Individual Learning Style Preferences Research Articles

Turkish intermediate EFL learners' perceptual learning style preferences and willingness to communicate across gender

In the educational setting, learning style plays an important role since individuals are unlike in terms of their learning styles. As the area of modern language, teaching and learning has evolved over the last several decades. The instructors and students have seen a number of significant shifts in language teaching, learning techniques and approaches. The late 1970s saw the emergence of perceptual learning style theory in educational discourse. This research included one hundred English as a Foreign Language (EFL) students who were studying English at a public university in Turkey. The current research examined the link between learners' perceptual learning style and readiness to communicate, as well as the influence of gender on these relationships. After obtaining agreement from the participants, two questionnaires were sent to the students. Having ascertained the assumptions of normality of data, the researchers used Pearson correlation coefficient and Independent sample t-test as a parametric test for relationship and difference analysis. The results of the analysis revealed a positive and significant correlation between the participants' visual learning style, group learning style and kinesthetic learning style preferences and their willingness to communicate. Moreover, it was revealed that there was not any significant relationship between tactile learning style, auditory learning style and individual learning style preferences of participants and their willingness to communicate. Moreover, it was found that, gender does not make any significant difference on perceptual learning style preference of learners and their willingness to communicate.

Adjusting to the New Normal: Exploring Alternative Learning Strategies for Devcom Students

People, having individual learning style preferences as well as capabilities and resources for learning, process information differently. Effectivity of the learning process or students’ academic performance is often affected by these factors. Students enrolled in higher education institutions today belong to a generation cohort whose learning and communication behavior is dependent on interactive technology and are not always comfortable with traditional information transfer. In addressing these problems, the study implemented action research on the use of Blended Learning (BL) approach, utilizing different modalities such as web-based learning management systems, recorded video lectures, games, and face-to-face lectures, to deliver selected Development Communication subjects for 2nd semester of A.Y. 2019-2020. The approach integrated synchronous traditional classroom meetings with asynchronous online activities/assessments which lets students learn at their own pace and choose what requirements they want to do first. Before the second half of the academic semester when the action research was implemented, the COVID-19 pandemic forced educational institutions in the Philippines to wrap up early. The objectives of the study were then modified to include determining alternative teaching and learning strategies for DevCom students given the “new normal”. Using the data from the BL approach, a Flexible Learning Strategy was formulated which categorized students based on their resources and capabilities for different learning modes.

Abstract TP259: Mission: Lifeline Stroke Education Campaign Drives Systems of Care Improvement in North Dakota

Introduction: The AHA Mission: Lifeline Stroke program is a 3-year initiative in North Dakota which aims to improve statewide stroke systems of care. Due to complexities in recognizing and treating stroke patients, effectively educating prehospital and hospital health care providers on guideline-based assessments and treatment methods was identified as an interventional opportunity. Purpose: The purpose of the education campaign was to increase early recognition of stroke symptoms and expand application of guideline-based triage and treatment protocols thereby improving early recognition, treatment times and outcomes. Methods: The planning group considered individual learning style preferences by using the Visual, Auditory, Read/Write, and Kinesthetic (VARK) model which divides learners into these four categories. Beginning in January 2017, the following education offerings were deployed to address each style: in person lectures, conferences, workshops, stroke simulation trainings, online courses, webinars and a stroke certification course. Topics included: stroke symptom screening, severity scoring, LVO criteria, transport protocols, statewide stroke treatment guidelines and IV alteplase administration. Systems improvement data was correlated from the GWTG-Stroke registry in which all 6 ND tertiary hospitals and 32 of 36 critical access hospitals participate. Results: In the ND critical access hospital cohort the percentage of stroke patients who received brain imaging within 25 minutes of arrival increased from 57.1% in 2016 to 72% in 2018, and those who arrived at the hospital within 2 hours of LKW and received IV alteplase within 3 hours increased from 56.0% in 2016 to 64.3% in 2018. While in the all ND hospital cohort the percentage of acute ischemic stroke patients receiving IV alteplase within 60 minutes of arrival increased from 66.2% in 2016 to 78.2% in 2018. Conclusions: A multifaceted stroke education campaign can be an effective way to improve statewide stroke triage and treatment times. Continuing educational efforts are needed to maintain these gains and elicit further advancements. Additional studies are needed to determine if an improvement in triage and treatment times corresponds with reduced mortality and morbidity.

