Cognitive Learning Styles Research Articles

The Effects of Different Text Design and Learner Cognitive Style on Learning Effectiveness and Appeal

The Effects of Different Text Design and Learner Cognitive Style on Learning Effectiveness and Appeal

VARIABLE APPROACH TO FOREIGN LANGUAGE EDUCATION AT A HIGHER INSTITUTION

Variable approach to foreign language teaching aims to develop the secondary language personality of future specialists, ensures professionally oriented research, individualizes the training process and encourages students to self-train in foreign languages. It is necessary to create a diverse educational space, an individual learning path. Applying a variable approach in a higher education institution will focus on the language skills, personal and professional interests, cognitive learning styles and psychological characteristics of students, it will improve foreign language learning motivation and ensure better language training for future professionals.

Analysis of Reading Behavior Based on Students’ Cognitive Styles and Learning Styles

<p>This study reports the results on the relationship between cognitive style and learning style to understand the reading behavior of undergraduate students using an e-book system from the standpoint of a learning analytics view. Data are recorded from 102 undergraduate students at a university in China for over 4 months. The obtained results indicate that students with an analytical cognitive style achieve the highest performance compared with the other cognitive style groups (quasi-intuitive, adaptive, and quasi-analytic) and better fit the global learning style. Further, their reading behavior is different from that of the other three cognitive style groups (quasi-intuitive, adaptive, and quasi-analytic) as they re-read the first half to better understand the complete picture, following which, they continue their reading smoothly. Personalized learning is being adopted by rapidly growing educational institutions worldwide. The results provide tangible evidence for teachers to better consider the characteristics of students to design classrooms and students to better design learning plans according to their characteristics.</p> <p> </p>

Реалізація принципу конфігуративності варіативної іншомовної підготовки здобувачів вищої освіти

Background. The article is devoted to the rationale for introducing the principle of configurability into the methodology of teaching foreign languages at the third level of higher education in higher education institutions. In order to get acquainted with the basics of contextual learning, five main principles of the competence-based model of foreign language training are considered. Each principle is revealed in relation to the organisation of students' learning of the content of the discipline "Foreign Language". Purpose of the article is to justify the introduction of the principle of configurability in the methodology of teaching foreign languages in higher education institutions. Results. The features of the educational process in higher education are described. It is noted that the professionally oriented nature, multilevel nature as the presence of higher education levels, such as bachelor's, master's and postgraduate, multi-level education, when in one group there are students with a significantly different level of proficiency in another foreign language, set the trend towards the introduction of variable training. Variable foreign language training is implemented through the development of basic and additional educational options. Basic options are focused on fulfilling the requirements of state educational standards at the minimum necessary level and are implemented in a larger volume in contact classroom work. Additional options are aimed at achieving the highest possible level, which is determined by the needs and motivation of a particular applicant for the third level of higher education. Taking into account their individual characteristics and cognitive needs is possible in the presence of many different options. Conclusions. The introduction of the principle of configurability (the presence of changing borders) into the methodology of teaching foreign languages is intended to ensure the design of a large number of different educational options. The didactic principle of configurability is considered as the construction of an educational process or its segment by transforming structural components, choosing the content of components from a number of options. The availability of different approaches, methods, teaching aids and forms of control allows to create a number of structural components. The choice of component content is based on criteria such as the learner's level of foreign language proficiency, cognitive learning style, cognitive needs and interests. When configuring a holistic course, the determining criteria are optimisation and intensification of foreign language training. The article presents an example of the application of the principle of configurability in the formation of educational options for students majoring in Foreign Philology. It is shown that the application of this principle contributes to the individualisation of their foreign language training.

An Adaptive Learning Path Optimization Model for Advanced English Learners

Abstract The advent of the big data era has triggered a major change in teaching methods, and personalized learning based on adaptive learning platforms with big data analysis technology has become a new paradigm of education technology. Firstly, the basic information characteristics of learners are described, and the learner characteristic model is constructed with cognitive level, learning style, learning emotion, and learning ability. At the same time, the framework construction of the learning path method is completed based on the knowledge map. On this basis, the adaptive learning path system improved based on a genetic algorithm was used to characterize the higher-order English learners, and then the clustering algorithm was used to analyze the characteristics of the higher-order English learners by clustering analysis. Eight clustering variables were selected to divide the learners into four categories. The first category of the “excellent learners” scored very high in the eight elements, indicating that the learners had a very high score in the adaptive learning path. The first category, “excellent learners”, scored high on all eight elements, indicating that the learners have strong learning abilities in the adaptive learning path. In order to verify the effect of the learning path on students’ academic performance, a pre-and post-test was conducted, and the difference in the mean values reflected that the learning path system has a significant effect on the improvement of performance. The learners’ perception of the system’s usefulness and ease of use resulted in F-values of 9.539 and 5.856, respectively, and the Sig. The values are 0.005 and 0.016, which are less than 0.05, and there is a significant difference. It indicates that the optimized adaptive learning path is highly recommended for use among higher-order English learners.

