Active Learning Styles Research Articles

Learning styles and regulation of task value in new university students

International organizations’ analyses of Mexican students have shown that the nation's educational system is currently facing significant challenges in its ability to support the development of academic skills at all educational levels. Evaluations carried out by international organizations on Mexican students have revealed that the educational system in this country currently presents serious difficulties in effectively contributing to the development of academic skills at all educational levels. Models that consider learning styles and other factors that support academic performance such as intrinsic motivation, mastery goals, beliefs, control and Regulation of the Value of Tasks (RVT) have been developed since the last century to improve the skills of both high school and university students. A quantitative, non-experimental, cross-sectional, descriptive and correlational study was conducted to identify the relationship between Regulation of the Value of Tasks (RTV) and learning style (LS). RTV data collection used the motivated strategies for learning questionnaire while EA was assessed using the Honey-Alonso Learning Styles Questionnaire (CHAEA). The study involved 108 university students enrolled in a public institution located in southeastern Mexico. The results indicate a "very weak" relationship between SRL and the active, pragmatic and theoretical learning styles. According to the literature review conducted for this study, there are very few similar investigations making it difficult to compare the results with previous data. Further research is suggested to explore the relationship between these variables in other populations.

Estilos de aprendizaje y desarrollo de pensamiento formal en estudiantes peruanos de Educación Básica

The aim of this study was to establish the relationship between Learning Styles (LS) and the level of Formal Thought Development (FTD) in fourth-year students of Regular Basic Education in the Tacna Region, 2022. From a methodological standpoint, this research adopts a descriptive correlational design. The sample consisted of 738 fourth-year secondary education students, randomly and repre-sentatively selected from the four Local Educational Management Units in the Tacna Region. Two instruments were administered: the CHAEA questionnaire by Honey and Alonso, comprising 80 items to identify LS, and the TOLT Test by To-bin and Capie, consisting of 10 items, to determine the FTD level in participants. The findings revealed a significant relationship between LS and FTD level in Regu-lar Basic Education students in the Tacna Region, 2022. Reflective, theoretical, and pragmatic learning styles showed significant relationships (bilateral signifi-cance of 0.003<0.05, 0.040<0.05, and 0.010<0.05, respectively) with FTD. Thus, effect sizes are around the medium level with high statistical power. Only the ac-tive learning style did not show a significant relationship (bilateral significance of 0.133 > 0.05). It is concluded that the active learning style is not related to the FTD level, whereas the reflective, theoretical, and pragmatic styles are.

Cognitive-stylistic and metacognitive characteristics of schoolchildren and students with different indicators of digital competence

Introduction. The process of digital transformation of modern education largely depends on the digital competence of students. The relevance of the study of digital competence of students is determined by the broad involvement of young people in the use of digital educational technologies, the lack of a holistic view of the cognitive sphere of representatives of the "digital generation", the lack of empirical data on the integrative cognitive characteristics of students with different levels of digital competence. The purpose of this study is to study the relationship of indicators and types of digital competence with cognitive-style and metacognitive characteristics in schoolchildren and students. Materials and methods. The study involved students of secondary schools and university students living in St. Petersburg, Moscow, Yekaterinburg, Novosibirsk (total sample: N=631). To diagnose digital competence, the method "Digital Competence Index" was used (G.U. Soldatova, T.A. Nestik, E.I. Rasskazova, E.Y. Zotova). To diagnose the characteristics of the cognitive sphere, the following methods were used: "Style of thinking" (A.K. Belousova), "Method of diagnosing the stylistic parameters of learning" (A. Salomon, R. Felder), "Metacognitive skills in the structure of educational and professional activity" (E.G. Denisova). Comparative and correlation analyses were used for statistical data processing. Results. The study revealed similarities in the overall level of digital competence of schoolchildren (N=281) and students (N=350), with a higher level of technical competence of school students (p ≤ 0.002) and a higher level of knowledge and skills of students in the field of practical application of digital technologies: in working with digital information (p ≤ 0.004), in online communication (p ≤ 0.002). in the use of the Internet for consumer purposes (p ≤ 0.005). Universal and specific cognitive-stylistic and metacognitive characteristics of young people with different indicators of digital competence were found. Universal characteristics include thinking styles that manifest themselves in orientation to selection, evaluation, meaning transfer and implementation in working with information. The features of subjects with a high level of digital competence are revealed: students of this subgroup, in comparison with students with a low level of digital competence, have a pronounced preference for an active learning style strategy (Uemp = 1012; p ≤ 0.0009), orientation to generating ideas in the process of joint solution of mental tasks (Uemp = 1145.5; p ≤ 0.01); students of this subgroup, in comparison with students with a low level of digital competence, are characterized by a combination of active and visual style strategies, the use of metacognitive skills in educational activities (Uemp = 1613; p ≤ 0.04). Conclusion. The study contributes to the understanding of the integrative cognitive characteristics of students with different levels of digital competence. The results obtained indicate the need to include in the programs for the development of digital competence of students of schools and universities activities aimed at the formation of metacognitive skills, and their implementation in conditions of joint educational activities.

