Tesis sobre el tema "Learning styles"
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Törngren, Helena y Monica Svensson. "Inlärningsstilar : Learning styles". Thesis, Mälardalen University, Department of Social Sciences, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-365.
Texto completoYik, Ping-chui. "Learning styles and language learning outcomes". Click to view the E-thesis via HKUTO, 2007. http://sunzi.lib.hku.hk/hkuto/record/B38598073.
Texto completoYik, Ping-chui y 易平璀. "Learning styles and language learning outcomes". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2007. http://hub.hku.hk/bib/B38598073.
Texto completoPollick, Martha Florence Scanlin. "Teaching styles and learning styles : a comparative study /". Access Digital Full Text version, 1993. http://pocketknowledge.tc.columbia.edu/home.php/bybib/1154479x.
Texto completoTypescript; issued also on microfilm. Sponsor: Elizabeth M. Maloney. Dissertation Committee: Richard W. Wolf. Includes bibliographical references (leaves.
Kopřivová, Stanislava. "Komparace preferencí učebních stylů středoškolských a vysokoškolských studentů ekonomického zaměření". Master's thesis, Vysoká škola ekonomická v Praze, 2017. http://www.nusl.cz/ntk/nusl-359890.
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.
Ruhnau, Kurt. "An analysis of learning outcomes of adult students learning styles versus teaching styles /". Menomonie, WI : University of Wisconsin--Stout, 2006. http://www.uwstout.edu/lib/thesis/2006/2006ruhnauk.pdf.
Texto completoRiis, Jonathan. "Learning about innovations: learning styles and characteristics". Thesis, Högskolan i Halmstad, Akademin för ekonomi, teknik och naturvetenskap, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-32965.
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.
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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.
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 completoAguilar, Rivera María del Carmen. "Learning styles and learning strategies in university students". Pontificia Universidad Católica del Perú, 2012. http://repositorio.pucp.edu.pe/index/handle/123456789/102404.
Texto completoSe estudia la relación entre los estilos y las estrategias de aprendizaje y el rol del sexo en una muestra de estudiantes que ingresa a la universidad, cuyo rango de edad es de 17 a 21 años. Se explican las teorías y conceptos respecto de los instrumentos de medición utilizados. Se analizan los resultados obtenidos y los estadísticos correspondientes de la aplicación de los cuestionarios usados en la muestra. Los resultados tienen implicaciones educativas, y revelan diferencias por sexo en relación al modo de procesar y transformar la información.
Cooley, Benjamin. "Detecting Learning Styles in Video Games". DigitalCommons@CalPoly, 2015. https://digitalcommons.calpoly.edu/theses/1369.
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.
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.
Texto completoTai, Wing-yin y 戴詠賢. "The impact of teaching styles on students' learning styles and career interests". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2012. http://hub.hku.hk/bib/B49858786.
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Blumen, Sheyla, Carol Rivero y Diego Guerrero. "Learning styles and academic achievement in distance learning college students". Pontificia Universidad Católica del Perú, 2012. http://repositorio.pucp.edu.pe/index/handle/123456789/100271.
Texto completoSe estudia la relación entre estilos de aprendizaje y rendimiento académico en universitarios de educación a distancia en tres etapas. En la primera se establecen las preferencias de los estilos de aprendizaje; en la segunda etapa se establece la relación entre los estilos de aprendizaje y el rendimiento académico; y en la tercera se analizan las relaciones entre los estilos de aprendizaje, los hábitos de estudio y el ambiente socio académico y tecnológico, con el rendimiento académico. Los resultados indican que en los estudiantes de pregrado predominan los estilos de aprendizaje teórico y activo, mientras que no se encuentran preferencias en los estudiantes de posgrado. Se observa relación entre los estilos de aprendizaje y el rendimiento académico en los niveles de pregrado y posgrado y se incluyen recomendaciones para consolidar la educación a distancia en el espacio de la enseñanza superior.
Seifert, Linda y n/a. "Learning Styles of Adults in Education Centers". University of Canberra, 2005. http://erl.canberra.edu.au./public/adt-AUC20070626.104053.
Texto completoSyed, Khuzzan Sharifah Mazlina. "A conceptual diagnostic learning styles questionnaire framework". Thesis, University of Salford, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.517542.
Texto completoKwan, Sze-wai David y 關思偉. "Thinking styles, learning approaches, and academic achievement". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B31961666.
Texto completoPia, Alex Albert. "Preferred perceptual learning styles of Chinese students". PDXScholar, 1989. https://pdxscholar.library.pdx.edu/open_access_etds/3918.
