av den empiriska undersökningen.
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Battilana, Pietro. "Convolutional Neural Networks for Image Style Transfer." Master's thesis, Alma Mater Studiorum - Università di Bologna, 2018. http://amslaurea.unibo.it/16770/.
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In this thesis we will use deep learning tools to tackle an interesting and complex problem of image processing called style transfer. Given a content image and a style image as inputs, the aim is to create a new image preserving the global structure of the content image but showing the artistic patterns of the style image.
Before the renaissance of Arti�cial Neural Networks, early work in the �field called texture synthesis, only transferred limited and repeatitive geometric patterns of textures. Due to the avaibility of large amounts of data and cheap computational resources in the last decade Convolutional Neural Networks and Graphics Processing Units have been at the core of a paradigm shift in computer vision research. In the seminal work of Neural Style Transfer, Gatys et al. consistently disentangled style and content
from different images to combine them in artistic compositions of high perceptual quality. This was done using the image representation derived from Convolutional Neural Networks trained for large-scale object recognition, which make high level image informations explicit. In this thesis, inspired by the work of Li et al., we build an efficient neural style transfer method able to
transfer arbitrary styles. Existing optimisation-based methods (Gatys et al.), produce visually pleasing results but are limited
because of the time consuming optimisation procedure. More
recent feedforward based methods, while enjoying the inference efficiency, are mainly limited by inability of generalizing to unseen
styles. The key ingredients of our approach are a Convolutional
Autoencoder and a pair of feature transforms, Whitening and Coloring, reflecting a direct matching of feature covariance of the content image to the given style image. The algorithm allows us to produce images of high perceptual quality that combine the content of an arbitrary photograph with the appearance of arbitrary well known artworks.
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Adams, Joshua. "The Relationship Between Supplemental Instruction Leader Learning Style and Study Session Design." Thesis, University of North Texas, 2011. https://digital.library.unt.edu/ark:/67531/metadc67952/.
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The purpose of this qualitative study was to examine the learning styles of supplemental instruction leaders at a large, public university during the fall 2010 semester and determine whether or not their personal learning styles influenced the way they designed and developed out-of-class study sessions. The total population of supplemental instruction leaders was 37, of which 24 were eligible to participate in the study. Of the 24 eligible supplemental instruction leaders, 20 completed the entire study. Participants in the study included nine male and 11 female supplemental instruction leaders with a median age of 22.25 years-old. Seventeen participants indicated their classification as senior, two as junior, and one as sophomore. Of the participants, 16 indicated white as a race or ethnicity, one indicated Asian, two indicated African American, and one indicated both American Indian/Alaska Native and white. Supplemental instruction leader learning style was assessed using the Kolb Learning Style Inventory. Leaders were then interviewed, and their study sessions were analyzed. Through triangulation of data from learning style, interviews and actual study session documents, four major themes emerged. The four themes were: 1) incorporation of personal experience into study session design, 2) the sense of impact on student learning, 3) a feeling of the need to incorporate varied activities into study session design, and 4) the concept that students must take ownership over their own learning. No consistent pattern emerged among the themes; however, the results attributed out-of-class study session design to both the incorporation of personal learning style preferences as identified through the Kolb Learning Style Inventory and training conducted by the institution. Implications for future research include the need for continued research addressing how and if supplemental instruction leader learning style influences out-of-class study session design. Also, as institutions of higher education seek to expand academic support services to all students, future research should explore supplemental instruction leader training and the impact such training has on students seeking support from the supplemental instruction program.
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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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Tsai, Ming-Yen, and 蔡明諺. "A Research of automatic classification based on learner’s thinking style and learning style in E-learning." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/56982766767496781243.