30 years of life of the Heureka project

Heureka (“Eureka” in English) is a long-term project aimed at improving physics education in lower and upper secondary schools in the Czech Republic. It began informally “from below” about 30 years ago. Since then, it has expanded to include three series of weekend seminars for physics teachers, along with various other activities such as the annual conference. The project’s proceedings are freely available on the Heureka website for teachers; many other materials can be found on the wiki for participants. Despite the restrictions due to covid pandemic, the project has continued to thrive, maintaining its inquiry-based teaching approach and active learning style even in the online environment. This paper provides more detailed information about the project, feedback from participants, and the lessons learned from the experience. We hope that this information will prove useful and inspiring for leaders of similar projects targeting physics teachers.

The impact of active learning and learning style on blended learning: Insights from higher education students

<span lang="EN-US">Blended learning is a progressive teaching technique combining online and face-to-face instruction to encourage active learning and improve academic achievement. However, various problems, such as different attitudes and learning styles between educators and students, influenced the implementation of blended learning effectively. Therefore, there is a need to identify the factors that impact blended learning to improve students’ performances and enhance blended learning. In this study, the proposed framework examines the mediation effect of active learning on the relationship between learning styles and accessibility of learning through blended learning. The study sample consisted of undergraduate students from Universiti Putra Malaysia. In addition, this study also utilized a random sampling method. In total, 224 responses were collected and analyzed using a partial least square structural equation modeling (PLS-SEM). The findings revealed that active learning fully mediated the relationship between learning style and blended learning. Active learning also mediated the relationship between accessibility and blended learning with complementary mediation. Moreover, this study offers several practical suggestions for essential parties, including the government and the education sector, to optimize blended learning approaches in Malaysia.</span>

Caracterização dos estilos de aprendizagem em alunos do Bacharelado Técnico usando o questionário Honey-Alonso

The objective of the research was to characterize the learning styles that predominate in the technical high school students of the Oswaldo Guayasamín Educational Unit of the city of Santo Domingo, through the CHAEA Questionnaire for the improvement of their formative process. The methodology was non-experimental, descriptive, explanatory and field under a mixed research approach using for this purpose an internationally validated Instrument by the authors Honey and Alonso (2012), which was adapted to the Ecuadorian context through the opinion of 3 experts and a KR20 reliability of 0.80, the sample by convenience was applied to 174 students of first, second and third year of high school through Google Forms and the data were processed with the SPSS V.23 and Excel program. The results confirmed the moderate preference of the active style with 112 students; in consideration of gender, the male population has a preference for the active style (74), while the female population shares the same (38) but tends towards the pragmatic (36). In conclusion, the prevalence of the active learning style in technical education accompanied by the equipment for practices, complements student learning.

Marketing communication education in developing countries: Post-pandemic insights from India and South Africa

ABSTRACT In two developing nations, technology enhanced marketing communication education in the classroom, both during and after the COVID-19 pandemic. However, in what ways did enhancement occur, and to what ends? This research examines the reasons for and impacts of digitalisation on academic delivery of marketing communication education across two BRICS nations: South Africa and India. We use a comparative, narrative-based approach that challenges the ways that marketing communication educators often describe the significant teaching and learning agencies and incidents involving the place of technology in classroom learning. We show how the concepts of technological augmentation and paradox, the `TikTok effect´, and symbiotic pedagogies explain and help present a post-pandemic theory of marketing communication education in developing nations. We highlight the active learning and student-centred learning styles as symbiotic pedagogies that were regarded as best practice. Our findings show that educators were able to skilfully move across both styles depending on student need and skills required. We discuss how educators’ flexibility across contexts allowed them to maintain best practice technology-mediated teaching and learning strategies during the pandemic.

