Gotowe bibliografie tematyczne / Learning styles

Gotowa bibliografia na temat „Learning styles”

Autor: Grafiati
Data publikacji: 4 czerwca 2021
Data aktualizacji: 30 lipca 2024

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Artykuły w czasopismach na temat "Learning styles"

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Pashler, Harold, Mark McDaniel, Doug Rohrer i Robert Bjork. "Learning Styles". Psychological Science in the Public Interest 9, nr 3 (grudzień 2008): 105–19. http://dx.doi.org/10.1111/j.1539-6053.2009.01038.x.

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The term “learning styles” refers to the concept that individuals differ in regard to what mode of instruction or study is most effective for them. Proponents of learning-style assessment contend that optimal instruction requires diagnosing individuals' learning style and tailoring instruction accordingly. Assessments of learning style typically ask people to evaluate what sort of information presentation they prefer (e.g., words versus pictures versus speech) and/or what kind of mental activity they find most engaging or congenial (e.g., analysis versus listening), although assessment instruments are extremely diverse. The most common—but not the only—hypothesis about the instructional relevance of learning styles is the meshing hypothesis, according to which instruction is best provided in a format that matches the preferences of the learner (e.g., for a “visual learner,” emphasizing visual presentation of information). The learning-styles view has acquired great influence within the education field, and is frequently encountered at levels ranging from kindergarten to graduate school. There is a thriving industry devoted to publishing learning-styles tests and guidebooks for teachers, and many organizations offer professional development workshops for teachers and educators built around the concept of learning styles. The authors of the present review were charged with determining whether these practices are supported by scientific evidence. We concluded that any credible validation of learning-styles-based instruction requires robust documentation of a very particular type of experimental finding with several necessary criteria. First, students must be divided into groups on the basis of their learning styles, and then students from each group must be randomly assigned to receive one of multiple instructional methods. Next, students must then sit for a final test that is the same for all students. Finally, in order to demonstrate that optimal learning requires that students receive instruction tailored to their putative learning style, the experiment must reveal a specific type of interaction between learning style and instructional method: Students with one learning style achieve the best educational outcome when given an instructional method that differs from the instructional method producing the best outcome for students with a different learning style. In other words, the instructional method that proves most effective for students with one learning style is not the most effective method for students with a different learning style. Our review of the literature disclosed ample evidence that children and adults will, if asked, express preferences about how they prefer information to be presented to them. There is also plentiful evidence arguing that people differ in the degree to which they have some fairly specific aptitudes for different kinds of thinking and for processing different types of information. However, we found virtually no evidence for the interaction pattern mentioned above, which was judged to be a precondition for validating the educational applications of learning styles. Although the literature on learning styles is enormous, very few studies have even used an experimental methodology capable of testing the validity of learning styles applied to education. Moreover, of those that did use an appropriate method, several found results that flatly contradict the popular meshing hypothesis. We conclude therefore, that at present, there is no adequate evidence base to justify incorporating learning-styles assessments into general educational practice. Thus, limited education resources would better be devoted to adopting other educational practices that have a strong evidence base, of which there are an increasing number. However, given the lack of methodologically sound studies of learning styles, it would be an error to conclude that all possible versions of learning styles have been tested and found wanting; many have simply not been tested at all. Further research on the use of learning-styles assessment in instruction may in some cases be warranted, but such research needs to be performed appropriately.
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DANISH, KHALID FAROOQ, i AZRA SAEED AWAN. "LEARNING STYLES". Professional Medical Journal 16, nr 02 (10.06.2009): 162–68. http://dx.doi.org/10.29309/tpmj/2009.16.02.2889.