Texto completoSmith, Shelley L. "The cognitive learning styles of international students". PDXScholar, 1986. https://pdxscholar.library.pdx.edu/open_access_etds/3731.
Texto completoSabry, Khaled A. "Interactive learning systems for higher education : learning styles and students' attitude". Thesis, Brunel University, 2005. http://bura.brunel.ac.uk/handle/2438/6281.
Texto completoR, Wilson Andrew. "Teacher educators and learning styles in the learning and skills sector". Thesis, University of Hull, 2015. http://hydra.hull.ac.uk/resources/hull:14099.
Texto completoFreiberg, Hoffmann Agustín, Ruben Ledesma y Liporace Mercedes Fernández. "Learning Styles and Learning Strategies in College Students from Buenos Aires". Pontificia Universidad Católica del Perú, 2017. http://repositorio.pucp.edu.pe/index/handle/123456789/100814.
Texto completoLos estilos y las estrategias de aprendizaje describen las preferencias de los estudiantes durante las actividades de aprendizaje que involucran el incorporar y conciliar exitosamente información novedosa con la preexistente. Los participantes fueron 438 estudiantes universitarios de diferentes carreras, entre 19 y 36 años. Los resultados evidencian diferencias significativas en algunas dimensiones de estilos y estrategias según variables sociodemográficas y académicas, así como asociaciones significativas entre algunas estrategias y la cantidad de recursos tecnológicos que emplean los alumnos. Se verificó la influencia de determinadas estrategias y estilos sobre el rendimiento académico. Estilos y estrategias varían en los estudiantes según características académicas y sociodemográficas. Se han aislado algunos estilos y estrategias que afectan significativamente el rendimiento de todos los educandos analizados.
Os estilos e as estratégias de aprendizagem descrevem as preferências dos estudantes em atividades de aprendizagem —incorporar e conciliar com sucesso informação nova com a preexistente—. Participaram na investigação 438 estudantes universitários de diferentes carreiras, com idades entre 19 e 36 anos. Acharam-se diferenças significativas em algumas dimensões de estilo e estratégias segundo variáveis sociodemográficas e académicas, tanto como associações significativas entre algumas estratégicas e a quantidade de recursos tecnológicos empregados pelos alunos. Checou-se a influência de determinadas estratégias e estilos sobre o rendimento académico. Estilos e estratégias variam nos estudantes conforme as características académicas e sociodemográficas. Foram isolados alguns estilos e estratégicas que afetam significativamente o rendimento dos alunos analisados.
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.
Texto completoGallagher, Debra. "Learning styles, self-efficacy, and satisfaction with online learning is online learning for everyone? /". Bowling Green, Ohio : Bowling Green State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1171920981.
Texto completoGallagher, 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 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 completoFerrell, Dawn M. "The relationship between training in learning style adaptation and successful completion of entry-level community college classes". Thesis, University of North Texas, 2002. https://digital.library.unt.edu/ark:/67531/metadc3291/.
Texto completoHall-Campbell, Aleshia. "Medical students' learning styles as predictors of success /". Full text available from ProQuest UM Digital Dissertations, 2008. http://0-proquest.umi.com.umiss.lib.olemiss.edu/pqdweb?index=0&did=1850439751&SrchMode=1&sid=1&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1279217776&clientId=22256.
Texto completoVawda, Aamena. "The learning styles of first year university students". Thesis, Nelson Mandela Metropolitan University, 2005. http://hdl.handle.net/10948/358.
Texto completoPallapu, Prasanthi Witte Maria Margarita. "An exploratory study of undergraduate students' learning styles". Auburn, Ala, 2008. http://repo.lib.auburn.edu/EtdRoot/2008/SUMMER/Educational_Foundations/Dissertation/Pallapu_Prasanthi_38.pdf.
Texto completoBrown, Elizabeth. "The use of learning styles in adaptive hypermedia". Thesis, University of Nottingham, 2007. http://eprints.nottingham.ac.uk/10577/.
Texto completoTofaridou, Iliada. "Learning styles and technology environments in mathematics education". Thesis, City University London, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.440677.
Texto completoHodges, Elizabeth Mira. "Learning styles in deafblind children : perspectives from practice". Thesis, University of Birmingham, 2004. http://etheses.bham.ac.uk//id/eprint/12/.
Texto completoBarros, Daniela Melaré Vieira. "Co-learning styles and indicators of digital skills". Pontificia Universidad Católica del Perú, 2014. http://repositorio.pucp.edu.pe/index/handle/123456789/117205.