A comparison of Generation Z and Millennial dental hygiene students' preferred learning styles.

Learning styles have been studied in dental and generational research, but research has been limited with Millennial and Generation Z dental hygiene students. The purpose of this quantitative comparative study was to determine if and to what extent there was a difference between Generation Z and Millennial dental hygiene students' preferred learning styles. First- and second-year dental hygiene students attending three programs located in Southern California were invited to participate in the study. Additional participants were recruited through dental hygiene social media sites. The 44 item Felder-Soloman Index of Learning Styles (ILS) was administered via an online survey platform. Millennial and Generation Z participants were compared on the four dimensions of the ILS: active/reflective, sensing/intuitive, visual/verbal, and sequential/global. The data were analysed using descriptive statistics and the independent samples t-test. A total of 150 dental hygiene students agreed to participate; Millennials (n = 61), Generation Z (n = 89). There was no significant difference between Millennial and Generation Z students in the active/reflective, sensing/intuitive, or sequential/global dimensions (p > 0.05); both cohorts preferred the active, sensing, and sequential learning styles. There was a statistically significant difference in the visual/verbal dimension with Millennials indicating a significantly greater preference for the visual learning style than Generation Z (p = 0.04). There may be differences between the learning styles of Millennial and Generation Z dental hygiene students. The finding that Generation Z students differ significantly from Millennials on the visual-verbal dimension may indicate a shift toward the verbal dimension learning style that needs further study.

Postsecondary Students’ Social Stress and Learning Styles

Postsecondary students can experience anxiety or stress upon initial entry into large campus classrooms or education abroad settings. Social phobia scrutiny fears combined with social interaction anxieties may culminate in social anxiety disorder or social stress. Social stress may negatively affect one’s enjoyment and fulfillment of learning and one’s ability to learn. This study investigated relationships between students’ social stress, educational setting, learning style, and demographics using the Social Phobia Scale, Social Interaction Anxiety Scale, and the Learning Styles Inventory. Through a multiple correlational design, quantitative analysis revealed that social stress was positively associated with reflective observation and assimilative learning styles, but negatively associated with active experimentation learning styles for 144 students at a large southern US university. Females and on-campus students experienced more social stress than did males or those who participated in education abroad. Multiple linear regression revealed a significant increased level of social stress among minority students. About 18% of the variance in social stress was accounted for by significant independent variables (accommodative and convergent learning styles, being male, and Caucasian). Increased understanding of associations between social stress and learning style will help educators develop learning activities that promote inclusiveness for all. Continued research is needed to learn how to decrease social stressors in postsecondary education, especially for female and minority students to enable equitable learning spaces.

New pedagogical practices in architecture and urbanism: a application study of active methodologies and learning styles

The research addresses the teaching-learning difficulties of the Architecture and Urbanism course at the Federal University of Tocantins (UFT) and investigates whether these problems, raised with the help of the Structuring Director Nucleus (SDN), are inherent to higher education in the area or if they arise in high school issues. The Pedagogical Innovation project (PIP), responsible for the work, used the technique of listening and embracement to identify difficulties and promoted dialogues with the professors, using action-research methodology, about active teaching methodologies and learning styles. Didactic materials were developed and leveling workshops, tutoring and short courses also based on active methodologies were carried out. The result indicated that the problems are similar in both spheres of teaching and that the teachers' teaching process is related to their own learning styles. Finally, the workshops and tutorials that were carried out, were widely accessed by the students, contributing to the cyclical process of teaching and learning.

The Digital Story Teaching Method for Master of Nursing Specialist Students

As future healthcare professionals, Master of Nursing Specialist (MNS) students will play an important role in nursing and healthcare. MNS education emphasises the cultivation of students’ critical and clinical thinking. Traditional classroom methods often result in students being unable to combine theory with practice and reduce their ability to problem-solve within the scope of clinical or professional services. However, in economically underdeveloped areas with insufficient educational resources, it is difficult to use real clinical situations or virtual reality technology to carry out teaching. To fill this gap, we introduced the digital story teaching method into classroom teaching in Shanxi Province in northern China, which is an economically underdeveloped agricultural province. Real clinical cases were adapted into stories, with integrated digital media elements. A before-and-after study design was adopted to compare the differences between the digital story teaching method group and the traditional teaching method group. The results indicate that students engaged in learning with the digital story teaching method demonstrated more active learning styles, clinical problem-solving skills, and higher academic achievements in classroom performance and examinations. As a continuous and low-cost flexible education method, the digital story teaching method is a teaching mode suitable for popularisation in areas where clinical teaching resources are relatively scarce.

