Teaching for Success: Technology and Learning Styles in Preservice Teacher Education (original) (raw)
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Effects of Preservice Teachers’ Learning Styles and Field of Study on Computer-Assisted Instruction
Procedia - Social and Behavioral Sciences, 2012
Computers, which are brought into our lives by technological developments, became an indispensible part of classroom environment, and they gave rise to emergence of the concept Computer-Assisted Instruction (CAI). In spite of the fact that CAI is an important part of the teaching process, attitudes of preservice teachers to carry out a teaching in that way can be affected by different variables. Thus, the purpose of this study is to investigate the relationship between preservice styles and their attitudes towards carrying out CAI. The sample of the study consists of preservice secondary school teachers who are in their third, fourth and fifth year at a state university in Ankara during the 2011-2012 fall semester. In the study, survey method Computer-Assisted Instruction preservice CAI were examined in terms of their field of study and learning styles.
A study of learning styles and computer-assisted instruction
Computers & Education, 1991
This study's aim was to determine whether or not learning styles as assessed by the "4MAT" Learning Styles Inventory affect the outcome of learning with two CA1 design strategies: linear and branching. A multiple classification experimental design was used. Two variables, one independent (instructional design) and one moderator (learning styles), were considered. The dependent variable was learning outcome as measured by the scores on a posttest. All tested subjects (200) completed the learning styles inventory. The inventory was scored and learning style determined. The subject was then randomly assigned to either the linear or branching health tutorial. The number of correct and incorrect responses on the posttest was recorded by the computer. A Likert-type opinionnaire was then administered to see if subjects enjoyed the CA1 design and developed positive attitudes toward CAI. A two-way analysis of variance was performed on the data. The results showed significant main effects for instructional design, no main effects for learning style and no effects for interaction of instructional design and learning style.
Learning styles in technology enhanced education: latest trends and a case study
icvl.eu
The accommodation of learning styles in technology-enhanced learning has been proven to increase the efficiency and/or effectiveness of the educational process, as well as students' satisfaction. Thus, in the last several years, there has been a proliferation of such learning style-based educational systems, which aim at identifying the learning style of the students and/or providing courses tailored accordingly. The paper has several purposes: i) provide a synthesis of the most recent initiatives in the area of learning style-based adaptive educational systems; ii) illustrate it with a case study of such a system developed and experimentally validated in a Romanian university; iii) discuss the effect of learning styles on students' acceptance of Web 2.0 tools in education, as well as some future trends in the context of social and adaptive learning environments.
Learning Styles and the Related Variables: A Study of Pre-service Teachers
Asia Pacific Journal of Multidisciplinary Research, 2014
Learning style means to the capability of learners to identify and process information in learning situations. The knowledge of learning styles helps to the teacher to make their lessons or teaching pattern according to learning style of an individual.. There are various types of learning styles. This study was carried out to find the learning styles of pre-service teachers in terms of gender, academic discipline, and their habitat. Kolb's Inventory of Learning Styles was used. The study found that learning style of pre-service teachers was statistically significantly different in respect of their gender, academic discipline and habitat. It was also establish that the majority of pre-service teachers preferred divergent learning style (42.2%) followed by the assimilator learning style (30.5%) and that they least preferred the accommodative (12.6%) and convergent (14.7%) learning styles.
Using Learning Technology In University Courses: Do Styles Matter?
Multicultural Education & Technology Journal, 2009
Purpose – The purpose of this paper is to explore the relevance of three different types of styles measure for students' learning in a large introductory university course in psychology, using information technology to enhance teaching. The paper examines the relationship between styles, the usage of learning technology, and academic performance in this course. Design/methodology/approach – Styles are measured using approaches to learning, thinking styles, and cognitive styles. The usage of the online material is measured by considering both time spent on the resources and the amount of material viewed (pages and hits) as well as tools used. Findings – The findings are that the academic performance of students who used the online resources is significantly higher than those who either choose to not use the online materials at all or choose to use to the materials to a lesser extent. It is determined that the measure of approaches to learning (approaches and study skills inventory for students) is the stronger predictor for successful use of the material. Research limitations/implications – Using a reasonably sized sample in an ecologically valid context offered the opportunity to put styles into context and to consider the practical use of styles. This research is limited by the context and the particular sample. It is also difficult to completely exclude the fact that students using the extra material are generally more motivated and would have obtained better grades even without the resources. Originality/value – This paper offers further evidence for the relations between different measures of styles and evaluates the effects that styles might have on usage of online material and academic performance.
2020
The main purpose of this exploratory study was to investigate pre-service teachers' learning styles and their preferences with respect to 15 technology-based instructional activities and collaborative work tasks. Felder and Silverman's online Index of Learning Style (ILS) and a questionnaire were used to measure students' learning styles and preferences. Respondents were 53 third year pre-service teachers in the Early Childhood Education program and the Islamic Studies program at a Malaysian public university. Data analyses involved both descriptive and inferential statistics to further understand the learning style patterns of pre-service teachers. Findings revealed that pre-service teachers in this program tended to be reflective in the way they process information, sensitive in the way they perceive information, visual in the way they receive information, and sequential in the way they understand information. Although no significant correlation was found between st...
Learning Style Instruments: Implications of Content
International Journal of Sustainable Energy Development, 2017
Research into the use of information technology in computing-based education has indicated that students have different abilities, needs and learn in different ways. Following a review of learning styles. This study depends on new learning style instrument, which was constructed using Visual and Active forms of information such as figures, charts and equations rather than depending only on textual information. In a sample of six Masters Students, the learning style of participants was measured twice, once by the VARK questionnaire and once by the developed instrument, which uses both visual and active forms of information. The results of both approaches were compared and an interview with each participant has been conducted to further investigate the outcomes. The results of this study showed that there were significant differences among student preferences of learning. They also revealed that using visual and active content for constructing the learning style instruments has a significant effect on the measured preferred learning style of students.
Mapping Learning Aids and Introducing Learning Styles as a Moderator
System Sciences (HICSS), 2011 44th …, 2011
There is evidence that different learning styles require diverse modes of communication. Based on 377 completed standardized questionnaires this study contributes to this field of research. To test the relation between learning aids and learning styles double coded data is analyzed by applying a multiple correspondence analysis. Further, impacts of extrinsic motivation, self-efficacy, subject-value, and the usefulness of an e-learning system on actual success (grades) are examined. Furthermore, differences between learning styles are revealed by applying a structural equation model. Results show that for a marketing-students population various sources need to be provided to cater diverse learning styles. It is also shown that the examined aspects impact on students' actual performance differently depending on their learning styles.
Development of a Web Application for Management of Learning Styles
Journal of Universal Computer Science, 2009
Information and Communication Technologies (ICT) permit the innovation of teaching and learning processes. ICT allow teachers to create or select and adjust contents that take advantage of the digital environment and interaction between peers. Teaching methodologies and strategies should be adjusted to the learning styles of students, offering them, in turn, the possibility to reflect about the way in which they might learn better. This article introduces a work of creation and validation of a web-based application, which aims to enhance the Management of Learning Styles (MLS) on the part of students and teachers, based on Felder-Soloman's Index of Learning Styles Questionnaire (ILS) and Honey-Mumford's Learning Styles Questionnaire (LSQ). The prototype has been validated and the results suggest its applicability and the relevance of the information this tool is capable of obtaining-reports on the learning styles profiles by student, teacher and class-with the objective of supporting them in the selection of strategies to improve teaching and learning, developing at the same time skills which will allow them to learn throughout their lives.