Active Learning Styles Research Articles

A Study of Technology Integration in Physical Education

이 논문는 테크놀로지융합 체육교육 활용방안에 관해 논하기에 목적이 있다. 지난 10년 동안 테크놀로지는 눈부신 발전을 이루어 왔다. 약 10년 전 만해도 생소했던 스마트폰과 급속도로 성장한 무선인터넷은 현대인들의 삶에 커다란 변화를 가져왔으며 교육 패러다임의 변화도 불러일으켰다. 교육학자들은 교육환경 안에서의 테크놀로지 활용은 일방향적이고 지식전달 형태였던 기존의 교육방식을 탈피해 향상된 학생-학생, 교수-학생 간의 상호활동을 통해 좀 더 능동적 학습을 촉진시킬 수 있다고 밝혔다. 체육 분야에서의 일부 선행연구들은 테크놀로지 융합 체육수업은 학생들의 동기, 체육지식, 신체활동량에 긍정적인 영향을 준다고 하였다. 이러한 사회적 변화에 맞추어 대한민국 정부는 교사들의 테크놀로지 융합교육을 격려하였지만 여전히 테크놀로지는 체육수업에서 자주 활용되지 않고 있는 상황이다. 따라서 이 논문에서는 체육교사들의 테크놀로지 활용을 격려하기 위해 체육수업에서 활용될 수 있는 다양한 테크놀로지를 소개하고 교육학적으로 적절한 활용방안에 대해 논하였다.The purpose of this article is to discuss a variety of educational technologies and their possible application strategies into physical education(PE) classes. For the last few decades, there has been a rapid growth in technology. The rapid development of smart phone and wireless network has changed not only many aspects of human life but also the ways to teach and learn in the field of education. Educational scholars have suggested that use of technology in education can move away from traditional education system (passive learning style) and facilitate student-student and teacher-students interaction which in turn results in active learning style. Researchers in the field of PE have found that technology use in PE can increase motivation, knowledge about physical activity and sports, and physical activity levels. In respond to this, Korean government have encouraged teachers to implement technology into their teaching and learning, but there has been a lack of technology use by PE teachers. Therefore, this article discussed a variety of educational technologies and their possible use in PE classes to encourage PE teachers to implement them to use in their PE classes.

Analisis Pengaruh Kompetensi Guru dalam Menghadapi Pembelajaran Era Milenial terhadap Hasil Belajar Siswa di SMK Panca Budi 2 Medan Tahun Ajaran 2019-2020

This research was carried out at SMK Panca Budi 2 Medan, with the aim of finding out whether there was an influence of teacher competence in facing millennial learning towards the accounting learning outcomes of class XI students at SMK Panca Budi 2 Medan in Academic Year 2019-2020. Developing blended learning-based subjects in line with the unique challenges of technology, learning strategies, new ways of communicating, and assessments. Means that educators in this information age have a tendency for active learning styles, sequential, sensing, and visual. The sampling technique in this study uses total sampling where the number of samples is equal to the total population of 45 people. From the results of data analysis, the results obtained 99.6% of the independent variables (Teacher Competence in facing millennial learning) affect the dependent variable (Student Learning Outcomes). The learning process and student learning outcomes are not only determined by the school, the pattern, structure and content of the curriculum, but are largely determined by the competence of the teacher who teaches and membing students at school. In this context Blended learning can be one of the most significant learning developments in the millennial era.

Estilos de aprendizaje en los estudiantes de Educación Física y Ciencias del Deporte de la Universidad Autónoma de Querétaro