Association of Learning Styles with Academic Achievements in First-year Professional MBBS Students of a Medical College in Eastern India: A Cross-sectional Study

Introduction: Research has shown that learning may be optimised by synchronising the learning environment with the learning style preferences of students. First-year medical students face immense stress as they adapt to a new learning environment and curriculum at the onset of their medical career. The simultaneous use of two supplementary learning styles questionnaires, namely, the Visual-Aural/Auditory-Read/WriteKinesthetic (VARK) questionnaire and the Vermunt Inventory of Learning Styles (Vermunt ILS), would provide detailed knowledge of their instructional preferences, information processing, and cognitive personality learning styles. Judicious use of such information at this stage may guide them towards improved learning and higher academic achievement. Aim: To study the association between learning styles and academic achievements in first-year professional MBBS students of a medical college. Materials and Methods: A cross-sectional study was conducted at Medical College, Kolkata, West Bengal, India over the duration of 10 months from August 2021 to June 2022. Online surveys of 250 first-year MBBS students’ learning styles were conducted using the VARK questionnaire and Vermunt ILS, and the marks of three internal assessment examinations were collected. The data was entered into Microsoft Excel. Group as well as individual scores were analysed, and Pearson’s Chisquare test was used to determine the association between the students’ learning styles and their academic achievement. A p-value of <0.05 was considered statistically significant. Results: Out of the total of 160 submitted questionnaires, 139 (86.8%) students were visual learners, while the rest were multimodal learners. The factor loading of the ILS scales revealed higher alpha coefficients for learning orientations and mental models of learning, with the ‘use of knowledge’ being awarded high scores by the highest number of students, 104 (83.56%). A total 134 learners gave lower scores to processing and regulation strategies, but a significant association was found between 126 (94%) of them and their academic scores of ≥50% (p-value=0.024). Conclusion: Although no positive association was found between learning styles and academic achievement of firstyear medical students, the integration of two learning style tests provided educators with comprehensive insight into the learning preferences of their students, enabling them to develop an adaptive curriculum. Students might also utilise knowledge of their learning styles to guide themselves towards self-directed learning, lifelong learning, and higher academic achievement.

The Relationship between Academic Self-Efficacy and Cognitive Learning Style (Innovative or Evasive) of Adolescents during Quarantine

The Relationship between Academic Self-Efficacy and Cognitive Learning Style (Innovative or Evasive) of Adolescents during Quarantine

Developing learning and strategic competence in pre-service teachers’ professional oral English communication within reflection and differentiation

This article deals with developing learning and strategic competence in professional oral English communication of preservice teachers. It highlights the need for seeking new teaching approaches due to recent changes in university curriculum, i.e., the decrease in class hours and the increase in self-study hours. The research analyses the specifics of implementing modern approaches and proves their effectiveness. The paper introduces the definition of learning and strategic competence in professional oral communication of pre-service English teachers, which defines the speakers’ ability to learn consciously and manage their speaking activity in professional situations both effectively and autonomously. Moreover, this case study examines and explains the relevance of reflection and differentiation. It shows that reflective approach enables students to analyse and manage their learning process while mastering learning and communicative strategies, identify the most efficient ones, plan further actions in order to improve earlier developed skills. This paper stresses the necessity of mastering chosen reflection skills by implementing five sequential stages of the reflection mechanism. However, differentiation gives teachers the opportunity to individualise the learning process, varying teaching methods and tools, adapting exercises and activities to students’ cognitive learning styles, peculiarities and needs. Therefore, it suggests combining differentiation with individualization while applying their most relevant aspects. In terms of differentiation the investigation describes mechanisms of adaptation, regulation and improvement, and provides the evidence for importance of individual, pair and group work.

THE EFFECT OF USING AUTHENTIC MATERIALS ON READING COMPREHENSION ACROSS SECONDARY STUDENT’ COGNITIVE LEARNING STYLE

The teaching of reading nowadays is urged to empower students to cope with 21st century literacy challenges and to develop prevailing 21st century. Further, English teachers have to implement interesting and creative materials and strategies to motivate students in learning English. Compared to non-authentic materials, authentic materials seemed more promising to fulfill the demand. The aim of this study was to investigate whether or not the use of authentic materials in the classroom in teaching reading comprehension is effective toward students’ cognitive learning styles. The effect of authentic materials was compared to the non-authentic ones. This study employed a quasi-factorial 2 x 2 design and involved 68 tenth graders SMKN 3 Banjarmasin, South Kalimantan Province. The instruments used were reading comprehension posttest and GEFT. Statistical analysis was performed using SPSS 23.0 to test hypotheses at .05 level of significance. The results showed that authentic materials improved students’ reading comprehension compared to the non-authentic ones. It conforms to the theory of authentic materials and the previous studies indicating authentic material is effective in improving students’ reading comprehension. It was further found that there was no significant difference in the reading comprehension between field independent and field dependent students. Based on the results, it can be concluded that using authentic materials is promising alternative materials to help students increase students’ reading comprehension with different cognitive learning styles.