Full textAbstract:
碩士國立中正大學
資訊工程所
95
With E-learning''s development and maturity advances, learners and teachers are no longer restricted to traditional face-to-face teaching method, breaking fixed time and place restrictions. Learners can achieve interactive learning through the Internet anywhere, and adjust their learning process based on their learning environment and learning state. Teachers can adjust the teaching process and adequately bring adequately one-on-one teaching method into full play according to learner''s status. In the traditional teaching environment point of view, Teaching is not only transfer knowledge but also contain Emotional Expression and Self-awareness. Many scholars think that personality traits are important for leaner''s learning effectiveness. With Portfolio transfer to the feature value, base on thinking style and learning style, and import SVM to accomplish automatic classification, therefore, we design automatic classification through the advantage of E-learning. Consequently, it could help teacher to understand personality traits of learner, and also save time to finish the Psychological tests for leaner.
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Ngozo, Boesman Petrus. "Dynamics of learning style flexibility in teaching and learning." Diss., 2012. http://hdl.handle.net/2263/29629.
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This study examines the significance of understanding learners’ learning styles in relation to an educator’s learning style. The study explores the extent to which an educator and learners make provision for learning style flexibility by knowing and understanding their learning styles. There were reasons for being actively involved in the study. I wanted to know my learning style and to know and understand the learning styles of my learners. Action research was used to focus on the significance of learning style flexibility in my teaching practice, with the aim to developing myself as a professional and improving my teaching practice. Action research develops through a selfreflective spiral, consisting of cycle, each with its own steps of planning, acting, observing, reflecting and planning again for further implementation. Action research was critical in helping me to enhance my competencies and the competencies of learners who participated in my study and enabled me to improve in an ongoing, cyclical fashion. The use of qualitative and quantitative research methods helped me to learn and understand my learning style and learners’ learning styles. Herrmann’s Whole Brain Dominance Instrument (HBDI) was used to identify my learning style. To identify learners’ learning styles I used a simplified questionnaire that helped me to understand learners’ thinking preferences according to the four quadrants of Herrmann’s model. Learners’ profiles were identified and indicated that they have didderent profiles. Feedback questionnaires for learners and lecturers were used to dtermine feedback on how I facilitate learning and accommodate learners according to their learning styles, and improve myself professionally. Learning style flexibility is an approach that enhances teaching and learning, including the achievement of complex learning outcomes that includes attitudes and personality traits. Educators should move away from a content-driven learning approach to learner-driven approaches that allow learners to discover and construct knowledge on their own. Learning style flexibility and educational change complement each other. Learning style flexibility is significant in teaching and learning and the professional development of educators. CopyrightDissertation (MEd)--University of Pretoria, 2012.
Humanities Education
unrestricted
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Iddings, Roger Keith. "Farm computer use and learning style." 1991. http://catalog.hathitrust.org/api/volumes/oclc/24575264.html.
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Thesis (Ph. D.)--University of Wisconsin--Madison, 1991.Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 146-162).
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Huang, Hsiao-Ju, and 黃小茹. "Gender Differences in Learning Style Preference and Learning Strategy Use." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/ah743g.
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碩士國立屏東大學
應用英語學系碩士班
105
The past literature has indicated preferred English learning style is linked to learning strategy use. To date, little research has been conducted on the extent and intensity of such link, in particular, for local teenaged EFL learners. The present study aimed to explore this relationship with a specific concern for gender differences. Two standardized tests of the Reid’s (1984) Perceptual Learning Style Preference Questionnaire and the Oxford’s (1990) Learning Strategy Questionnaire were administered to 333 senior high school students (M = 165, F = 168). Individual interviews were given to 40 surveyed students (M = 20, F = 20) to further detect their English learning difficulties and to validate the data obtained from the two questionnaires. Independent t-tests were conducted to examine the gender effect, and Pearson correlations, the relationship between style preference and learning strategy use. The important results were: (1) kinesthetic type was found to be the most preferred English learning style, and individual study style as the least preferred one, all of which was confirmed in the interview data; (2) Significant gender differences were found in the type of group (t (331) = 2.46, p = .00 < .05) with superiority on the male learners; (3)When individual learning style items were considered, 10 out of 30 (33%) items produced significant t-tests for the gender effect; (4) the female learners were found preferring the visual and auditory styles, and the male learners, the group style to study English; (5) high school students used learning strategies moderately; compensation strategies were employed most often, and affective strategies, least often; (6) there were no significant differences between the male and female learners in their overall and each type of strategy use; (7) generally, significant gender differences were detected more in the learning style preference than in the learning strategy use for senior high school students; (8) significant correlations between style and strategy use were detected (overall correlation: r = .52, P < .01); particularly, male learners (r = .57, p < .01) were found having higher correlation strengths than their female counterparts (r = .44, p < .01); (9) the interviewed students reported insufficient vocabulary and grammar knowledge and poor writing or listening skills as their top English learning difficulties. Based on the results, pedagogical and research implications were provided to conclude this study.