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O b j e c t i v e s : 1. To study the prevalence of learning styles in intermediate level students in Rawalpindi according to Kolb'sLearning Style Inventory. 2. To study the correlation of learning styles with career choices of intermediate level students in Rawalpindi. 3.To compare the results of the study with the learning styles of clinical students of a medical college. D e s i g n : Cross sectional. Descriptive.M e t h o d s : The study was done on the intermediate level students of Government Colleges in Rawalpindi. It included the Pre-Medical, Pre-Engineering and Humanities students. All students were given a questionnaire based on Kolb's learning style inventory, and responsescollected. Instructions to fill the questionnaire were given verbally to all students. Each student was also instructed to present three careerchoices in order of priority. Data was collected. Results: Prevalence of different learning styles in medical students and intermediate levelstudents is shown in table-l and table-ll respectively. C o n c l u s i o n s : The prevalence and pattern of learning styles of intermediate levellearners and medical students is different. Majority of intermediate level learners have the converger learning styles in contrast with themedical students in whom accommodators are in overwhelming majority. Most learners choosing "Doctor" as their preferred career amongintermediate level learners were of assimilator style, followed by convergers. Accommodators were on third place in choosing "Doctor" aspreferred career. The most preferred career among intermediate level learner was "Teacher".
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Ali, Muhammad, Emzir Emzir i Zainal Rafli. "THE EFFECT OF LEARNING PROBLEM BASED LEARNING (PBL) AND TASK BASED LEARNING (TBL) LEARNING MODELS AND LEARNING STYLE TO SKILL WRITING NARRATION". IJLECR - INTERNATIONAL JOURNAL OF LANGUAGE EDUCATION AND CULTURE REVIEW 3, nr 2 (1.12.2017): 112–21. http://dx.doi.org/10.21009/ijlecr.032.010.

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The purpose of this research to examine the influence of learning models and learning styles to the skills of writing narrative essay students of the second semester of the Indonesian Language Studies Program University PGRI Palembang. This research used experimental method with two way ANAVA design with level of α = 0,05. This study shows the result that; (1) Student narrative writing skills taught by PBL models are better than those taught by the TBL model, (2) Student narrative writing skill with FI learning style is better than those who study with FD learning style, (3) interaction Between learning models, learning styles, and narrative writing skills, (4) The results of the writing skills of students who have Field Independent learning styles and learning styles with PBL learning models are better than their narrative writing skills that have Field Independent learning styles and learning with learning models TBL, (5) The result of students writing skill with Field Dependent learning style and learning with PBL learning model is not better than their learning style having Field Dependent learning style and learning TBL learning model. Based on the results of the study it can be concluded that the PBL learning model is more effective than the learning model of TBL in learning narrative writing skills. Learning styles can also influence narrative writing skills because of the interaction between learning models, learning styles and narrative writing skills.
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Bawalsah, Joseph Awwad, i Amer Hani Haddad. "Preferred Learning Styles among Students with Learning Disabilities". International Journal of Education 12, nr 3 (25.09.2020): 119. http://dx.doi.org/10.5296/ije.v12i3.17265.

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Students with learning disabilities (LD) can benefit more in school contexts when they are allowed to learn according to their preferred learning style. The purpose of this study was to identify preferred learning styles in 10th-grade students with LD and to determine whether these styles differ according to gender and Grade Point Average (GPA). A quantitative design through questionnaires and personal interviews were applied, 184 students completed self-report questionnaires for defining their learning style, and were interviewed for LD diagnosis. Results revealed that 45 students of them were at risk of having LD, and that kinesthetic and auditory learning styles were the most preferred styles among them, and these styles were correlated to gender between males and females, and correlated to GPA as students with higher achievement prefer kinesthetic and auditory learning styles respectively. The presence of LD managed to predict the preferred learning style according to gender and GPA, as males with LD preferring the auditory learning style managed to have better GPA compared to other students with LD, while females with LD who preferred kinesthetic learning style managed to have a better GPA compared to other females with LD. Findings were discussed according to the current educational practices adopted by teachers in schools compared to desired practices that should be compatible with preferred learning styles.
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Ismail, Ismail, Hasanuddin Hasanuddin i Andi Chandra. "The Influence of Thinking Styles and Learning Styles on Student Learning Achievement". AL-ISHLAH: Jurnal Pendidikan 15, nr 1 (11.01.2023): 193–202. http://dx.doi.org/10.35445/alishlah.v15i1.2896.

