Tesis sobre el tema "Learning style"
Crea una cita precisa en los estilos APA, MLA, Chicago, Harvard y otros
Consulte los 50 mejores tesis para su investigación sobre el tema "Learning style".
Junto a cada fuente en la lista de referencias hay un botón "Agregar a la bibliografía". Pulsa este botón, y generaremos automáticamente la referencia bibliográfica para la obra elegida en el estilo de cita que necesites: APA, MLA, Harvard, Vancouver, Chicago, etc.
También puede descargar el texto completo de la publicación académica en formato pdf y leer en línea su resumen siempre que esté disponible en los metadatos.
Explore tesis sobre una amplia variedad de disciplinas y organice su bibliografía correctamente.
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.
Texto completoDe, 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.
Texto completoGarland, 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.
Texto completoGirón, 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.
Texto completoEsta 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.
Fitzgerald, Clifford Thomas. "Self-directed and collaborative online learning: learning style and performance". Thesis, Boston University, 2003. https://hdl.handle.net/2144/33470.
Texto completoPLEASE 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
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/.
Texto completoAl-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/.
Texto completoAndrews, 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.
Texto completoFortuna, Federica <1995>. "Learning Style Preferences of Korean University Students". Master's Degree Thesis, Università Ca' Foscari Venezia, 2018. http://hdl.handle.net/10579/13387.
Texto completoJules, 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.
Texto completoTAVARES, 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.
Texto completoSubmitted 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)
Approved for entry into archive by Márcia Araújo (marcia_m_bezerra@yahoo.com.br) on 2016-09-13T16:36:19Z (GMT) No. of bitstreams: 1 2004_dis_mggtavares.pdf: 622930 bytes, checksum: 559864164b07060c826e262be1a0c6b8 (MD5)
Made available in DSpace on 2016-09-13T16:36:19Z (GMT). No. of bitstreams: 1 2004_dis_mggtavares.pdf: 622930 bytes, checksum: 559864164b07060c826e262be1a0c6b8 (MD5) Previous issue date: 2004
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.
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.
Texto completoGunes, 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.
Texto completolearning 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.
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.
Texto completoLui, Catherine Johnston. "The Perceptual Learning Style Preferences of Hispanic Students in Higher Education". BYU ScholarsArchive, 2017. https://scholarsarchive.byu.edu/etd/6712.
Texto completoOlsson, 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.
Texto completoLearning 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.
Pacalo, Carla Ann. "Learning Style AND Entrepreneurial Operations:A Small Business Study". Diss., Virginia Tech, 2014. http://hdl.handle.net/10919/64401.
Texto completoPh. D.
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/.
Texto completoWen, 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.
Texto completoSchneiderheinze, 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.
Texto completoRyu, 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/.
Texto completoRoa, 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.
Texto completoBackground. 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.
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.
Texto completoBazier, Celeste Christine. "An Analysis of Instructor Extraversion and Student Learning Style". ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/252.
Texto completoLemire, David. "Establishing the psychometric properties of one learning style instrument /". Search for this dissertation online, 2005. http://wwwlib.umi.com/cr/ksu/main.
Texto completoShepherd, Karen Clark. "Learning style, academic success, and the baccalaureate nursing student". Virtual Press, 1989. http://liblink.bsu.edu/uhtbin/catkey/560279.
Texto completoSchool of Nursing
Kiyuna, Ronald Seijin. "Learning style as a predictor of counseling goal preference". Scholarly Commons, 1989. https://scholarlycommons.pacific.edu/uop_etds/3387.
Texto completoLee, 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/.
Texto completoKeith-Magee, Russell. "Learning and development in Kohonen-style self organising maps". Thesis, Curtin University, 2001. http://hdl.handle.net/20.500.11937/162.
Texto completoKeith-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.
Texto completothe data domain.
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.
Texto completoNilsson, Lina y 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.
Texto completoBattilana, Pietro. "Convolutional Neural Networks for Image Style Transfer". Master's thesis, Alma Mater Studiorum - Università di Bologna, 2018. http://amslaurea.unibo.it/16770/.
Texto completoAdams, 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/.
Texto completoTOMAŠÁKOVÁ, Michaela. "Styly učení v individuální výuce anglického jazyka". Master's thesis, 2017. http://www.nusl.cz/ntk/nusl-381948.
Texto completoTsai, Ming-Yen y 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.
Texto completo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.
Ngozo, Boesman Petrus. "Dynamics of learning style flexibility in teaching and learning". Diss., 2012. http://hdl.handle.net/2263/29629.
Texto completoDissertation (MEd)--University of Pretoria, 2012.
Humanities Education
unrestricted
Iddings, Roger Keith. "Farm computer use and learning style". 1991. http://catalog.hathitrust.org/api/volumes/oclc/24575264.html.
Texto completoTypescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 146-162).
Huang, Hsiao-Ju y 黃小茹. "Gender Differences in Learning Style Preference and Learning Strategy Use". Thesis, 2017. http://ndltd.ncl.edu.tw/handle/ah743g.
Texto completo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.
Yeh, Sheng-De y 葉晟德. "Using Mulitiple Learning Style Profile in Adaptive E-Learning System". Thesis, 2007. http://ndltd.ncl.edu.tw/handle/11128543175957682330.
Texto completo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.
Jwo, Huei-tau y 卓輝泰. "Learning Style Based Adaptive e-Learning Model for High School". Thesis, 2002. http://ndltd.ncl.edu.tw/handle/99248811418221568654.
Texto completo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
Wu, Yu-Ming y 吳玉明. "The learning of different learning style students in constructivist approach". Thesis, 1997. http://ndltd.ncl.edu.tw/handle/06979711583839034159.
Texto completo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.
Lih-Jen, Shieh y 謝麗珍. "A Study of Gifted Students' Learning Style and Preference on Teaching Style". Thesis, 2006. http://ndltd.ncl.edu.tw/handle/88276499714004735232.
Texto completo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
yang, Chin-yi y 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.
Texto completo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.
Huang, Bo-Wei y 黃柏偉. "Factors of Cooperative Learning's Effects from learning Style and Personality Inventory". Thesis, 2015. http://ndltd.ncl.edu.tw/handle/58084755687890025310.
Texto completo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.
Yih-Ching, Li y 李奕青. "Social Learning Style in Physics Web Laboratory". Thesis, 1998. http://ndltd.ncl.edu.tw/handle/64167864689049834019.
Texto completo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.
KuoChunHuang y 黃國鈞. "Learning style and game-based network assessment". Thesis, 2010. http://ndltd.ncl.edu.tw/handle/37086228631181178038.
Texto completo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.
Louw, Mattheus J., Lynette Louw y Yanxia Li. "Learning style of Chinese event management students". 2016. http://hdl.handle.net/10962/69167.
Texto completoChang, Wei-Cheng y 張為誠. "Deep Learning Based Style Transfer for Videos". Thesis, 2018. http://ndltd.ncl.edu.tw/handle/fy564u.
Texto completo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.
YANG, CHANG-JUNG y 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.
Texto completo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.