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Yeh, Sheng-De, and 葉晟德. "Using Mulitiple Learning Style Profile in Adaptive E-Learning System." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/11128543175957682330.
Full textAbstract:
碩士嶺東科技大學
資訊科技應用研究所
95
In the past a lot of learning style research focused on classroom teaching, and used the sole style metered to do judgment for the whole learning style. The main objective of this research is to integrate the Learning Style Profile by Keefe & Monk and Solomom Learning Style. Our done a multiple learning style profile in adaptive e-learning system. It is expected to create an adaptive learning way to enhance the efficiency of learning. In MALS includes adaptive e-learning module and automatic question-answering module. The initial step of this research used the Learning Style Profile by Keefe & Monk and Solomom Learning Style. The former is used to judge for the three-level difficulty of material and as well as of test and answer. The latter is used to analyze the type of material and learning mode. After a week on-line learning, we found that if learners assure to study, the average grades of an experiment group is superior to the one of a control group. When learners ask question in MALS, we find the adaptive answers for answers can to the learners improve satisfaction.
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Jwo, Huei-tau, and 卓輝泰. "Learning Style Based Adaptive e-Learning Model for High School." Thesis, 2002. http://ndltd.ncl.edu.tw/handle/99248811418221568654.
Full textAbstract:
碩士國立中正大學
資訊工程研究所
90
The main features of “nine-year continuous course ”aim to keep the courses flexible, combine high school courses with elementary school courses, and decrease basic classes. Those who support it hope it can release students’ course burden and make schools have more flexible teaching hours to practice teaching in accordance with students’ interests. According to the traditional course standard and the fact that one teacher has to face almost forty students having different learning backgrounds and aptitudes, plenty of teachers have trouble in teaching students. However, internet has become a main trend and the websites related to industry, commerce and education have become more and more. But how to teach students to learn through internet and help teachers to enhance teaching quality and effects are important strategy of future education revolution. However, many teaching researches according with students’ aptitude have confirmed that learning styles can enhance students’ learning achievement. Therefore, how to put students’ learning styles in the system of the internet teaching has become an essential topic. Due to the trend, the main theme of the research aims to discuss the learning theory and application strategy, make students have abilities to create the course concepts according to individual learning styles, and make the system capable of testing different learning styles as well as learning effects. By the research, we believe it can provide different websites to decrease learning hours and increase learning effects. Moreover, we also expect that it can be compliant to the internet learning environment of SCORM standard
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Wu, Yu-Ming, and 吳玉明. "The learning of different learning style students in constructivist approach." Thesis, 1997. http://ndltd.ncl.edu.tw/handle/06979711583839034159.
Full textAbstract:
碩士國立新竹師範學院
國民教育研究所
85
The purpose of this study is to explore the learning processes of studentswith different learning styles in the constructivist approach.We focused onthe forty-seven students of the sixth grade in an elementary school.Qualitative method was used.The data are collected from nonparticipant-observation,interview and documentation.The student learning styles are separated into four categories：active,reflective,systematic and indifferent students. The main findings of this study can be summarized as follows： 1. The constructivist approach can improve the teacher-student interactions,especially for active and reflective learning style students. 2. The constructivist approach can improve students problem-solving skills,and the active and reflective students performed better than the systematic and indifferent students. 3. The constructivist approach can improve students''''''''prediction,explanation and reasoning skills.The active and reflective students performed better than the systematic and indifferent students. 4. The constructivist approach can improve the voluntary study attitude for theactive and reflective students,but the systematic and indifferent students seems to remain passive.