Los estilos de aprendizaje son métodos que se emplean con el fin de organizar las cogniciones sobre el mundo para comprenderlo mejor. Un estilo no es una aptitud, sino una forma de pensar y una manera preferida de emplear las aptitudes que se poseen. Con estos antecedentes, Alonso y Honey refieren cuatro estilos básicos de aprendizaje: activo, reflexivo, teórico y pragmático. Explicado esto, el principal objetivo de este trabajo fue documentar el estilo de aprendizaje preferente en estudiantes de la licenciatura en Educación Física y Ciencias del Deporte de la Universidad Autónoma de Querétaro. El estudio fue no experimental, descriptivo-transversal, y se incluyó a la totalidad de estudiantes de la referida carrera. Para la recolección de datos se utilizó el Cuestionario Honey-Alonso de estilos de aprendizaje que consta de 20 reactivos para cada uno de los cuatro estilos de aprendizaje.
 Se excluyeron de la investigación a estudiantes que no asistieron el día de la recolección de datos o que no aceptaron participar. Asimismo, se eliminaron los cuestionarios no respondidos en su totalidad. Para realizar el análisis estadístico descriptivo se utilizó el programa Statistical Package for the Social Sciences (versión 20) y se emplearon los algoritmos de Honey-Alonso para establecer el tipo de estilo predominante. Al momento de la aplicación del instrumento se explicó a los estudiantes los objetivos de la indagación y se solicitó su consentimiento verbal y su participación voluntaria. Se observó que el estilo de aprendizaje activo tuvo una preferencia entre alta y muy alta (62.75 %); sin embargo, la preferencia en el estilo reflexivo fue baja o muy baja (52.94 %). En relación con la preferencia para los estilos pragmático y teórico, esta fue moderada (55.56 % y 52.94 %, respectivamente). El estilo de aprendizaje que predominó fue el activo con 67.32 %, situación que soslaya el estilo de aprendizaje reflexivo que, según Honey y Alonso, es el preferente en carreras del área de humanidades.

Technology-Enhanced Learning: An Optimal CPS Learning Application

Collaborative problem-solving (CPS) is highly valued in the sustainability of learning to foster the key soft power of talent for the future. In this study, a CPS learning application was built to train and assess individuals with the aim of increasing CPS skills. For effective learning to take place, several issues need to be carefully considered, and these were investigated while testing the proposed application. This study examined the impact of collaborative interactions (CIs) (human–computer agent (HCA) and human–human (HH) interactions) on the CPS performance of students. Gender and learning styles, which may have interaction effects with CIs on CPS performance, were also explored. The results show that the students’ CPS performance in HCA was significantly greater than that in HH. The interaction effect between gender and CI was not significant. The impact of learning style on CPS performance in HH was not significant. In contrast, in HCA, students with verbal, global, and reflective learning styles performed significantly better on CPS tasks than did students with visual, sequential, and active learning styles. Finally, we discussed the optimal ways to teach CPS and the practical effects of a CPS learning application.

The implementation of the Japanese Dental English core curriculum: active learning based on peer-teaching and learning activities

BackgroundEducation in Japan and other Asian countries advocates the stereotypical passive learning style where students are limited in their breadth of knowledge dismissing anything not imparted by their teachers. With globalized education, professions are becoming very competitive, embracing student-centeredness compelling them to introduce active learning activities. A study funded by Japan’s Ministry of Education conducted a needs analysis, proposed a solution, and implemented an active learning approach. Since the latter is still new in the Japanese teaching-learning environment, this current study aimed at assessing the willingness of undergraduate students of dental medicine to participate in active learning activities rather than the typical passive-style teaching-learning educational process.MethodsThree active implementation-learning activities, namely International Group Discussions (IGD), Student-Teacher Experience (STE) and Role Play Activities (RPA) were included in the Dental English course in a classroom setting at a dental school in Japan. Students had to choose between participating in the activity or taking the final examination. Two hundred and three third-year undergraduate dental students participated over a 5-year period from October 2013 to March 2017. For IGD, the researchers assigned students to a topic and grouped them with visiting international exchange students. For STE, researchers gave students teacher-prepared presentation slides on basic dental topics, which they presented in front of their classmates. For RPA, students had to do prepared role-play and impromptu role play. Peer and teacher feedbacks of the activities were given to all students. At the end of the course, the students evaluated the active learning activities and wrote their comments in a free entry survey.ResultsAll 203 students participated in the active learning activities confirming the changing learning needs of Japanese students in this dental school. The most common comment was that the class was interesting, fun, an easy-to-understand way to learn dental terms, and a safe way to express themselves in the English language.ConclusionThe majority of Japanese students preferred the active learning style. The study revealed that students reported greater engagement and better learning with proper guidance and time to prepare for the activities.

