Dependent Learning Styles Research Articles

Enhancing academic skills for first-year overseas business students

Purpose – This study reports on the academic support programs targeting first-year business students at La Trobe Melbourne. The at-risk students were offered both a general academic support class and a content-based program. This study was conducted to explore students' perception of the usefulness of these programs. The paper also aims to create a better intervention to attract more at-risk students by exploring the reasons behind the low rate of at-risk students making use of these services. Design/methodology/approach – The specific research uses a mixed method approach to explore a way to best address the academic needs of the first-year international business students, especially those identified as at-risk students in a college in Melbourne where both a general academic program and a discipline-based program were on offer. Findings – The findings indicate that although the content-based program was highly evaluated by students and also attracted more students than the general support module, many at-risk students did not use this service. The low level of English proficiency, the heavy workload, the passive and dependent learning style, the unclear information about the service and the desire to follow only teachers' guidance all prevented at-risk students from making use of the available services. These students need further help and guidance in this transitional period to recognise the assistance provided for them and to make use of these services to enhance their learning. Originality/value – Recently, various support activities have been designed to assist international students in enhancing their language and academic skills necessary for pursuing their study in Australia. These activities range from credit-based English for Academic Purposes courses, to optional general language and study programs, and more recently, discipline or content-based programs. There is also a tendency in several universities to move from offering general language and study programs to embedding disciplinary programs. Adopting disciplinary-based academic support activities seem to be the right direction in many universities as these activities are more likely to help increase the overall pass-rate and improve student learning outcomes. However, problems seem to remain when many at-risk international students do not seem to go for these services. This study has led some light on how to improve the future language and academic skills to support activities for first-year overseas business students.

A Study on Learning Styles of Secondary School Student's According to Gender and Class Level

The purpose of this study is to determine the effect of some personal characteristics such as age, gender of the secondary school students on their learning styles. The learning styles inventory that was developed by Grasha (1994) was applied to the participants. The learning styles inventory involved 6 sub-scales as independent, collaborative, competitive, avoidant, participant and dependent. The students' learning styles prefences were analyzed through frequency (f) and percentages (%). Students' learning styles preference was compared with gender, class level by using Chi-square Test. According to the results of the study; it was found that 48,2% of the secondary school students participating in the study have competitive, 29,2% of them have collaborative, 10,9% independent, 4,5% avoidant, 4,5% participant and 2,7% dependent learning styles. There was a significant difference between the students' learning styles and student's gender (p<0.05). There wasn’t a significant difference between the students' learning styles and class level (p>0,05).

Learning Styles of Term 1 Medical Students in Turkish and English Departments of Medical Faculty

It is aimed to determine the learning styles and the influential factors of term 1 students of Turkish and English Departments of medical faculty at Gazi University in 2009-2010 educational semesters. The population of the study comprises 374 students. Questions for demographic features, Grasha Reichman Students Learning Style Scale and academic performance scores were used for gathering data. Independent, collaborative and dependent learning styles scores were higher than other styles in Turkish department students. Independent and collaborative learning styles scores were higher than other styles in English department students. Competitive learning style scores of girls and boys were lower than other styles in both departments. It is determined that there were positive correlation between only Problem Based Learning score with collaborative earning style scores of Turkish department students; negative correlation was between Clinical Skill Education score with dependent learning style scores; and positive correlation between Evidence Based Medicine score with avoidant learning style scores of English department students