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Thinking styles and learning styles are a person's unique identity in the learning process in order to achieve learning outcomes, one of which is learning achievement. This study aims to see the effect of thinking and learning styles on learning achievement in Islamic education at a private Islamic university in North Sumatra. The method used is quantitative. There are 2739 students as a population and 438 students as a sample. The instrument uses a Likert scale. The thinking style scale was adapted from Sternberg; namely, thinking style and student learning style variables will be measured using the Grasha Learning Style Inventory. The results showed that there was an influence of thinking styles and learning styles on learning achievement in Islamic Education at a private Islamic university in North Sumatra. There is a contribution between the dominant thinking style on student achievement (F = 29,393, p = .000) with an effect of 32.4%. There is a significant contribution from the dominant learning style to student achievement in Islamic education (F = 36,500, p = .000), with a contribution of 20.2%.
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Bruce, Judith C., i Evelyn B. Chilemba. "BSN graduates’ preferred learning styles: implications for student-centered learning". Journal of Nursing Education and Practice 7, nr 10 (11.05.2017): 56. http://dx.doi.org/10.5430/jnep.v7n10p56.

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Purpose: The purpose of the study was to determine the learning styles that nursing graduates employed during the course of their BSN programme.Methods: Within a sequential, explanatory mixed methods design a survey was administered to determine graduates’ learning styles. From a population of 384 graduates, a sample of 200 agreed to participate. Data were collected using the Grasha-Riechmann Learning Styles Scales. MS Excel was used to enter the learning styles scores; descriptive statistics were computed using the statistical package SPSS Version 16.0.Results: The most dominant and preferred learning styles are Competitive learning style (x̄ = 3.98; SD = 0.52) and Avoidant learning style (x̄ = 3.88; SD = 0.68). Both are teacher-centered learning styles that do not promote learner independence, confidence, critical thinking and active learning. The least preferred is the Independent Learning Style (x̄ = 2.84; SD = 0.80). Implications for student-centered learning are inferred from the results.Conclusions: Graduates’ preference for the Competitive and Avoidant learning styles reflects an alignment with a teacher-centered paradigm and lack of diversity in use of learning styles during their study. The preferred learning styles detract from student-centered learning and point to an approach to teaching that integrates Socratic and facilitative methods to promote diversity of learning styles. As the educational paradigm shifts towards student-centered learning there is mounting pressure on educators to have better understanding on students’ preferred learning styles and adopt variety of pedagogical strategies to optimize ways students learn.
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Amita Sood i Jyoti Sarin. "Learning Styles: An Overview". Indian Journal of Forensic Medicine & Toxicology 15, nr 3 (17.05.2021): 66–71. http://dx.doi.org/10.37506/ijfmt.v15i3.15271.

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Learning styles aim to know variations in individuals’ learning. As per most of the theories, humans may be classified in line with their‘style’of learning. The term “learning styles” speaks to the understanding that each student learns uniquely. Learning is a vital experience for individuals of all ages. Based on Howard Gardner’s Theory of Multiple Intelligences, there are eight varieties of learning styles that everybody falls into which include visual, aural, verbal, physical, logical, social, solitary and naturalistic learning. Learning style inventories are designed to assist respondents verify learning style they have. These inventories usually take the form of a questionnaire that focuses on how folks prefer to learn. Learning style inventories are based on the thought that individuals have completely different strengths and preferences when it involves learning. Learning style inventories remain a preferred classroom tool despite the actual fact that research has found very little proof that matching a student’s learning preferences to instructional methods produces better educational outcomes. These are a few popular types of learning style inventories such as Kolb’s Learning Style Inventory (LSI), Fleming’s VARK Learning Style Questionnaire, Jackson’s Learning Styles Profiler (LSP), Learning Style Quizzes.In short, it is important to remember that there are a number of learning styles and learning style inventories. Each learning style has its own advantages and disadvantages. Knowing your learning style is not meant to limit you, instead to expand you – by helping you to learn, understand, work and live more efficiently.
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Brooks, Janine. "Unravelling learning styles". Dental Nursing 16, nr 11 (2.11.2020): 540–45. http://dx.doi.org/10.12968/denn.2020.16.11.540.