Pemanfaatan Platform Kahoot Sebagai Media Pembelajaran Interaktif

Conducive and enjoyable learning in the industrial revolution 4.0 makes a change in learning styles in the learning process. Teachers are required to follow an interactive digital learning process. Fun and non-boring learning is one of the challenges for instructors and Learning Technology Developers to innovate in learning. Interactive learning innovation in this study is to use Kahoot as an interactive learning media based on game based learning that emphasizes the active participation learning styles of all students. One of the Kahoot Platforms used was the use of online quizzes, where students immediately reflected their answers online and Kahoot recorded all the activities of students that could become assessment resume materials for teachers. This study aims to find out how the Kahoot application is feasible in the learning process by understanding students' responses to this application. This study uses a Qualitative method by using Kahoot in the learning of 22 students who take the Business Feasibility System course in the Faculty of Economics Study Program, Campus II Payakumbuh Andalas University. This study obtained a final percentage of 85% with Very Interesting criteria. It was concluded that the use of the Kahoot platform used was very suitable to be used in creating interactive and fun learning.Keywords: Industrial Revolution 4.0, Kahoot, Qualitative

Learning Styles and Learning Approaches of Bachelor Nursing Students and its Relation to Their Achievement

Background: The nursing discipline is growing, and higher education in nursing aims to prepare students to develop their capabilities to become independent professionals with a lifelong learning, enabling them to adapt their knowledge in relation to advances in both nursing theory and practice. Today learning is the essential issue in training and strong lever in dealing with the social challenges considered the product of learning and enhancing knowledge and skills. So one of the important and effective factors of the learning is the learning style. Learning styles are not individual’s abilities but the preference of a person in receiving information. Understanding students’ learning styles is important because if educational materials and teaching styles are in line with learning styles, this can enhance learning and promote academic achievement. Aims: The present study aims to determine bachelor nursing students’ learning styles and its relation to their learning and academic achievement. Design: The study used descriptive correctional study. Methods: The study was conducted at Faculty of Nursing at King Khalid University, Saudi Arabia. All nursing students, enrolled in the Faculty of Nursing from three levels of academic year, fourth, sixth, and eighth at the time of the study of the academic year 2018-2019 were included in the study (n= 117). Three tools were used for data collection namely; Learning Style Questionnaire (LSQ), The Revised two-factor Study Process Questionnaire (R-SPQ-2F) and Retrospective Audit. Results: Based on the study findings of this study, it could be found that there was no significant relationship between overall learning style and approach of learning with nursing students’ achievement. While a significant relationship was proved between nursing student active/reflective learning style and nursing student achievement. The majority of the undergraduate nursing students at Faculty of Nursing, King Khalid University regards of their academic year showed Visual/Verbalis the most prefer learning style. Conclusions: It was concluded that learning is enhanced when active learning style and most nursing students preferred visual/verbal learning style. It is recommended to the developed further studies in other faculties of nursing in Saudi Arabia.

Deaf and Hard of Hearing Students’ Perceptions of the Flipped Classroom Strategy in an Undergraduate Education Course

<p style="text-align:justify">This study aims to evaluate the academic outcomes of the flipped classroom approach in the teaching of students who are deaf or hard of hearing (DHH). Furthermore, it aims to activate the role of the teacher through encouraging both teachers and students to engage in active learning styles, while acknowledging individual differences. Participants consisted of 12 female undergraduates with hearing disabilities in a 251 CI course (applications of ICT in teaching and learning) at the College of Education, King Saud University. The study was applied throughout a semester on the contents of the course. The content material and pre-class assigned work (e.g. instructional videos and tasks) were delivered through Blackboard (learning management system), while active learning activities were carried out in class. Using mixed methods, students’ perceptions of their new learning environment were explored through a post-term questionnaire distributed at the end of the semester, in addition to writing a reflective report. Furthermore, participants were requested to write a reflective journal at the end of each lecture. Results indicated the effectiveness of the flipped classroom strategy for students. Moreover, the data indicate a positive impact on students' content learning and improved skills (e.g. collaboration and interaction). The content material which was developed for the specific course (251 CI) could be utilized for the remaining students enrolled in this course. The researcher recommends using the flipped classroom teaching strategy for courses in higher education, as the methodology can be extended and implemented through following a similar framework applied in this study.</p>