Effect of Guided Inquiry Model with Active-Reflective Dimensional Learning Style on High School Students’ Chemistry Learning Outcomes

The mean values of MAN 2 Palu students on the topic of reaction rates in the last three years are low. The cause of low learning outcomes is learning that has not paid attention to students’ average learning styles. The learning model used in this study is a guided inquiry model with an active dimensional learning style. The research sample selection technique was purposive sampling by taking into account the average student learning outcomes. The research samples were 27 students in class XI MIA6 as an experimental class, learning with the model and class XI MIA4 with 27 students as a class, learning with a guided inquiry control model. The stages of the research were identifying students' learning styles in the experimental class, applying the ITG-Dia model in chemistry learning by observing attitudes and skills activities and ending with giving an evaluation. The results of the learning style assistance were obtained by 8 students with an active dimension style which were then distributed to each group before learning was carried out. The results of the experimental class research obtained an average altitude of 84.26 (very good); skills of 79.42 (good); learning outcomes of 83; n-gain of 0.78 (high). Control class observations obtained an average altitude of 85.93 (very good); skills 79,79,56 (good); learning outcomes 60.78; n-gain 0.50 (medium). The results of the t-test statistical analysis obtained t 13.12 and t 1.67. The results of the statistical analysis showed that there were significant differences in student learning in the experimental class and the control class. Based on statistical analysis, it can be concluded that the application of the active-reflective dimensional model affects increases students' chemistry learning outcomes.

Matching learning style to instructional format penalizes learning

Experiments have failed to support the matching hypothesis that students’ learning style preferences should be matched to instructional modality to optimize learning. These studies have generally been restricted to considering sensory modality learning style dimensions. We extend this extant work by examining the matching hypothesis with regard to another learning styles model, one that distinguishes between active/reflective learning preferences (Felder & Silverman, 1988). Participants preferring each learning style were assigned to one of two versions of a digital-based Biology lesson (textbook chapter). The interactive version contained interactive exercises consisting of text and visuals. In the non-interactive version, the interactivity was removed, and participants watched while the identical exercises were completed by the computer. We assumed that an active learning style would align with the interactive lesson, whereas a reflective learning style would better align with the non-interactive lesson. For two learning tests (definition recall and multiple-choice questions) the nature of the lesson (interactive vs. non-interactive) did not interact with participants’ learning style. For a test that targeted the content for which the interactive exercises were designed, learning performance was better when the lesson format mismatched the preferred learning style. The results importantly enrich the experimental evidence countering the matching hypothesis. The current finding is particularly strong because it does not rely on a null effect. Further, the current findings significantly extend the experimental literature from a focus on the modality-specific matching hypothesis to a broader consideration of learning-styles that includes an activity-based (active/reflective) learning style model.

Enhancing Computational Thinking Skills Through Physics-Based Worksheet in Linear Motion

The physics knowledge consists of many concepts and principles that are generally very abstract. Learning activities should help students understand the concepts by performing a series of activities themself. One of the required thinking skills in the 21st century is Computational Thinking Skills. Computational Thinking is the thinking process required in formulating problems and solutions. This study aims to develop a valid student worksheet and describe the students' response to it. In this research, the development of Computational Thinking-based student worksheet was carried out to be used in Junior High School science learning. Validation was carried out by media experts and subject matter experts. The results from the media experts were a score of 10.65 with an average of 3.55 from a scale of 4.0. While the results from subject matter experts were a score of 3.80 from a scale of 4.0. It can be concluded that the student worksheet received good and reliable categories. The effectiveness test on four students showed an average score of 7.25 in active learning style; an average score of 16.5 in reflective learning style; an average score of 12 in theoretical learning style; and an average score of 12.25 in pragmatic learning style. From these scores, it can be concluded that the dominant learning style of the four students who acted as respondents after following learning using the student worksheet is reflective learning, where students who like to consider experiences and observe learning materials from different perspectives.