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Janine Brooks helps you to identify the best way to optimise your education experience Aim To introduce the learning styles of Honey and Mumford Objectives To differentiate between each of the four learning styles To know which methods of teaching suit each learning style To have explored how to strengthen least preferred learning styles GDC development outcomes A, B and D
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Lee, Seongju, i Heejeong Jeon. "The Effect of Learning Style on Learning Motivation and Attitude of College Students". Korean Society of Culture and Convergence 44, nr 12 (31.12.2022): 249–62. http://dx.doi.org/10.33645/cnc.2022.12.44.12.249.

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The purpose of this study was to examine the distribution and pattern of learning style preferences of college students and to investigate the effect of major learning styles on their learning motivation and learning attitude. To achieve the purpose, the Perceptual Learning Style Preference Questionnaire was conducted for college students. Learning styles were divided into perceptual learning types (visual, auditory, tactile, and kinetic style) and social learning types (group and individual style). The responses of 514 were used, and using SPSS 27.0 program, cross tabulation analysis and multivariate analysis were conducted. The results of the study are as follows: college students generally preferred visual and group types. Male students preferred group styles, and female students preferred individual styles. The most variable period for learning style of college students was assumed the third school year. More than half the students showed over two major learning styles. Finally, the higher the number of major learning styles, the higher learning motivation and learning attitude.
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Mohd Isa, Noor Saatila, Norliana Omar, Farah Husna Mohd Fatzel, Zulkifli Mohd Ghazali i Norazmi Anas. "The relationship between students’ learning styles and academic performance: Final year accounting students". EDUCATUM Journal of Social Sciences 7, nr 1 (1.01.2021): 1–9. http://dx.doi.org/10.37134/ejoss.vol7.1.1.2021.

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Accounting students at tertiary education basically prefer different types of learning styles. This study investigated the impact of the relationship among the learning style preferences of undergraduate accounting students, awareness of learning styles and their academic achievements. Participants of the study consisted of all the final year accounting students in UiTM Tapah. The results indicated that the students prefer kinesthetic learning modality, and for the rest of the modalities students found that they are generally well-balanced. The study found that there were significant awareness of learning styles among students particularly for the kinesthetic type of students. However, based on the test conducted, there was no significant correlation between the academic achievement and the learning style preferences of the students. There was also no significant relationship between learning styles and awareness of the learning styles. Hence, types of learnings styles do not contribute directly to the accounting students’ academic performance.
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Rozprawy doktorskie na temat "Learning styles"

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Törngren, Helena, i 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.

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Yik, 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.

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Yik, Ping-chui, i 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.

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Pollick, 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.

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Thesis (Ed.D.)--Teachers College, Columbia University, 1993.
Typescript; issued also on microfilm. Sponsor: Elizabeth M. Maloney. Dissertation Committee: Richard W. Wolf. Includes bibliographical references (leaves.
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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.

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The thesis deals with the issues of learning styles of secondary and university students. In the theoretical part, the problems of thinking, individual-specific ways of learning, individual-specific learning methods and learning styles are outlined. The diploma thesis focuses on learning styles, which are defined and divided from different points of view. Thesis also includes the diagnostics of learning styles, the influence of learning styles and, among other things, the motivation that is important in learning. The theoretical part is consists of research of professional literature, scientific articles and current researches from the area. The practical part consists of questionnaire survey, which took place at several secondary schools and universities. The LSI questionnaire and the VARK questionnaire were used to find out the student's learning styles from the research sample, the results obtained from the two questionnaires were compared between each other, from which conclusions were drawn. The survey results are evaluated by descriptive statistics and captured in charts and tables.
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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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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.

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Riis, 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.