How Does Learners' Prefer to Process Information in MOOCs? A Data-driven Study

Different learners have quite varied learning styles, which have been influenced by their personalities, backgrounds knowledge, and skills. In this paper, we propose an automatic approach to extract learners’ features from traces of learners when interacting with learning materials in MOOCs. The Felder–Silverman Learning Style Model (FSLSM) is used since it is one of the most commonly used models in technology-enhanced learning. To carry out this study we used traces of 5482 learners enrolled in the edX course “Statistical Learning (Stat, Winter 2015)” administered via Stanford’s Logunita platform. By applying an unsupervised clustering method learners are grouped according to their degree of preferences for active/reflective learning styles. The findings of this study reveal that the majority of learners prefer an active learning style.

Discovering Learning Style with Active Music Education Practices

This study was carried out to investigate the relation between active music education methods and learning style (LS) preferences of Erciyes University, Faculty of Fine Arts, music department students. The aim of the research is to discover primarily the LSs of participants. A test used with the participants that consisting of three categories and 20 questions, and identified with visual, auditory, kinesthetic, tactile LSs that they used online, were applied. A structured interview form has been implemented to understand the test data in depth. The results imply participants indicated that if active music education methods are applied, they will be more dominant and will teach more easily. Students who indicated that they were a system that affected LSs expressed a system of disciplined, prescriptive and active music education methods or individual examples in their immediate surroundings. Students who indicated that they did not have an affected system indicated the negative effects of their environment.
 
 Keywords: Elementary music, dun and dun learning styles, MAXQDA 11+.

Reading Strategies Effect on Reading Comprehension Performance of ESL Learners

The purpose of this study was to discover the relative effectiveness of different types of reading strategies on measures of reading comprehension performance for students with different learning styles. Students were separated into four learning style groups (active, sensitive, visual and sequential) based on their scores on the Index of Learning Styles (ILS) questionnaire. The results indicated that students with varying learning styles responded differently to the reading strategies tested in the study. Active learners performed better than other groups when using the keyword and question and answer strategy but performed significantly worse than other groups with the rereading strategy. Sensitive and sequential learners on the other hand performed better than other groups with the rereading strategy. Visual learners did well with the keyword strategy.Of the strategies tested, only the keyword strategy showed consistently positive results for all learning style groups. Each group scored higher on the keyword condition than on the control condition. Hence use of the keyword strategy is highly recommended in classroom environments and incorporating the keywords into texts to make texts easier to understand is a viable method for improving comprehension. The question and answer strategy should be used with caution as it results in sub-par comprehension for learning styles other than the active learning style. Similarly the rereading strategy which works well for sensitive and sequential learners should also be used only for these learners as it confuses active learners. In a nutshell, a student’s learning preference will influence the way information is processed and thus selecting and using appropriate reading strategies is essential to ensure the best possible results.