An Investigation Into the Relationship Between Iranian EFL High- and Low-Proficient Learners and Their Learning Styles

It is also hypothesized that proficiency level may have a voice with respect to learning styles. Therefore, to throw light on this issue, the present investigation targeted the relationship between Iranian English as a Foreign Language (EFL) learners’ learning styles and their levels of proficiency at Golestan University, Gorgan, Iran. To this end, 120 EFL learners majoring in Teaching English as a Foreign Language (TEFL) and English Literature were randomly selected based on the Rubrics of Common European Framework of Reference (A1-C2) to participate in this study. They were then divided into low-proficient (A2-B1) and high-proficient (B2-C1) learners. The instruments used in this study were an International English Language Testing System (IELTS) Mock exam through which the participants’ levels of proficiency were determined and Reid’s Perceptual Learning Style Questionnaire to identify learners’ perceptual learning style preferences. The questionnaire enclosed 30 statements allocated to each modality based on a five point Likert scale, ranging from strongly agree to strongly disagree. The results of independent samples t-test and Spearman correlation coefficient revealed that there existed some significant relationships between students’ learning style preferences and levels of proficiency. It was found that learners with high levels of proficiency favored Kinesthetic and Tactile learning styles more than other preferences, namely, Auditory, Visual, Group, and Individual learning style preferences. In addition, the low-level students were much inclined toward Visual and Group styles. Regarding the necessity of understanding learners’ different styles, the implications of the study are discussed to consider the importance of individual differences.

A Comparative Analysis of Two Instruments Assessing Learning Style Preference

One of the most enduring concerns among academic educators in the University of Hradec Kralove is the enhancement of students’ academic performance and consequently the improvement of the effective teaching and learning methods. The purpose of the presented research was to examine the outcomes of two instruments evaluating learning style preferences, namely ILS, Felder-Soloman´s Index of Learning Styles, and LCI, Johnston-Danton’s Learning Combination Inventory, in a focus group of students from four difference study fields: Information Management, Applied Informatics, Tourism Management, and Sport Management. The main aim was to analyse our students´ learning style diversity and study the outcomes and ways of learning styles assessment of two different learning style instruments. Based on a comparative analysis of the data obtained from the ILS and LCI, intersections and common features were monitored in terms of the individual learning style preferences and frequencies. The acquired results showed marginal differences between the outcomes of the two learning style assessment instruments. In comparison to Felder Soloman Index, where most of focus group students of Tourism Management proved to be sensing and visual, while Applied Informatics students were identified as predominantly reflective and intuitive , LCI data indicated Tourism Management students as Precise (targeted at accuracy, detail & information) while Applied Informatics students proved to be Technical Processing (problem solving, preferring relevance & autonomy). However, the results indicated also consistency and common features of both learning style assessing instruments data. Keywords: ILS; LCI; learning style preferences; assessing instrumnet; effective teaching methods

A Comparative Analysis of Two Instruments Assessing Learning Style Preference

One of the most enduring concerns among academic educators in the University of Hradec Kralove is the enhancement of students’ academic performance and consequently the improvement of the effective teaching and learning methods. The purpose of the presented research was to examine the outcomes of two instruments evaluating learning style preferences, namely ILS, Felder-Soloman´s Index of Learning Styles, and LCI, Johnston-Danton’s Learning Combination Inventory, in a focus group of students from four difference study fields: Information Management, Applied Informatics, Tourism Management, and Sport Management. The main aim was to analyse our students´ learning style diversity and study the outcomes and ways of learning styles assessment of two different learning style instruments. Based on a comparative analysis of the data obtained from the ILS and LCI, intersections and common features were monitored in terms of the individual learning style preferences and frequencies. The acquired results showed marginal differences between the outcomes of the two learning style assessment instruments. In comparison to Felder Soloman Index, where most of focus group students of Tourism Management proved to be sensing and visual, while Applied Informatics students were identified as predominantly reflective and intuitive , LCI data indicated Tourism Management students as Precise (targeted at accuracy, detail & information) while Applied Informatics students proved to be Technical Processing (problem solving, preferring relevance & autonomy). However, the results indicated also consistency and common features of both learning style assessing instruments data. Keywords: ILS; LCI; learning style preferences; assessing instrumnet; effective teaching methods

Students’ Learning Style Preferences of English at Universitas Pamulang

To have insight of the students learning style is vital since it can facilitate teacher to teach and decide what methods as well as activities are appropriate for the students, for instance, in learning English. For the students in the future, it is hoped that they can recognize their own learning style preferences in order to be able to learn successfuly, because the students themselves may have no ideas of learning styles they prefer. They just imitate what their friends do, and the teacher does not understand what the students are like and what they prefer in learning. As the consequence, it will not result in any good effect for the improvement for their successful teaching and learning. Hence, both teacher and students, particularly the teachers need to know the students’ characteristics and their learning style preferances. This study adapted the Style Analysis Survey (SAS) model proposed by Oxford (1995) concerning the the student learning style preferences. The samples of this quantitative study involved 60 students who consisted of 30 of non-English and 30 English students at UNPAM. The data taken from quetionnaire were analyzed by using SPSS into descriptive statistic. It was found that the student learning style preferences of both non-English and English students mostly fell on the Social and affective. Meanwhile, for the individual learning style preferences of each group of students are Physiological and Cognitive executive (II) in which non-English students will remember things better if they discuss them, and English students prefer realism instead of new, unstested ideas.