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Lih-Jen, Shieh, and 謝麗珍. "A Study of Gifted Students' Learning Style and Preference on Teaching Style." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/88276499714004735232.
Full textAbstract:
碩士臺北市立教育大學
創造思考暨資賦優異教育研究所
95
ABSTRACT The study aims to explore gifted students’ learning styles and their preference for teaching styles at elementary schools in Taipei. Literature on related theories were reviewed and a questionnaire survey was conducted to collect empirical data for this study. In the survey, our sampling is composed of 401 participants from the fourth and sixth grades’ gifted students at 14 elementary schools of Taipei. With a return rate of 89.9%, 360 respondents accounted for the total effective survey. The statistical procedures employed included frequency distribution, percentage, means, standard deviation, chi-square test, t- test, and Scheffé tests. The findings of this study were as follows： 1. In order of popularity, learning styles of gifted students at Taipei’s elementary schools were activist, reflector, theorist, pragmatist and mixed style. 2. There were no statistically significant differences in learning styles considering respondents’ school location, gender, and grades. 3. Teaching styles, in gifted children’s favored order, were group-directed, mixed, teacher-directed, exploring, and contracting. 4. The sampling students of diverse gender and grades demonstrated statistically significant differences in their interest in group-directed style. 5. Respondents of the fourth and sixth grades showed statistically significant differences in their liking in teacher-directed, exploring, and contracting styles. 6. There were no statistically significant correlation between respondents’ learning styles and their preferred teaching styles. Keywords：gifted students, learning style, preferred teaching style
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yang, Chin-yi, and 楊靜怡. "Effects of Training Method and Learning Style on Learning Outcome in Programming Learning." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/47345782239267206316.
Full textAbstract:
碩士國立中正大學
資訊管理所
96
Although several factors that affect learning to program have been identified over the years, there continues to be no indication of any consensus in understanding why some students learn to program easily and quickly while others have difficulty. Seldom have researchers considered the problem of how to help the students enhance the programming learning outcome. The research had been conducted at Hsin Kuo High School in Taiwan, R.O.C since September in 2007. Students participating in the study consist of 330 tenth grade students enrolled in the Basic Computer Concepts course with the same instructor. The C programming language is taught in all classes. The teaching content in first semester is the basic concept of C language. And we aimed to train the problem solving ability of learners in the second semester. In the period of time, two types of training methods-instruction-oriented and exploration-oriented were conducted. The Kolb’s instrument was utilized in this study to determine training method is applicable to the four types of learning styles. In summary, the result of this research shows the instruction-oriented training method benefits the students especially the Converger, Accommondator and Diverger in Kolb’s learning style.
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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.
Full textAbstract:
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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Yih-Ching, Li, and 李奕青. "Social Learning Style in Physics Web Laboratory." Thesis, 1998. http://ndltd.ncl.edu.tw/handle/64167864689049834019.
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碩士中原大學
資訊工程研究所
86
Virtual Reality make the user immersive feeling. Nowadays, the entire popular Web learning systems are based 2D, and this paper is focused to develop the Virtual Reality techniques into teaching and learning system to make it more efficient. The main goal of this paper is to establish a 3D Virtual Reality to let the attendants (students) to make advantages of this new environment to do experiment and to research. With the rapid development of Internet and its prevalence and powerful functions, we want to create a Social Learning Environment with all the advantages in the traditional school teaching. We select five typical physics experiments from senior high school as follows: free fall, hooke''s law, simple pendulum motion, circular motion and statics equilibrium. It depends on a reasonable design modules and ideas, interaction and real-time interface to improve the learning efficiency. We take "Problem-based creative thinking model" as our main ideas,with six networks teaching modules and a well-designed experimentplan, supported by the techniques of CGI, JavaScript, ActiveX etc.,to make "Social Learning Style in Physics Web Laboratory" re-establishedin WWW through Simulate Laboratory.
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KuoChunHuang and 黃國鈞. "Learning style and game-based network assessment." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/37086228631181178038.