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Purpose - The purpose of this paper is to explore what people think is the best way to learn about innovations by different learning styles and characteristics. The paper will give answers to which learning style that people think is the best way to use when learning about innovation. Methodology - The data for this study were collected via online-surveys and through paper surveys. A total of 224 usable responses were obtained. The method will consist of primary data, which will be collected through surveys. Secondary research will be presented in the empire which will be retrieved from databases like Scopus, Diva, Emerald, Web of Science and Google Scholar. Implications/findings - Of the four different learning styles investigated in this study the result revealed that people best learn about innovations from the tactile/kinaesthetic learning style. The least pedagogic method to learn about innovations was the visual/verbal learning style. Paper type - Research paper
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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.
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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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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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Książki na temat "Learning styles"

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Kelly, E. Sarah. Learning styles. London: Royal College of Midwives, 1995.

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Reiff, Judith Campbell. Learning styles. Washington, D.C: NEA Professional Library, National Education Association, 1992.

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Reiff, Judith Campbell. Learning styles. Washington, D.C: NEA Professional Library, National Education Association, 1992.

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Agency, Further Education Development, i Great Britain. Further Education Unit., red. Learning styles. London: Further Education Development Agency, 1995.

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Jim, Treliving, North York Board of Education (Ont.). 4 MAT Project Committee i Ontario Secondary School Teachers' Federation. Professional Development Committee, red. Teaching & learning styles: 4MAT teaching and learning styles. Don Mills, Ont: Ontario Secondary School Teachers' Federation, 1987.

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Griggs, Shirley A. Learning styles counseling. Ann Arbor, MI: ERIC Counseling and Personnel Services Clearinghouse, 1991.

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Griggs, Shirley A. Learning styles counselling. Greensboro, NC: ERIC Counseling and Student Services Clearinghouse, University of North Carolina, 1991.

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Schmeck, Ronald Ray, red. Learning Strategies and Learning Styles. Boston, MA: Springer US, 1988. http://dx.doi.org/10.1007/978-1-4899-2118-5.

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R, Schmeck Ronald, red. Learning strategies and learning styles. New York: Plenum Press, 1988.

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Reid, Gavin. Learning styles and inclusion. London: Paul Chapman, 2005.

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Części książek na temat "Learning styles"

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Kolb, Alice Y., i David A. Kolb. "Learning Styles". W Encyclopedia of the Sciences of Learning, 1974–75. Boston, MA: Springer US, 2012. http://dx.doi.org/10.1007/978-1-4419-1428-6_232.

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Shain, Deborah D. "Learning Styles". W Oklahoma Notes, 1–42. New York, NY: Springer US, 1992. http://dx.doi.org/10.1007/978-1-4684-0423-4_1.

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Lewis, Moira, Courtenay Norbury, Rhiannon Luyster, Lauren Schmitt, Andrea McDuffie, Eileen Haebig, Donna S. Murray i in. "Learning Styles". W Encyclopedia of Autism Spectrum Disorders, 1729–30. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4419-1698-3_527.

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Firth, Miriam. "Learning styles". W Employability and Skills Handbook for Tourism, Hospitality and Events Students, 173–84. Abingdon, Oxon; New York, NY : Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9781351026949-10.

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Kiang, Mark. "Learning Styles". W Encyclopedia of Cross-Cultural School Psychology, 585–87. Boston, MA: Springer US, 2010. http://dx.doi.org/10.1007/978-0-387-71799-9_232.

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Li, Lynne N. "Learning Styles". W Cultural Learning Styles in Language Education, 21–34. New York: Routledge, 2022. http://dx.doi.org/10.4324/9780429280061-2.

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Boorstein, Hilary, Harriet Levin i Deborah Fein. "Learning Styles". W Encyclopedia of Autism Spectrum Disorders, 2677–78. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-319-91280-6_527.

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O'Sullivan, Beth. "Learning Styles". W The Successful Occupational Therapy Fieldwork Student, 37–42. New York: Routledge, 2024. http://dx.doi.org/10.4324/9781003526629-6.

