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The paper focuses on the assessment of individual learning style preferences of students of two different disciplines, Management of Tourism and Applied Informatics, at Faculty of Informatics and Management, University of Hradec Kralove. The Felder-Silverman learning styles inventory was administered to students in Professional English language cou...
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The presented study aims first at depicting learning style differences among a sample group of students of Faculty of Informatics and Management and consequently it introduces some modifications of CB tests of professional English language course. As learning styles are being progressively more incorporated into technology-enhanced learning, it has...
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... Teachers must apply Various assessment techniques, for example, written, oral, and practice assessment techniques. This provides an opportunity for students to involve all of their senses in the learning process [32]. Teachers should understand the characteristics of students' learning styles; it can be used as a reference to choose an appropriate learning strategy. ...
This study aimed to describe the learning style preferences of elementary school students in 5 districts in Yogyakarta. The population is 4th-grade and 5th-grade elementary school students in 5 districts in Yogyakarta. The sample was 992 students. Data was collected with a survey by questionnaire of learning style preferences. The results showed that the majority of elementary students have visual-kinesthetic (25.06%), the majority of students in Sleman district have kinesthetic (33.33%), the majority of students in Bantul district have visual-kinesthetic (31.93%), the majority of students in Gunungkidul district have the kinesthetic (27.45%), and the majority of students in Kulonprogo district have the visual-kinesthetic (29.36%). The elementary school students in Yogyakarta Province have more than one preference, a combination of two learning styles: visual-kinesthetic and auditory-kinesthetic. It can be concluded that the majority of students in Yogyakarta tend towards two learning styles, i.e., visual and kinesthetic.
... As we all know, the educational process optimizes the interaction between teachers and students. To maximize interaction and achieve learning goals, teachers must be able to analyze their teaching techniques, conduct need analysis, and then practice effective teaching techniques and meet the needs of students so that learning can take place optimally [78]. The achievement could be predicted by cognitive and background factors and by conscientiousness, self-efficacy, and test anxiety. ...
This study aims to examine the reading scores of a second-grade class in a public school and their relationship to student self-efficacy. Given the importance of students' self-efficacy in reading test results, this study uses a mixed-methods approach. Samples were taken using a purposive sampling technique with one class consisting of thirty-four students who participated in this study. In this study, data were collected from a self-efficacy scale and reading test. To see the relationship between self-efficacy and student reading tests, the authors conducted a Pearson simple correlation test. From the result of the Pearson simple correlation formula, the findings show that there is very close parallelism between students' self-efficacy and reading tests. This current study indicates that higher students' self-efficacy will actively enhance the quality of teaching-learning activity. One of which is by giving encouragement and constructive feedback to the students continuously. However, it also has some limitations in terms of length of study and data collection. First, after knowing that self-efficacy has a close correlation with student reading results, then further research in implementing ways to improve student self-efficacy will be beneficial to improve student self-efficacy. Second, the study results found that there are students who are at a low level of self-efficacy. Thus, further research can be conducted by collecting other research data such as questionnaires or interviews to explore the factors that cause their low self-efficacy and then look for efforts to improve it.
... Starting examination depended on the perception of distress experienced by numerous students whose learning styles appeared to be bungled to their disciplinary majors. The four learning styles are schematically characterized as quadrants that are isolated by vertical and horizontal level as appeared in Fig. 2. C. Honey Alonso learning styles It is a psychosocial personality preference model of learning styles [14], as in fig. 3. D. Grasha learning styles [15] [15] defines teaching style as the quality of teachers in teaching, including personality and consistent behavioral conduct owned by a teacher amid the educating and learning process in the classroom. Grasha in [15] viewed interaction amongst teachers and students to create six learning styles with relating educating styles. ...
... The four learning styles are schematically characterized as quadrants that are isolated by vertical and horizontal level as appeared in Fig. 2. C. Honey Alonso learning styles It is a psychosocial personality preference model of learning styles [14], as in fig. 3. D. Grasha learning styles [15] [15] defines teaching style as the quality of teachers in teaching, including personality and consistent behavioral conduct owned by a teacher amid the educating and learning process in the classroom. Grasha in [15] viewed interaction amongst teachers and students to create six learning styles with relating educating styles. These learning styles are particular circumstance that can be coordinated to an arrangement of instructing styles that best mirror the necessities of associations amongst academics and students inside the instructive condition. ...
This study proposes an approach for students' learning style personalization. The study presents both the importance and the theoretical basis of learning styles. One of these perspectives is how self-reported learning style inventories are controversial, while others view learning styles as strategies that can be adjusted to specific tasks and conditions. To determine the efficacy of the proposed approach, an experiment has been applied and a set of Canadian Institute College students have been examined. This study concludes that we need to offer alternative ways to connect various learning styles when teaching the university students which would enable the teaching process to use different learning approaches and activities which would lead eventually to enhancing the learning process.