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碩士國立新竹教育大學
數位學習科技研究所
99
Since game-based learning (GBL) in recent studies have been found limited in a small section or chapter of one single subject, this research tries to establish a game-based assessment learning system applicable for various subjects, such as Mathematics, English, and Chinese etc. Compared with traditional assessments, GBL is much more interesting and motivating, even though GBL costs more money and time. The GBL assessment system must be easy for students to use and be effortless for teachers to set the exam questions. And the most important thing is to make a real commercial web game of the GBL assessment system. In order to create a real GBL assessment game, the system is simply introduced to elementary school students in a short time, and the students may have the right to decide whether to use/play the “Game” or not. The results of this research are shown as below: 1.Parents are deeply concerned about the game which their children are playing. Parents will rest assured of it when they find their children are playing the game made by school teachers that its purposes are for assessment and learning. 2.Parents even encourage their children to play the “Game”, but still expect the game maker to design an anti-addiction mechanism (time limit) to avoid excessive exposure to computers, playing the game for too long. 3.Children are really aware that the system is for learning and assessment, but it seems to all students like a “Game”, and they are willing to spend their leisure/after-school time in the “Game.” 4.Through peer assessment of the system, students are highly motivated to learn and accordingly have higher correct answer rate in the GBL assessment. The GBL assessment system helps student master various subjects, like Mathematic, English and Chinese. It makes children feel happy by learning in an informal style. Teachers and parents as well feel satisfied at the positive influence of the system.
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Louw, Mattheus J., Lynette Louw, and Yanxia Li. "Learning style of Chinese event management students." 2016. http://hdl.handle.net/10962/69167.
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There is a demand for social development in China by establishing, inter alia, a framework focusing on the employability of university graduates and developing self-directed learners. The key to achieving this would be to gain a better understanding of how learning styles, as one of the cognitive factors, contribute towards academic performance in order to provide meaningful learning experiences.
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Chang, Wei-Cheng, and 張為誠. "Deep Learning Based Style Transfer for Videos." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/fy564u.
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碩士國立交通大學
多媒體工程研究所
107
Neural style transfer is usually suitable for use in abstract styles. When used in styles such as Japanese animation whose foreground is more complex than their background, the results are often not as good as expected. We design a method to automatically transfer the style for video with this type of style. We combine semantic segmentation and spatial control to transfer the specified style to the specified area. By designing the initial image and the loss function, we fixed the distortion of the face and the incomplete style transfer. We propose a method to provide users with the ability to adjust the feature weights of different regions to maintain the artistic conception of the target style, we also combine the optical flow to ensure the coherence from frame to frame in the video.
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YANG, CHANG-JUNG, and 楊昌融. "The Effects of Learning Environment, Learning Approach and Learning Style on Inquiry-based Ubiquitous Learning." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/51225790185820366671.
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碩士中華大學
資訊工程學系碩士班
103
Accompanying with the development of mobile technology, learning activities are no longer limited in classrooms or specific places. They can be performed at outdoor. Such kind of ubiquitous learning becomes more and more important. On the other hand, many researches reveal that inquiry-based learning turns students from passive knowledge receivers into active learning-activity participants, and benefits the students in promoting their critical thinking abilities. Thus Inquiry-based Ubiquitous Learning becomes an emergent research topic. However, further investigation is needed to verify the superiority of the inquiry-based ubiquitous learning over normal ubiquitous learning environment. Moreover, it is interesting to develop an inquiry-based ubiquitous learning approach to further promote students’ critical thinking. In recent years, personalized learning that considers the individual differences of students has gained much more attentions. Nevertheless, little related research is done on inquiry-based ubiquitous learning. To investigate the effects of learning environment, learning approach and learning style on inquiry-based ubiquitous learning, an inquiry-based ubiquitous learning system is proposed and developed. The 5E learning cycle is applied as the inquiry-based ubiquitous learning approach. Moreover, the Kolb’s learning style is considered to allocate suitable types of guidance problems in the inquiry-based ubiquitous learning. A serial of field experiments are conducted and the analysis results show that both learning achievement and critical thinking ability are promoted in the proposed inquiry-based learning environment. The full 5E learning cycle further promotes the critical thinking and the personalized learning strategy further promotes the learning achievement.