Motivation and Communication in the Cyber Learning Environment

In the Internet age, we are saddled with an educational system that was designed for the industrial age, modelled on mass production and designed for efficiency, not for high standards. The adoption of the individual learning style preferences format by English language as second language teachers in the Faculty of Informatics and Management, University of Hradec Kralove has sparked discussion about the future of linguistic education, or at the minimum, the future of academia's role in it. The evaluation of student's learning style gives a strong insight about the students’ ability to capture the teacher's message. Data shows that while a typical Professional English language course may attract hundreds of participants, less than 10% will complete the course. This paper examines how learning styles can affect motivation of Professional English language course participants, and how individual learning styles can be included the design and implementation of such courses.

Innovation of CB Achievement Professional English Language Course in Blackboard

The presented study aims first at depicting learning style differences among a sample group of students of Faculty of Informatics and Management and consequently it introduces some modifications of CB tests of professional English language course. As learning styles are being progressively more incorporated into technology-enhanced learning, it has been inevitable to involve one of the existing learning style models into the process of professional English language courses innovations. Thanks to the fact that more information and details about learning styles have become available, this knowledge can be better applied and integrated into all aspects of educational technology and process. The aim of this paper is to analyze data about learning style variations and frequencies of a group of bachelor students of Management disciplines with respect to the Felder-Silverman learning style model (FSLSM).The analyses show the most frequent preferences of individual learning style dimensions as well as how the frequency of individual learning style preferences is represented, including the strengths of a particular preference. This information has been processed when a new set of achievement professional English language tests were created in the attempt to improve the studentś language understanding and competences.

Assessment of Individual Learning Style Preferences with Respect to the Key Language Competences

The paper focuses on the assessment of individual learning style preferences of students of two different disciplines, Management of Tourism and Applied Informatics, at Faculty of Informatics and Management, University of Hradec Kralove. The Felder-Silverman learning styles inventory was administered to students in Professional English language course in the Blackboard learn environment to monitor and check students’ proficiency of key language competences. Descriptive statistics identified that students do vary in their preference for particular learning style with a great variety of learning style preferences distributed among the sample groups of students. A large number of the students showed mild preference to Active, Visual and Sequential learning styles. On the other hand, there is a large group of students displaying a strong preference to Sensing learning style dimension. The key language competences defined by the Common European Framework of Reference for Languages (CEFR) are tested in the computer-based environment with a special view on studentś individual learning styles.

IPodcasting: An ally in curriculum design

One of the major challenges facing South African higher education institutions is to deal with the learning preferences and styles of an increasing diverse student population. Although much research has been conducted on the identification of learning styles theories for classroom application, little attention has been devoted to the investigationof cultural influences on the development of individual learning style preferences, and how lecturers can use this information to diversify the way they teach in order to ensure the active participation of students in multicultural settings. In this article the author argues that learning utilising auditorial perception skills – thus listening skills – are often overlooked as a powerful way of learning. The role of the oral tradition and story tellingin learning, partially due to technologies that make use of high quality graphics, are often neglected. The author explores the use of podcasting in the learning process and discusses ways of integrating podcasting into the curriculum.

Learning Styles of Medical and Midwifery Students in Mashhad University of Medical Sciences