인터넷 수업의 학습양식에서 학습자와 교수자의 인식 차이에 대한 비교

본 논문은 사이버 학습체제의 확산으로 학교와 가정에서 인터넷 학습에 많은 시간을 할애하게 되는 초, 중등 학습자들이 인터넷 학습 시 어떤 유형의 학습양식을 선호하고 있으며, 이는 교수자들의 인식과 어떻게 다른지를 분석하여 이를 바탕으로 향후 인터넷 학습에서 고려할 시사점을 도출하는데 목적이 있다. 본 논문은 전국의 초등학생 386명, 중학생 627명, 사이버 교사 130명을 대상으로 학생들과 교사들의 인식차이 분석을 하였다. t-검증 결과, 초등학생과 중학생들은 인터넷 학습 환경에서 자기주도적 학습양식을 선호하였고, 교사들도 학생들이 자기주도적 학습양식을 선호한다고 판단하였다 하지만 교사들의 관점은 학생들 스스로가 자신들을 자기주도적, 의존형이라고 인식하고 있는 것에 비해 더욱 많이 학생들을 자기주도적, 의존형이라고 판단함으로서 통계적으로 유의미한 차이를 보였다 이는 향후 초, 중등 학습자들을 위한 인터넷 학습의 설계와 개발 전략 수립에 영향을 미칠 수 있는 중요한 시사점을 제공한다. 결론으로 본 논문은 향후 초, 중등 인터넷 교육 콘텐츠에서 교수자와 학습자 양쪽의 학습양식에 대한 시각을 반영한 설계와 개발이 이루어져야 하며, 각 교과목별로도 특성화된 교수전략 및 학습전략을 수립하고, 사이버 교사들의 튜터링 전략에서도 차별화가 이루어져야함을 제안한다. This study examined the analyses of students and teachers' perceptions on learning style in IBL. This study analyzed 386 elementary school (ES) and 627 middle school (MS) students and 130 cyber teachers how they perceived learning styles in IBL. They filled out the 15 items questionnaire about three different learning styles (self-directed preference style, cooperative preference style, and dependent style) in IBL, and were compared their perceptions in terms of students comparisons (ES vs. MS) and students and teachers comparisons. The results showed that the students and teachers preferred the self-directed preference learning style rather than cooperative preference style and dependent styles. However, the teachers judged the students more likely self-directed and dependent style than the students judged themselves. Also, there were statistically significant differences between ES and MS students on the dependent learning style and ES and MS teachers as well. In conclusion, this study suggests the different design and development strategies in IBL contents for ES and MS students preferred teaming styles. Tutoring strategies for cyber teachers should be also developed to understand learners' different loaming styles in IBL.

LEARNING STYLE AND PERSONALITY TYPE PREFERENCES OF COMMUNITY DEVELOPMENT EXTENSION EDUCATORS

Learning style and personality type preferences of community development extension educators were measured using Witkin’s Group Embedded Figures Test (GEFT) and Hogan and Champagne’s Personal Style Inventory (PSI), respectively. GEFT scores were examined in relation to PSI scores. Both measures were examined in relation to age, gender and academic background. More than 56% of the community development extension educators involved in this study favored a field dependent learning style. Females were more field dependent. Subjects with academic backgrounds in the physical sciences were more field independent. Males were more than three times more likely to prefer gathering information using their senses (sensing) than females. Twice the number of female subjects preferred gathering information through use of their unconscious (intuition) over males. Males preferred reacting to information with logic (thinking). Females preferred reacting to information with personal reflection and consideration for others (feeling). There was a negligible level of association between learning style and personality type subscales.

Effects of Cooperative Learning Strategy on Undergraduate Kinesiology Students' Learning Styles

A growing body of research supports cooperative learning as an effective teaching strategy. A specific cooperative learning strategy, Team-based Learning, was applied to a convenience sample of four undergraduate sophomore-level motor behavior courses over four semesters from Fall 2002 to Spring 2004 to examine whether this strategy would affect students' learning styles. The data from the Grasha-Reichmann Student Learning Style Scales indicated that this teaching strategy was associated with a significant decrease in the negative Avoidant and Dependent learning styles and an improvement in the positive Participant learning style.

The Relationship Between Learning Styles And Levels Of Cognition Of Instruction Of Horticulture Teachers

The flexibility for learners to learn begins with the teacher's style of learning and the levels of cognition utilized in the classroom. Teachers have the basic capability to learn and teach; however, they are not all able to learn and teach effectively in the same exact way. The current study sought to determine the learning style and cognitive level of instruction of central Ohio horticulture teachers. The Florida Taxonomy of Cognitive Behaviors (FTCB) and the Group Embedded Figures Test (GEFT) were used to assess the level of cognitive instruction (FTCB) and the learning style (GEFT). The results indicated that 44% of the teachers preferred the field dependent learning style and 56% preferred the field-independent learning style. Furthermore, 84% of the teaching occurred at the lower levels of cognition. The mean weighted cognitive score for the teachers was 23.03. The mean weighted score reflected a cognitive level of teaching concentrated near the cognitive level of translation. A moderate positive (r= .32) relationship was found between learning style and the weighted cognitive level of instruction. Correlation coefficients between GEFT scores and the seven levels of cognition ranged from a substantial negative association (r= -.53) to a moderate positive association (r= .41).