EFFECTIVENESS OF E-LEARNING RESOURCES IN PHYSICAL CHEMISTRY TEACHING

Implementation of electronic learning resources into the teaching of chemical disciplines in higher school does not always lead to an improvement in students' mastery of the material. Therefore, the optimal choice of effective electronic resources for the teaching of basic chemical disciplines is an urgent task. The purpose of the work was to identify the resources that are relevant to the teaching of physical chemistry from the point of view of both teachers and students. Specific questionnaires were developed to achieve the goal, and a survey of pedagogical process participants (students and faculty members) was conducted, followed by statistical processing of the survey results. The expediency of usage of 41 e-resources was investigated, and 21 resources were identified as suitable for the study of a university course in physical chemistry. Among them, eight e-resources were found to be important for teaching most topics of the discipline, and so are attributed to universal resources. Another thirteen resources are important for teaching some topics and ineffective for others (specific resources). At the same time, only five universal and eight specific resources are currently used in the practice of the Faculty of Chemistry of Olesj Honchar Dnipropetrovsk National University. Some discrepancies have been identified between teachers and students concerning resource preferences that create the preconditions for the loss of effectiveness of the use of such resources. Since the use of some electronic resources is sensitive to learning styles, existing styles for faculties and students were analysed. The main differences consist in the explicit preferences of the faculty for reflective and global styles, while students are characterised by predominantly active and sequential learning styles. The results obtained regarding the effectiveness of e-resource usage are discussed from the viewpoint of preferences in learning styles characteristic of students and teachers of natural sciences.

The Effectiveness of Pedagogical Role Online Teachers’ on Students with Difference Learning Style in Their Critical Thinking Using Pbwiki On-Line Learning

Online learning integrates collaborative learning among students of all level. By using Pbwiki web site, students can create, add, remove and edit content in hypertext quickly and easily. In this paper, a study on the students’ different learning style and critical thinking skill conducted to examine the effectiveness of pedagogical roles online teachers’ in General Paper essay writing. The students’ learning style (active or reflective learning style) is the moderating variable that was investigated to identify whether PBwiki online learning influence their critical thinking in essay writing. A total of 80 Form Six (Grade 12) students from two high schools in Penang were involved in this 2x2 factorial quasi-experimental study. These students have to write and edit their essays in General Study’s subject with the assistance of pedagogical role online teachers (PROT). Felder and Silverman (1988) instrument was used to measure the moderating variable [1]. Paul’s (1993) model was used to analyze student’s critical thinking in online General Studies essay writing [2]. The findings show that students who received the PROT treatment performed significantly better in critical thinking score and enhanced students’ critical thinking in General Studies essay writing.

Exploring Professional Learning Styles of Beginning Physical Education Teachers in Learning Community

Learning communities in education are constructive communication networks for all teachers. Their purpose is to promote professional development, especially for new teachers. Using grounded theory, this paper explores various learning styles identified among newly admitted teachers while participating in learning communities. Nine novice male physical education teachers currently involved in learning communities were selected. Data collection included document analysis such as classroom materials and teaching journals as well as in-depth interviews. The analysis methods such as selective coding, open coding, and axial coding (Strauss and Corbin 1998) were used to analyze the collected data. Through the grounded theory research method, three different learning styles of ten beginning teachers were instantiated: (1) potential learning style, (2) passive learning style, and (3) active learning style. Although beginning teachers develop their own unique styles of professional learning, their activities in learning communities can contribute to their professional development and learning-over-the-continuum.

A Longitudinal Study on the L2 Word Depth Knowledge (Meaning and Collocation) Development in China from Dynamic Systems Theory Perspective

This study, adopting a longitudinal approach, traces the dynamic word knowledge development of two essential dimensions (meaning and collocation) both receptively and productively in Chinese context. Seven freshmen students (from the same class in a university in Guangzhou) of different language levels were selected to be observed of their English word knowledge development over one year’s time. The results suggest that word knowledge develops with slowdowns and recessions and the dimensions of knowledge develop in an unbalanced way, an indication of the dynamic and complex nature of language learning. Receptive knowledge shows a much more active development than productive knowledge as it grows faster but with more losses as well. Collocation though always shows poorer acquisition results in the two tests, demonstrates a faster growth than meaning knowledge. As to the individual differences, participants who were tested as the higher level of learners did not always show better development in word depth knowledge during the year. The results also reveal the participants’ learning preferences (e.g. passive learning style and active learning style). This study sheds light on the L2 vocabulary learning and teaching in Chinese context.