Background: Students have individual learning style preferences including visual (V; learning from graphs, charts, and flow diagrams), auditory (A; learning from speech), read-write(R; learning from reading and writing), and kinesthetic (K; learning from touch, hearing, smell, taste, and sight). These preferences can be assessed using the VARK questionnaire. Purpose: We aimed to assess different learning styles of medical students in our collage. Methods: This study was conducted to describe learning styles of 214 Medical and Midwifery students in Mashhad University of medical sciences. By using the English version of the VARK questionnaire, we measured the difference in learning styles of medical students and midwifery students and compared with 57336 global general students who completed the test in VARK website up to Sep 2007. Results: The dominant learning preference of our students was Aural preference (30.8%) followed by Read/Write (20.6%), while (7.5%) were in Kinesthetic and (5.6%) were Visual learners; still most of the students (35.5%) represented a multimodal learning preference. No significant difference was found between males and females. The general pattern between medical student and Midwifery student is the same. There was a significant relation between Internship Entrance Exam score and the learning styles of medical student and who were more Read/Write got higher scores. Conclusion: Knowing that our students have different preferred learning modes will help medical instructors in our faculty develop appropriate learning approaches and explore opportunities so that they will be able to make the educational experience more productive. Key words: MEDICAL EDUCATION, LEARNING MODELS VARK, VISUAL, AUDITORY, READ-WRITE, KINESTHETIC, SSTUDENTS.

Gender differences in learning style preferences among undergraduate physiology students

Students have individual learning style preferences including visual (V; learning from graphs, charts, and flow diagrams), auditory (A; learning from speech), read-write (R; learning from reading and writing), and kinesthetic (K; learning from touch, hearing, smell, taste, and sight). These preferences can be assessed using the VARK questionnaire. We administered the VARK questionnaire to undergraduate physiology majors enrolled in a capstone physiology laboratory at Michigan State University; 48 of the 86 students (55.8%) who returned the completed questionnaire voluntarily offered gender information. The responses were tallied and assessed for gender difference in learning style preference; 54.2% of females and only 12.5% of males preferred a single mode of information presentation. Among the female students, 4.2% of the students preferred V, 0% of the students preferred A, 16.7% of the students preferred printed words (R), and 33.3% of the students preferred using all their senses (K). In contrast, male students were evenly distributed in preference, with 4.2% of the students preferring A, R, or K, respectively, while 0% of the students preferred V. Furthermore, 45.8% of female and 87.5% of male respondents preferred multiple modes [female: 2 modes (12.5%), 3 modes (12.5%), and 4 modes (20.8%); males: 2 modes (16.7%), 3 modes (12.5%), and 4 modes (58.3%)] of presentation. In summary, a majority of male students preferred multimodal instruction, specifically, four modes (VARK), whereas a majority of female students preferred single-mode instruction with a preference toward K. Thus, male and female students have significantly different learning styles. It is the responsibility of the instructor to address this diversity of learning styles and develop appropriate learning approaches.

The self-reported learning style preferences of female Macmillan clinical nurse specialists

Individuals typically adopt and prefer one or two learning styles and therefore, by default, remaining learning styles are underutilised. Insight into learning style preferences confers interpersonal benefits to both learners and teachers. Enlightened learners and teachers can identify their dominant learning styles and potentially strengthen underutilised ones. Findings from a retrospective study commissioned by Macmillan Cancer Relief that investigated learning style preferences of 137 female Macmillan Clinical Nurse Specialists (CNSs) showed that the majority (73.7%) displayed a strong-very strong preference for one or two learning styles. Mean scores across four learning styles were highest for the reflector learning style (mu=14.85+/-3.16) followed by theorist (mu=12.2+/-2.87), pragmatist (mu=11.5 (2.85) and activist (mu=7.95+/-3.11). An understanding of individual learning style preferences, particularly the strengthening of those that are underutilised is said to cultivate both flexible and resourceful learners and effective teachers. Such characteristics would confer considerable benefits within the remit of a Macmillan CNS position.

Middle School Students Increase Their Vocabulary Knowledge Using Learning Style Preferences

This study compared students’ individual learning style preferences on vocabulary achievement in grade seven of communication arts classes by investigating those factors that contribute to intermediate school students’ vocabulary achievement. The Dunn and Dunn Model of Learning Styles preferences (1989) served as a framework to analyze the interconnections among auditory, visual, tactile, and kinesthetic learning modalities and its effect on vocabulary achievement. The sample population was 240 seventh grade students from the metropolitan New York area. The students were of African American and Hispanic ethnicity. The conclusion that can be drawn from this study is that learning styles may not be useful for students from the inner city. The results of this study throw into question the educational benefit that has been promoted in previous Learning Style research. Students who are from low socioeconomic backgrounds may not always achieve vocabulary mastery using the tactual, kinesthetic, visual, and auditory resources promoted by the learning style literature.

Matching instruction with employee perceptual preference significantly increases training effectiveness

AbstractThe results of this experimental study verify that truck drivers, truck mechanics, and their managers learn significantly more when their individual learning style perceptual preferences are matched with the appropriate instructional method. Furthermore, the results verify that these employees express significantly more positive attitudes toward company‐sponsored training programs when instruction complements their individual learning style preferences.