Learning styles of medical students from a university in China

BackgroundInvestigating students’ learning styles can generate useful information that can improve curriculum design. This study adopts diverse measures to identify the learning styles of students despite limited literature related to clinical medical students in China. We utilized Felder’s Index of Learning Styles to examine the learning style characteristics of clinical medical students at Inner Mongolia Minzu University.MethodsCluster sampling (probability sampling) was used. This cross-sectional study investigated clinical medicine students with regard to their learning style preference and the difference across genders. This study also analysed data collected from other published studies. A total of 411 students from the medical school at Inner Mongolia Minzu University completed the Index of Learning Styles Questionnaire. The questionnaire assessed the learning styles of students in four dimensions: visual-verbal learning, sequential-global learning, active-reflective leaning, and sensing-intuitive learning.ResultsThe analysis results show that clinical medicine students choose to receive visual information (73.97% of the student sample) instead of verbal information. These students prioritize sensory information (67.15%) rather than intuitive information and process reflective information (51.82%) rather than active information. They prefer to process information sequentially (59.85%) instead of globally. Our results also show that male students present a higher preference for an active learning style over a reflective learning style, while female students seem to present a higher preference for a reflective learning style over an active learning style. These preferences vary between cohorts (gender), but the difference is not statistically significant. Compared to data collected from other published studies, active, visual, sensing, and sequential are the most popular styles of learning adopted by medical science students.ConclusionsThe identification of medical students’ learning style in China provides information that medical educators and others can use to make informed choices about modification, development and strengthening of medical educational programs. Our outcomes may potentially improve motivation, engagement and deep learning in medical education when used as a supplement to teaching/learning activities.

How augmented reality influences student learning and inquiry styles: A study of 1-1 physics remote AR tutoring

While augmented reality (AR) technology is being considered by educators for its potential to help students visualize abstract concepts, currently there are barriers from the high cost of developing complex AR applications. In this study we investigate how the complexity of AR content impacts student learning in remote 1-1 tutoring scenarios, where an instructor uses an AR headset while teaching physics concepts to a remote student. This approach brings the benefits of augmented reality into the already-existing educational practices of 1-1 remote instruction, without requiring AR devices for every student. We present a system for AR-based physics instruction and perform a between-subjects study, measuring how student learning and inquiry behaviors differ between two experimental conditions that vary in the complexity of AR content. Through quantitative and qualitative analysis, our results show that students who are tutored with more complex AR content learn better and show a wider variety of inquiry styles. Furthermore, AR visual representations appear to stimulate students to think about a wide range of scientific ideas, to make deeper connections between scientific concepts, and encourage students to have a more active learning style with increased transitions between inquiry activities. We discuss possible reasons and wider implications for these findings.

Implementation of K-Means Clustering for Optimization of Student Grouping Based on Index of Learning Styles in Programming Classes

<span lang="EN-US">This study aims to group students into study groups (classes) based on learning styles utilising K-Means Clustering technique and Sum of Squared Error for cluster assessment. This study used type of learning style developed by Felder and Silverman, which includes four dimensions: (1) the learning process; (2) perception of learning; (3) information input; and (4) understanding of information. This study subjects were Universitas Sebelas Maret's students majoring in informatics Education consisting of 58 respondents. The results showed that the K-Means clustering approach with cluster evaluation using Sum of Squared Error produced the best clustering when the number of clusters was k=2. The cluster analysis showed that each class has different learning styles and characteristics. The first cluster (group) consists of 26 respondents and has the features of an active learning style in the learning process dimension, sensing in the learning perception dimension, visual in the information input dimension, and a balance between global and sequential in the information understanding dimension. Meanwhile, the second cluster (group) consists of 32 respondents and has a reflective tendency in the learning process dimension, sensing in the learning perception dimension, visual in the information input dimension, and global in the information understanding dimension.</span>

Pengaruh Strategi Pembelajaran Online dan Gaya Belajar terhadap Hasil Belajar Aplikasi Konsep