The effect of colour coding and test type (visual/verbal) on students identified as possessing different field dependence levels

The purpose of this study was to examine effect that coding (black and white, and color) and testing mode (visual/verbal) has on achievement of students categorized as field independent (FID)/field dependent (FD) learners. One hundred eighty-three students enrolled in basic college level educational psychology courses were classified as either field dependent, field neutral, or field independent as a result of their performance on Group Embedded Figures Test (GEFT). Participants read a 2,000 word instructional booklet on anatomy and functions of human heart, containing 19 illustrations, either in black and white or with different colors used to highlight information and processes being discussed. Each student immediately received, in a visual or verbal format, four individual multiple-choice criterion tests (drawing, identification, terminology, and comprehension). On drawing test scores, results indicated a significant difference in cognitive style, in favor of field independent students, color coding, and verbal test. On identification test, results favcred field independent students and verbal testing. Terminology and comprehension test scores also significantly favored field independent students. Total test score favored field independent students, color coding (but color coding did not influence field dependent students), and verbal testing. Results of study verify that field independent and field dependent learners differ in cognitive processes they use. The concepts of field independence/ dependence is an important variable in teaching/learning process and color coding and test format remain as viable instructional variables. (Contains 19 references.) (MAS) *********************************************************************** Reproductions supplied by EDRS are best that can be made * from original document. *********************************************************************** Effect of Color Coding and Test Type (VisualNerbal) on Students Identified as Possessing Different Field Dependence Levels U.S. DEPARTMENT OF EDUCATION Ofhce ot Educational Research and improvement EDUCATIONAL RESOURCES ( ) INFORMATION CENTEER 0 This document has been reproduced as received from person or organization originating it O Minor changes nave been made to improve reproduction Quality Points of view or opinions stated .0 trusdocument do not necessarily represent Official OERI position or policy Francis M. Dwyer David M. (Mike) Moore Considerable research has been conducted in an attempt to isolate those specific individual differences in variables which have an impact on information processing and acquisition. Much of this research has focused on relationship which exists between individuals and way they learn. The usefulness of this cognitive style research depends on its potential to identify specific information processing differences between different types of students. In this regard, cognitive learning style is generally considered to be way in which an individual interacts with and processes information. The field independence/dependence theory (Witkin, Oltman, Raskin, & Karp, 1971) as a cognitive style construct has been researched extensively because it describes characteristics which are directly related to learning process and most prescriptive of instructional outcomes. While research on effect of field independent (FID)/dependent (FD) learning styles on achievement performance has not always been consistent, numerous studies have shown that FID and FD individuals do learn differently. Witkin, Moore, Goodenough, and Cox (1977) have defined field independence and field dependence as the extent to which a person perceives part of field as discrete from surrounding field as a whole, rather than embedded in field. In general, FID learners are PERMISSION TO REPRODUCE THIS MATERIAL HAS BEEN GRANTED BY

An Organonic and Modern Problems Approach for Teaching Agricultural Economics Principles

AbstractInstructors in principles courses should consider placing greater emphasis on modern problems and organonic teaching techniques to increase students' proficiency in agricultural economics. These techniques will stimulate student imaginations, modify learning styles toward collaborative and independent learners, and stimulate interest in the subject matter. Unfortunately, recent developments in teaching principles are aphoristic techniques, including programmed learning, television, and computer‐aided instruction. These aphoristic techniques stifle students' imaginations, contribute to a dependent learning style, and fail to stimulate interest in the subject matter. The degree of instructors' adoption of modern problems and organonic techniques depend on their teaching abilities, class size, types of students, and how their courses blend into the curriculum.

Discovery and Expository Learning Compared: Their Effects on Independent and Dependent Students

This study compared the effects of discovery (DI.) and exposition-application (LA) teaching formats on students with independent and dependent learning styles. The DI. method encourages the learner to generate conclusions inductively from ambiguous materials, whereas in the EA format the structure of the material is presented at the start to help guide student learning. Independent students were expected to learn more productively via the freedom of the DL situation, while the structure of the LA format should be beneficial to dependent learners. On a posttest imniediately following instructions, the DI. format was superior for both subgroups of students. The superiority was markedly greater for the independent students, so that the predicted aptitude-treatment interaction (All) was also present: independent students outperformed dependent students in the DL condition, while the reverse was true in the LA setting.