... So far, the existing online course environment has shared little information on their usage patterns. Inclusion of software agents in MOOC can experience noticeable improvements in content quality, course delivery, less dropout rates, better participant support, and enhanced evaluation methods [19]. Learning styles can affect the motivation of participants to continue a course and integration of learning techniques in the design and implementation of the courses can influence the dropout rates of participants [20]. ...
... Although Shaw (2011) reserch was in e-learning subject, but the situation also happen in another subject. Moreover, worldwide research shows that people do have different preferences sometimes referred to as learning styles and are used to describe and help teachers understand the ways in which different students learn (El Hmoudova, 2015). ...
... There are several definitions of learning styles or learning modalities delivered by many researchers. Learning styles according to [1]- [7] are the most preferred ways for students to understand something. Meanwhile, by [8]- [10] learning styles are defined as learning methods that students feel are most efficient and effective in processing, storing and retrieving something they have learned. ...
... Based on the recent research during the last five years, knowledge engineers and software developers have started to investigate the usage of KE to develop newer and robust SLS [6][7][8]. The main properties and characteristics of these systems are the ability of perception, inference, reasoning, learning, thinking, and knowledge-based. ...
Knowledge engineering (KE) is a subarea of artificial intelligence (AI). Recently, KE paradigms have become more widespread within the fields of smart education and learning. Developing of Smart learning Systems (SLS) is very difficult from the technological perspective and a challenging task. In this paper, three KE paradigms, namely: case-based reasoning, data mining, and intelligent agents are discussed. This article demonstrates how SLS can take advantage of the innovative KE paradigms. Therefore, the paper addresses the pros of such smart computing approaches for the industry of SLS. Moreover, we concentrate our discussion on the challenges faced by knowledge engineers and software developers in developing and deploying efficient and robust SLS. Overall, this study introduces the reader the KE techniques, approaches and algorithms currently in use and the open research issues in designing the Smart Learning Systems.
... ts' Pronunciation Ability Mu'in, Amrina & Amelia Arab World English Journal www.awej.org ISSN: 2229-9327377Charlesworth, Z. M.(2008). Learning styles across cultures: Suggestions for educators. Education + Training, 50(2), 115-127. Cook, D. (2005). Reliability and validity of scores from the index of learning styles. AcademicMedicine, 80, S97-S101.El-Hmoudova, D. (2014). Assessment of individual learning style preferences with respect to the key language competences. Procedia-Social and Behavioral Sciences. 171, 40-48. Retrieved from http://dx.doi.org/10.1016/j.sbspro.2015.01.086 Felder, R. M. & Spurlin, J. (2005. Applications, reliability, and validity of the index of learning styles. International Jo ...
In EFL context, considering appropriate technique in teaching pronunciation is a pivotal issue since it could help students to learn how to pronounce English sounds easy. This study aimed to investigate the effect of tongue twister technique on pronunciation ability of students across different learning styles. This study involved 34 first-year English major students taking Intensive English course at Universitas Lambung Mangkurat, one of leading universities in Indonesia. The students in the experimental group were taught by using tongue twister, while those in the control group were taught by using repetition technique. The students were also grouped based on two types of learning styles, namely active and reflective learning styles referring to Felder and Silverman’s (1988) learning style model. The findings of the study showed that there was no significant difference in pronunciation ability between the groups. No significant difference was either found in pronunciation ability between students with active learning style and those with reflective learning style. In spite of the insignificant results, tongue twister is considered beneficial by the students as they perceived that practicing tongue twisters cultivated joyful learning and it helped them to improve their pronunciation, fluency, and motivation in learning English pronunciation. Tongue twister practice could complement the use of repetition technique to enhance students’ learning experience and learning outcome.
... From research done in last years at our university (see e.g. [15], [16]) most of our students are visual learners. There are several multimedia applications used as a useful support of various subjects at our university. ...
The aim of subjects dealing with graph theory and combinatorial optimization is above all to develop and deepen students’ capacity for logical and algorithmic thinking. The ability to form images in mind is also supported within these subjects. Students learn how to describe various situations with the aid of graphs, solve the given problem expressed by the graph, and translate the solution back into the initial situation. Research concerning learning style preferences of our students indicates that most of them are visual learners. Hence it is efficient to enhance teaching and learning process using various multimedia applications. In this paper is introduced a program dealing with objects appropriate to the graph theory and combinatorial optimization course subject matter, and which is created on a script given by the teacher with regard to students’ needs.