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Li, Lynne N. "Cultural Learning Styles and Asian Learning Styles". W Cultural Learning Styles in Language Education, 133–56. New York: Routledge, 2022. http://dx.doi.org/10.4324/9780429280061-7.

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Li, Lynne N. "Learning Styles, Cognitive Styles and Thinking Styles". W Cultural Learning Styles in Language Education, 66–85. New York: Routledge, 2022. http://dx.doi.org/10.4324/9780429280061-4.

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Streszczenia konferencji na temat "Learning styles"

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Pinto Lobo, María RosaMaría Rosa Pinto Lobo. "FROM STYLES 0 TO STYLE E-0. COGNITIVE STYLES IN E-LEARNING". W International Conference on e-Learning 2019. IADIS Press, 2019. http://dx.doi.org/10.33965/el2019_201909r050.

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

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The present research has been developed in the university environment. The objective was to determine the relationship between Learning styles and styles of coping with stress in university chemical engineering students of the National University of Callao. Regarding the methodology, it can be pointed out that the type of research is applicative, with a quantitative approach and descriptive correlational level, regarding the sample, the study was represented by 273 engineering students of a public university of Peru - Callao. For this purpose, the Carver's Stress Coping Modes Questionnaire and the Honey and Alonso's Learning Styles Questionnaire were administered. Then, the data were systematized and the inferential statistical analysis was carried out for hypothesis testing, using Pearson's Correlation statistic and the homogeneity of variances test. In addition, the validation of the instruments was established through Cronbach's Alpha, having a reliability index of 0.70. In this regard, the results indicate a significant relationship between all learning styles and styles of coping with stress in the university students evaluated. That is, between the active learning style and emotion-focused and additional styles of coping with stress; between the reflective learning style and problem-focused styles of coping with stress; between the theoretical learning style and problem-focused and emotion-focused style of coping with stress; and between the pragmatic learning style and emotion-focused style of coping with stress. Keywords: Learning styles, coping, stress, university engineering students
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Zander, Carol, Lynda Thomas, Beth Simon, Laurie Murphy, Renée McCauley, Brian Hanks i Sue Fitzgerald. "Learning styles". W the 14th annual ACM SIGCSE conference. New York, New York, USA: ACM Press, 2009. http://dx.doi.org/10.1145/1562877.1562948.

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

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Research on learning styles often focuses on the learning style of the student; however, the learning style of the educator may affect instructional choices and hinder learning. Few studies have addressed the lack of knowledge that exists in universities with respect to educators’ learning styles and a lesson framework (development, delivery, and debriefing). This sequential mixed methods study explored university educators’ conscious, reflective instructional choices as they related to learning styles application within a lesson. Two theoretical and one conceptual frameworks drew on Kolb’s experiential learning theory, Bloom’s, Reigeluth’s, and Gagné’s instructional design theories and models, and Fiddler’s and Marienau’s events model of learning from experience. Research questions addressed learning styles, usage patterns, instructional choices, and reflections of university educators within a lesson framework. An online inventory recorded 38 university educators’ instructional choices, learning styles, and learning styles patterns within the framework of a lesson. Interviews were conducted with 7 of the university educators to document their conscious reflections regarding their instructional choices. Results from the inventory identified that more than 56% of university educators applied the accommodation learning style during the stages of development and delivery of a lesson, and 34% applied the assimilation learning style during the debriefing stage, which were supported by detailed reflections about their instructional choices in relation to their learning styles. The knowledge acquired about learning styles applications during a lesson framework may benefit university educators’ teaching, which are foundational to affecting positive social change within academic and social communities.
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Giovannella, Carlo, Andrea Camusi i Chiara Spadavecchia. "From Learning Styles to Experience Styles". W 2010 IEEE 10th International Conference on Advanced Learning Technologies (ICALT). IEEE, 2010. http://dx.doi.org/10.1109/icalt.2010.212.

