Pre-Service Teachers' Learning Styles and Preferences towards Instructional Technology Activities and Collaborative Works (original) (raw)
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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 students' learning styles and preferences towards collaborative and group work activities, interesting trends were observed in this study; active, intuitive, and global learners tended to dislike collaborative and group work activities when compared to reflective, sensing, and sequential learners. The findings of this study are important in assisting instructional technology instructors and higher education faculty in general in designing effective training programs for pre-service teachers particularly in relation to improve their technological skills.
Analysis of Pre-Service Teachers' Learning Styles According to Vermunt Learning Style Model
International Online Journal of Education and Teaching, 2020
This study aims to identify the learning styles of pre-service teachers who had pedagogical formation education according to Vermunt Learning Style Model and to examine the learning styles of pre-service teachers considering their demograpichs such as gender and age. The study was carried out with 442 pre-service teachers who attended the certificate program of pedagogical formation education delivered at Karamanoğlu Mehmetbey University Education Faculty in 2017-2018 academic year. “Vermunt Learning Styles Inventory” was used to identify the learning styles of pre-service teachers participated in the study. The findings reveal that pre-service teachers predominantly had “deep processing” and “intake of knowledge” learning styles, and the differences in learning styles according to gender and age variables were significant. While there are a great number of studies on learning styles, limited studies on Vermunt Learning Style appear in the literature. It is considered that arranging...
Analyzing the Learning Styles of Pre-Service Primary School Teachers
Journal of Education and Practice, 2017
The purpose of this research is to analyze the learning styles of pre-service primary school teachers by various variables. The universe of the research is composed of 2136 pre-service primary school teachers study in freshman (first year) and senior (fourth year) classes of Faculty of Education School Teaching department in Gazi University, Kirikkale University, Ahi Evran University, Zonguldak Karaelmas University and Kafkas University in 2008-2009 academic year spring semester. Totally 1124 pre-service primary school teachers as 694 (61.74%) of them are females and 430 (38.25) of them are males have composed the sampling of the research as well. The research is realized by using the survey model because of purposing to analyze the learning styles of pre-service primary school teachers by various variables. Kolb Learning style scale is used for determining the learning styles of the pre-service primary school teachers in research. The analysis of the data obtained from the result ...
Teaching for Success: Technology and Learning Styles in Preservice Teacher Education
2012
This study, using mixed methods design research, examined the achievement of third level preservice teachers when advice in the form of text and resources was provided based on students’ identified learning styles. In this study, Kolb’s learning style inventory was used to identify students’ preferred learning style preferences, and an online module was developed to link prepared advice for the completion of course tasks to particular learning style preferences. Advice was provided for grasping and processing stages of the learning cycle and served as a form of scaffolding through coaching provided via the online module. Data sources used to explore the value of advice specific to learning style preferences included student assessment results from the learning style preference advice module, student reflection journals following use of advice software, and student assignment scores. Data analysis indicated positive effects of advice linked to learning style preferences on student ac...
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.
International Journal of Educational Research Review, 2023
The present study attempted to uncover pre-service teachers' attitudes toward online learning and investigate the relationship between these attitudes and their learning styles, year of study, gender, enrolled program, and grade points average (GPA). In this descriptive survey study, we recruited 337 pre-service teachers enrolled in a state university in Türkiye and having had to attend the emergency remote learning process during the COVID-19 pandemic in the spring semester of the 2020-2021 academic year. The findings revealed the participating pre-service teachers overall held positive attitudes toward online learning. Besides, while they had a high general acceptance of online learning, their attitudes toward its usefulness were relatively low. Most of the participants often adopted a multimodal learning style, and the kinesthetic learning style was highly preferred among unimodal learners. Those adopting the kinesthetic learning style had a more positive view of online learning than their peers adopting the visual and read/write learning styles. In addition, the male participants had more positive attitudes toward online learning than their female counterparts. However, the pre-service classroom teachers had lower attitudes toward online learning than their peers in the other programs. Finally, it is surprising that the participants with lower GPAs had higher attitudes toward online learning.
Educational Research and Reviews, 2019
Learning process varies from student to student. In a related research, it is argued that one of the basic elements for this variation is due to student's distinct learning styles. Planning learning situations based on the knowledge of learners' learning styles can be more effective and efficient. With the learning-teaching process designed in accordance with the learning styles of students, it is possible to develop positive attitudes towards the courses and to increase academic success. Pre-service teachers' awareness of their own learning styles can be effective both for their own development during their pre-service training and for the development of their students during their in-service professional career. The purpose of the current study is to determine the learning styles of the pre-service basic education teachers and to examine the relationships between their learning styles and gender, age, program type, grade level and grade point average. In data collection, the Kolb Learning Style Inventory was used. The current study was conducted on 493 pre-service teachers randomly selected from among the 1st, 2nd and 3rd year students attending the Basic Education Departments of Classroom Teaching and Preschool Teacher Education in the Education Faculty of Necmettin Erbakan University, in 2017/2018 academic year. In the analysis of the collected data, SPSS 24 program package was used. The pre-service teachers' learning styles are presented through descriptive statistics, frequencies (f) and percentages (%). Whether the pre-service teachers' learning styles vary significantly depending on the variables of gender, age, program type, grade level and grade point average was tested with Chi-Square Test. Of the participating pre-service teachers, 398 (80.7%) are females and 95 (19.3%) are males; 250 (50.7%) are from the department of classroom teaching and 243 (49.3%) are from the department of preschool teacher education. The results of the current study have revealed that the participating pre-service teachers have adopted the "Diverging" learning style to the greatest extent and the "Converging" learning style to the smallest extent.
Learning Styles of Teachers and Usage of Technology
2002
Every child can learn' is the mantra being advocated today. The Multiple Intelligences theory put forth by Gardner has revolutionized the perceptions of learning styles. Currently more and more teachers are accepting the reality that children learn differently and in this context, their own learning style should not be a limiting factor for using multiple modes of instruction in their classrooms. A correlational study will be done to determine if there is a relationship between learning styles of the teacher and technology usage, particularly computer-based technology. The subjects in this study will be inservice teachers (N = 30). The MIDAS (Multiple Intelligences Developmental Assessment Scales) will be administered to the teachers to determine their preferred learning style. This assessment tool is designed to determine the best suited learning style based on Gardner's Multiple Intelligences theory. A second survey will be conducted with the same set of teachers to determine how much and how frequently they use computers in relation to their schoolwork both within and outside the school. Background variables such as socioeconomic status, prior exposure to technology and gender will be controlled. The results of • both these data sets will be examined to determine ifthere is a relationship between learning style of the teachers and their usage of computers in the teaching process. More research needs to be done using a longitudinal study over a five-year period to determine the effects of computerassisted instruction on learning styles of students.
International Journal of Educational Research Review
The present study attempted to uncover pre-service teachers’ attitudes toward online learning and investigate the relationship between these attitudes and their learning styles, year of study, gender, enrolled program, and grade points average (GPA). In this descriptive survey study, we recruited 337 pre-service teachers enrolled in a state university in Türkiye and having had to attend the emergency remote learning process during the COVID-19 pandemic in the spring semester of the 2020-2021 academic year. The findings revealed the participating pre-service teachers overall held positive attitudes toward online learning. Besides, while they had a high general acceptance of online learning, their attitudes toward its usefulness were relatively low. Most of the participants often adopted a multimodal learning style, and the kinesthetic learning style was highly preferred among unimodal learners. Those adopting the kinesthetic learning style had a more positive view of online learning ...
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.