Texto completoUna de las discusiones de la educación actual se contextualiza dentro de la sociedad en red, donde el coaprendizaje formal e informal son indispensables en el desarrollo y ejercicio de actividades sociales, culturales, cognitivas, tanto en el dominio de la tecnología y la fluidez como las competencias profesionales en la ciudadanía. El principal propósito de esta reflexión es identificar los indicadores de estilos de coaprendizaje que favorezcan el desarrollo de habilidades digitales. Se presenta un análisis descriptivo apoyado por referencias bibliográficas, reflexiones y discusiones del espacio de diálogo del proyecto weSPOT de la Comunidad CoLearn, coordinado por la investigadora Alexandra Okada de la Open University. Así, los resultados aportan al conocimiento, pensando en las teorías de los estilos de aprendizaje y nuevas habilidades digitales.
A discussão da educação na atualidade é contextualizada no âmbito da sociedade em rede, onde a coaprendizagem formal e informal são imprescindíveis no desenvolvimento e exercício de competências sociais, culturais, cognitivas, tecnológicas tanto para o domínio e fluência profissional como no exercícioda cidadania. O principal objetivo da reflexão aqui presente é: identificar os indicadores dos estilos de coaprendizagem que propiciam o desenvolvimento das competências digitais. Apresentamos uma análise descritiva suportada por referenciais bibliográficos, reflexões e discussões do espaço de diálogo do projeto weSPOT da Comunidade Colearn sob a coordenação da pesquisadora Alexandra Okada da Open University. Os resultados trazem assim um contributo para opensamento sobre as teorias dos estilos de aprendizagem e as competências digitais emergentes.
Trinidad, Omar C. "Demographics and learning styles of automotive technology students /". Available to subscribers only, 2008. http://proquest.umi.com/pqdweb?did=1594490151&sid=3&Fmt=2&clientId=1509&RQT=309&VName=PQD.
Texto completoWilliams, Judy Lynn. "Reading comprehension, learning styles, and seventh grade students". Lynchburg, Va. : Liberty University, 2010. http://digitalcommons.liberty.edu.
Texto completoShalash, Fatimah. "SIBLING CONFLICT RESOLUTION STYLES AND MARITAL CONFLICT RESOLUTION STYLES". UKnowledge, 2011. http://uknowledge.uky.edu/gradschool_theses/109.
Texto completoYang, Bo. "How students with different learning styles collaborate in an online learning environment". Diss., Manhattan, Kan. : Kansas State University, 2007. http://hdl.handle.net/2097/260.
Texto completoRoberts, Jennifer M. "A mixed methods study of secondary distance-learning students: Exploring learning styles". ScholarWorks, 2009. https://scholarworks.waldenu.edu/dissertations/672.
Texto completoЛещенко, Ольга Іллівна, Ольга Ильинична Лещенко, Olha Illivna Leshchenko, Алла Олександрівна Ходцева, Алла Александровна Ходцева y Alla Oleksandrivna Khodtseva. "Training and learning styles in the Business English Classroom". Thesis, Донецьк: ДонДУЕТ, 2004. http://essuir.sumdu.edu.ua/handle/123456789/51067.
Texto completoSeals, Xanthe Yvette. "The relationship between international college students' academic achievement and learning styles and instructors' teaching styles". Thesis, Grambling State University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10188148.
Texto completoThe purpose of this study was to identify the learning styles of international college students and instructional styles of their teachers in specific content areas to determine if relationships existed between the two. In addition, this study examined whether relationships existed between academic achievement, learning style, and teaching style, as well as between demographic factors, learning style, and teaching style. (Abstract shortened by ProQuest.)
Schoen, Jodi Lynn. "CONGRUENCY OF LEARNING STYLES AND TEACHING STYLES ON PERFORMANCE OUTCOMES OF CERTIFIED NURSE AIDE STUDENTS". OpenSIUC, 2018. https://opensiuc.lib.siu.edu/dissertations/1563.
Texto completoTucker, Shelia Yvonne Jr. "Teaching and Learning Styles Of Community College Business Instructors and Their Students: Relationship to Student Performance and Instructor Evaluations". Diss., Virginia Tech, 1998. http://hdl.handle.net/10919/30451.
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Robertson, Erika J. "The effects of learning styles on group development in an online learning environment /". Electronic version (PDF), 2005. http://dl.uncw.edu/etd/2005/robertsone/erikarobertson.pdf.
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 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 completoGibbs, Sally Elizabeth. "Learning to learn the hard way? : learning styles and approaches to doctoral research". Thesis, University of Bristol, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.368399.
Texto completoAbdul, Rahman Siti Soraya. "Learning programming via worked-examples : the effects of cognitive load and learning styles". Thesis, University of Sussex, 2012. http://sro.sussex.ac.uk/id/eprint/38517/.
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