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J Kovacic, Zlatko. "A Comparison of Learning and Teaching Styles - Self-Perception of IT Students". W InSITE 2004: Informing Science + IT Education Conference. Informing Science Institute, 2004. http://dx.doi.org/10.28945/2826.

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This paper presents the results of an empirical study of the learning styles of a group of computing students and the teaching styles of their tutors at The Open Polytechnic of New Zealand. This study of learning styles is based on Kolb’s learning model and the Felder-Soloman learning style instrument. To identify how close students’ learning styles match the teaching styles of their tutors we have used two indicators: the self-perception of the students about the proximity of their learning styles and the teaching styles of their tutors and a Euclidean distance measure between students’ and tutors’ learning preferences. Using survey data and the learning styles instrument results we identify the differences between the learning and teaching styles. Both indicators show consistent and significant differences between the learning and teaching styles, in the way students and their tutors perceive and understand information. Finally we make recommendation to tutors on how to bridge this gap and address the learning styles of their students.
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Mustaro, Pollyana, i Ismar Silveira. "Learning Objects: Adaptive Retrieval through Learning Styles". W InSITE 2006: Informing Science + IT Education Conference. Informing Science Institute, 2006. http://dx.doi.org/10.28945/3009.

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Nowadays, the amount of information grows in an exponential way, mainly because of technological advances in media. This scenario claims for the development of different skills in order to increase learning abilities, making them personal and customizable. Such factor is significant in a changing society, which implies in a range of mechanisms which would allow to identify, in a non-intrusive way, which learning style some specific student would prefer to perform in order to build knowledge from some learning object under a learning context. This requires defining some strategies in order to recognize adult learner’s learning styles for some specific learning context. This work is based on theoretical references of Felder, Kolb and Gardner, proposing the implementation of a metadata annotation to identificate prime learning styles that are present in specific learning objects. This classification constitutes a starting point to recover learning objects from a repository according to apprentice’s profile and experiences. As a result, the effectiveness of the use of learning objects will be improved.
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Quang dung, Pham, i Adina Magda florea. "ADAPTATION TO LEARNERS’ LEARNING STYLES IN A MULTI-AGENT E-LEARNING SYSTEM". W eLSE 2012. Editura Universitara, 2012. http://dx.doi.org/10.12753/2066-026x-12-133.

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Adaptation to learners’ learning styles can help education systems improve learning efficiency and effectiveness. This research orientation has been studying by many researchers lately, but most of existing education systems lack of adaptation in which every learner is delivered the same learning contents. Moreover, many researchers concluded that it is worth to apply automatic identification of learning style because of its advantages in precision and time saving. In our study, we concentrate on two main technologies to implement adaptation in education systems that are semantic web and intelligent agent. Using ontology with the Semantic Web services makes it faster and more convenient to query and retrieval educational materials. Intelligent agents can provide the learners with personal assistants to carry out learning activities according to their learning styles and knowledge level. In this paper, we present a domain ontology that is suitable for adaptive e-learning environments. The ontology describes the learning objects that compose a course as well as the learners and their learning styles. We also present a multi-agent e-learning system that supports pre-defining and re-estimating students’ learning styles during the course for a better personalization. In the system, learning style of each learner can be identified automatically and dynamically. We used a new literature-based method that uses learners’ behaviours on learning objects as indicators for this task. The evaluation showed a high precision in detecting learning styles and in delivering learning materials. Together with the mentioned benefits, this result indicates that our e-learning system is capable for wide use.
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Li, Meiling, Hezi Liu, Bin Wu i Ting Bai. "Language Style Matters: Personality Prediction from Textual Styles Learning". W 2022 IEEE International Conference on Knowledge Graph (ICKG). IEEE, 2022. http://dx.doi.org/10.1109/ickg55886.2022.00025.

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

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Raporty organizacyjne na temat "Learning styles"

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Smith, Shelley. The cognitive learning styles of international students. Portland State University Library, styczeń 2000. http://dx.doi.org/10.15760/etd.5615.