Analysis of the Use of Social Network in the 21st Century Active Learning for Undergraduate Students Based on the Subject of Rapid Application Development

The correlation between learning styles in a classroom and suitable tools to facilitate learning directly affect learning outcomes Characteristics of students nowadays have been changed by the modern world of technology. Generation Z students have a different concept of what is interesting, challenging and satisfying which in turn, affects learning outcomes. Thus, to achieve a better learning outcome, a suitable learning style and tool to support learning are needed. This paper aims to research and test learning outcomes of students who studied the subject of rapid application development, which was a computational application development course. Two groups of students used two different learning styles: the active learning style and traditional style. The results show a statistical analysis, which was used to compare the learning outcomes and student’s satisfaction. The active learning style indicates that those students who used this had a higher level of effective learning than the students who studied traditionally. Regarding analysis, the learning outcomes and satisfaction of the two learning styles are discussed.

The Impact of Interaction between Timing of Feedback Provision in Distance E-Learning and Learning Styles on achieving Learning Outcomes among Arab Open University Students

The present study aims to identify the impact of interaction between timing of providing feedback and technologies delivered in E-Learning environments (Immediate – Delayed) & interaction with learning style (Active – Reflective) on developing the design and production skills of educational e-blogging; and satisfaction with e-learning environment. The sample consisted of (67) students from the Arab Open University, Kingdom of Saudi Arabia, Dammam Branch. The participants were divided into four experimental groups according to the design Factorial (2 × 2): Group 1: (19) students with active learning style provided with immediate feedback; Group 2: (17) students with active learning style provided with delayed feedback; Group 3: (15) reflective students provided with immediate feedback; Group 4: (16) reflective students provided with delayed feedback. The tools include observation card, satisfaction scale with e-learning environment and learning style scale. The results showed statistically significant differences between the mean scores of the experimental groups, which received immediate feedback in acquiring the design and production skills of blogging and satisfaction with e-learning environment. The results also showed that students with active learning style were superior in their performance on each of the performance practical skills for the design and production of blogs and satisfaction with e-learning environment.

Factors Influencing Selection of Infectious Diseases Training for Military Internal Medicine Residents.

Applications to infectious diseases fellowships have declined nationally; however, the military has not experienced this trend. In the past 6 years, 3 US military programs had 58 applicants for 52 positions. This study examines military resident perceptions to identify potential differences in factors influencing career choice, compared with published data from a nationwide cohort. An existing survey tool was adapted to include questions unique to the training and practice of military medicine. Program directors from 11 military internal medicine residencies were asked to distribute survey links to their graduating residents from December 2016 to January 2017. Data were categorized by ID interest. The response rate was 51% (n = 68). Of respondents, 7% were ID applicants, 40% considered ID but reconsidered, and 53% were uninterested. Of those who considered ID, 73% changed their mind in their second and third postgraduate years and cited salary (22%), lack of procedures (18%), and training length (18%) as primary deterrents to choosing ID. Active learning styles were used more frequently by ID applicants to learn ID concepts than by those who considered or were uninterested in ID (P = .02). Despite differences in the context of training and practice among military trainees compared with civilian colleagues, residents cited similar factors affecting career choice. Interest in global health was higher in this cohort. Salary continues to be identified as a deterrent to choosing ID. Differences between military and civilian residents' desire to pursue ID fellowship are likely explained by additional unmeasured factors deserving further study.

アクティブ・ラーニング型授業における学習者の心理的変化:授業デザインの改善に伴う変化に焦点を当てて

アクティブ・ラーニング型授業における学習者の心理的変化:授業デザインの改善に伴う変化に焦点を当てて

The algorithm of mathematical modelling for learning styles of pre-school children

ABSTRACTThis study examines pre-school children's learning styles by utilising a mathematical model. The model uses a Euclidean geometry algorithm to generate a graphical representation of the learning styles. The algorithm of the developed mathematical model was developed as a practical application of the theoretical assumptions. Index of Learning Styles for Children (ILSC), developed by one of the researchers, has been applied to a total of 301 five-year-old children. Results of the study indicate that children utilise the active, cognitive and visual learning styles under the control of the right hemisphere, and the sequential (analytical) learning styles under the control of the left hemisphere. The modelling algorithm reveals that the children's learning style preferences are shifted towards the right hemisphere at the rate of 8%. The results also provide empirical support that the developed model can mathematically explain the theoretical assumptions it is based on.