This study aims to determine the differences in the learning outcomes of the application of concepts to students who learn to use online strategies with face-to-face learning strategies, as well as to test whether there is a difference in the average learning outcomes of the application of concepts to students who have different learning styles and to test whether there is an interaction between learning strategies and learning outcomes. learning styles on the learning outcomes of student concept applications. This study used a quasi-experimental research design. 2x2 factorial design The variables of this study are the independent variables are online learning strategies and face-to-face learning, the control variables are learning styles and the dependent variable is the learning outcomes of concept application. This research instrument is a question of pretest and posttest which was developed in accordance with the research objectives of the lectures listed in the RPS. The hypothesis testing of this research uses 2-way Analysis of Variance (ANOVA) to test the hypothesis, in the form of the Univariate Test of Between-Subject Effects. The results of this study indicate (1) there are significant differences, including learning outcomes of student concept applications using online learning strategies with face-to-face learning strategies. The use of online learning strategies is significantly superior to face-to-face learning strategies., (2) there is a significant difference in the acquisition of concept application learning outcomes between students who have an active learning style and a reflective learning style, significantly students who have an active learning style are more superior in learning outcomes of concept applications compared to students who have reflective learning styles. (3) there is an interaction between online learning, learning strategies and learning styles on concept application learning outcomes. the influence between the interaction, the independent variable and the moderator variable on the dependent variable, both for the learning outcomes of the application of the concept.

Understanding Learning Styles in Undergraduate Nursing Programs of the Kingdom of Saudi Arabia: An Integrative Literature Review

Background:In Saudi Arabia, nursing education is developing fast due to high nursing demand. Alongside this development, nurse educators must identify and understand nursing students learning styles to ensure the multidimensional development of students learning experiences. Students' preferred learning style is an essential element in determining students' unique ways of processing new knowledge, information, and skills.Objective:This literature review aimed to identify the learning styles of undergraduate Saudi nursing students based on the premises of three learning style models: Kolb’s Model, Felder-Silverman Learning, and Visual, Aural, Read/Write, and Kinesthetic (VARK) Learning Styles Inventory.Methods:An integrative review of published studies on Saudi nursing students' learning styles was conducted while adhering to predefined eligibility measures. The research strategy for this study was based on online international databases, such as PubMed, Medline, CINAHL, EBSCO, Google Scholar, and Saudi health databases and journals. The keywords used were: “nursing education,” “learning style,” “learning preference,” “academic learning style,” “undergraduate nursing students,” and “nursing students in Saudi Arabia.”Results:Seven studies met the inclusion criteria. Most of the reviewed literature reported a prominent preference for kinesthetic, accommodating, converging, visual, and active learning styles in nursing students regardless of their age, gender, and level of education in various universities in Saudi Arabia.Conclusion:Students learning styles emphasize the importance of practical experience and students' hands-on practice as the best style that improves nursing students learning experience. The Saudi Arabian education system must adjust to fit students' preferred learning styles and focus on advanced state-of-the-science learning tools in nursing education.

Sandwich teaching improved students' critical thinking, self-learning ability, and course experience in the Community Nursing Course: A quasi-experimental study.

The youngest generation of students prefers a more active learning style. Sandwich teaching may suit their learning style by alternating between active individual learning and passive collective learning. Sandwich teaching has been rarely applied to the Community Nursing Course for nursing students, and its teaching effects on this course remain unclear. This study applied Sandwich teaching to the Community Nursing Course for Chinese nursing undergraduates and investigated its effects on students' critical thinking, self-learning ability, course experience, and academic performance. This is a quasi-experimental study with 72 Chinese nursing undergraduates. Students receiving traditional teaching were enrolled in the control group (n = 36), and those who received Sandwich teaching were recruited into the experimental group (n = 36). Both groups received the 12-week, 90-min Community Nursing Course. Our main outcome variable, including students' critical thinking, self-learning ability, and course experience, was assessed by specific questionnaire. The paired t-tests were applied to compare the differences of the same group in the pre-test and the post-test, and the independent-sample t-tests were used to compare the differences between the two groups. We observed that nursing students' critical thinking ability and self-learning ability were significantly improved after receiving Sandwich teaching. Students' course experience of Sandwich teaching was significantly better than that of traditional teaching. The final exam score in the experimental group was not significantly higher than that in the control group. These results suggest that Sandwich teaching in Community Nursing Course improved Chinese nursing undergraduates' critical thinking, self-learning ability, and course experience, but failed in improving academic performance.