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

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

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Gregory, Debra. The Preferred Learning Styles of Greek EFL Students and Greek EFL Teachers. Portland State University Library, styczeń 2000. http://dx.doi.org/10.15760/etd.6712.

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McKeon, Joseph F. Adult Learning Styles and the Effectiveness of Computer Based Training: An Untilled Research Field. Fort Belvoir, VA: Defense Technical Information Center, listopad 2001. http://dx.doi.org/10.21236/ada401196.

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Qiu, Harrison, Diana Saiki i Alyssa Dana Adomaitis. Learning Styles of Students Enrolled in Fashion Classes: Academic Level, Geographic Region, and Major. Ames: Iowa State University, Digital Repository, 2017. http://dx.doi.org/10.31274/itaa_proceedings-180814-397.

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Konovalenko, Yurii, Svitlana Garkavenko, Tetiana Derkach i Oksana Morgulets. Demand and Learning Environment to Provide English-Language Learning at Technical Universities in Ukraine. [б. в.], listopad 2020. http://dx.doi.org/10.31812/123456789/4463.

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The paper aimed to study the readiness of the existing e-learning environment for the organisation of English-language learning among Ukrainian and international students on the example of a technical university in Ukraine. The need for English-language training was explored by interviewing students with keen interest, level of English proficiency, motivation, preferred forms of learning, and a willingness to incur additional costs for such learning. About two-thirds of those surveyed showed interest in English-language education. About one-third of the students surveyed have the necessary level of preparation and are also prepared for additional financial expenses. About one- third of the students may also join English-language studies if they fulfil specific prerequisites. Expected employment progress is the primary motivation for joining the English-language program. The readiness of the existing learning environment was tested by analysing the organisation of access to English- language teaching materials, assessing the demand for different electronic resources, as well as the ability to take into account the learning styles of potential Ukrainian and international students in the educational process.
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Bynum, Nora, Georgina Cullman, Margret Domroese, Carol Fialkowski i Eleanor J. Sterling. Student-Active Teaching Techniques. American Museum of Natural History, 2009. http://dx.doi.org/10.5531/cbc.ncep.0027.

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This module introduces a variety of methods for active teaching and learning, guided by research on learning models and styles. Studies show that active teaching and learning techniques engage students and help them to understand and apply what they learn. This module covers learning models to guide teachers in engaging their students and introduces a variety of methods for active teaching: interactive lectures, discussions, case studies, collaborative learning (group work and peer teaching), and classroom and field exercises.
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Tokarieva, Anastasiia V., Nataliia P. Volkova, Inesa V. Harkusha i Vladimir N. Soloviev. Educational digital games: models and implementation. [б. в.], wrzesień 2019. http://dx.doi.org/10.31812/123456789/3242.

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Nowadays, social media, ICT, mobile technologies and applications are increasingly used as tools for communication, interaction, building up social skills and unique learning environments. One of the latest trends observed in education is an attempt to streamline the learning process by applying educational digital games. Despite numerous research data, that confirms the positive effects of digital games, their integration into formal educational contexts is still relatively low. The purpose of this article is to analyze, discuss and conclude what is necessary to start using games as an instructional tool in formal education. In order to achieve this aim, a complex of qualitative research methods, including semi-structured expert interviews was applied. As the result, the potential of educational digital games to give a unique and safe learning environment with a wide spectrum of build-in assistive features, be efficient in specific training contexts, help memorize studied material and incorporate different learning styles, as well as to be individually adaptable, was determined. At the same time, the need for complex approach affecting the administration, IT departments, educators, students, parents, a strong skill set and a wide spectrum of different roles and tasks a teacher carries out in a digital game-based learning class were outlined. In conclusion and as a vector for further research, the organization of Education Design Laboratory as an integral part of a contemporary educational institution was proposed.
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Carlin, Bruce, Li Jiang i Stephen Spiller. Learning Millennial-Style. Cambridge, MA: National Bureau of Economic Research, lipiec 2014. http://dx.doi.org/10.3386/w20268.

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