Research on personalized recommendation method of preschool e-learning resources

Abstract E-learning is a very popular learning method at this stage, and Internet learners need to invest much time to retrieve the required e-learning network resources. In building the existing e-learning resources, the cognitive level, thinking ability, learning style, and other factors of learners are not considered. For this challenge, the paper gives the recommendation methods of the collaborative filtering algorithm model and learner model, compares the advantages and disadvantages of these models and traditional recommendation methods using the data of mean square error, response time, and accuracy, and examines the students’ suggestions for this recommendation method in the field. The collaborative filtering recommendation technique had the highest completion rate, above 0.7 for 5-20 recommendations and above 0.75 and 0.8 for 20-35. The rate of the learner model is stable between 0.7 and 0.8. In contrast, the detection rate of traditional methods is between 0.6 and 0.7. The collaborative filtering recommendation method outperforms the other two methods regarding completeness, response time, accuracy, and F1 value. In terms of satisfaction, the collaborative filtering recommendation algorithm had the highest satisfaction rate, followed by the learner model; the collaborative filtering method had the best results in improving learning performance. Therefore, personalized recommendation methods can improve learning efficiency and reduce retrieval time, and the collaborative filtering recommendation method is the most effective among the two methods proposed in this paper.

LEARNING STYLES AND LEARNING STRATEGIES IN LEARNING ENGLISH USED BY NON-ENGLISH STUDENTS

Non-English students of Nursing and Economics need to learn English effectively by using appropriate learning strategies that reflect their learning styles in which to achieve their learning goals. This study investigated learning styles and learning strategies in learning used by non-English students. An explanatory mixed-methods design was used involving both quantitative and qualitative data. The findings revealed that out of listening, speaking, and writing strategies, there was a statistical difference (p> 0.05) in the language learning strategies used in reading by different sensory learning styles (visual, auditory, and tactile). For personal learning styles, the use of strategies in speaking and reading employed by Extroverted-Random-Open and Introverted-Concrete-Closure of Nursing and Economics students also had statistical differences (p< 0.05). On the contrary, strategies in listening and writing used by both groups of Extroverted-Random-Open and Introverted-Concrete-Closure were no statistical differences. Meanwhile, in cognitive learning styles, there was a statistical difference (p> 0.05) in the use of strategies in speaking and reading between synoptic and etanic Science and Social Science students. These findings showed that both Nursing and Economics students used the strategies for receptive skills (listening and reading) and productive skills (speaking) in high-frequency usage except for writing strategies in the moderate range. It means that they can be categorized as language learners and users

Youth and Parent Perspectives on Sexual Health Education for People with Intellectual Disabilities

Youth with intellectual disabilities face barriers to receiving sex education including the lack of educational tools accessible for multiple cognitive and emotional learning styles. We conducted exploratory research to gather input from a diverse group of youth with disabilities and their guardians about needed learning modalities and sexual health content areas. Three focus groups were conducted with youth ages 17–28 years (n = 14) and three with parents (n = 16). An applied thematic analysis of the transcripts resulted in three structural codes related to topics of greatest interest for youth sexuality education, teaching tools and methods, and needs for ancillary parent education and support to help youth access information and health care. We identified a total of ten themes associated with the three structural codes. Next steps will be to create educational resource prototypes that are responsive to focus group input for testing in further research.

HyFlex learning in higher education: What is the conceptual model for realizing equitable learning?

HyFlex learning is a hybrid learning transformation where this term is new, but the modality has been applied during the COVID-19 Pandemic and is being prepared for future learning. However, the main problems and challenges related to student’s needs, expectations, cognitive learning styles, and pedagogical equity. This must be the highest consideration in determining the content, strategy, and choice of the best HyFlex learning mode. The student preferences need to be applied face-to-face, online synchronous, or online asynchronous. Therefore, this study is critical to providing solutions to the problems. This study uses a theoretical approach to cognitive learning styles, HyFlex learning modes, and pedagogy equity. This study produces a conceptual model of the interaction of HyFlex learning with an equitable cognitive learning style. This study becomes the essential reference for further empirical studies to make a final model that will become a reference for institutions, lecturers, and learning designers to formulate policies, establish strategies/methods and provide feedback in the development of systems, content, and adaptive learning processes in an effective HyFlex learning environment equitable today and in the future. Keywords: HyFlex learning; Kirton’s cognitive theory; Felder-Silverman learning styles; equitable learning

A Personalized Learning Path Recommendation Method Incorporating Multi-Algorithm

In this era of intelligence, the learning methods of learners have substantially changed. Many learners choose to learn through online education platforms. Although learners may enjoy more high-quality educational resources, when they are faced with an abundance of resource information, they are prone to become lost in knowledge, among other problems. To solve this problem, a multi-algorithm collaborative, personalized, learning path recommendation model is proposed to provide learning guidance for learners of online learning platforms. First, the learner model is constructed from four perspectives: cognitive level, learning ability, learning style, and learning intensity. Second, the association rule algorithm is employed to generate a sequence of knowledge points and to plan the learning sequence of knowledge points for learners. Last, the swarm intelligence algorithm is utilized to ensure that each knowledge point is matched with personalized learning resources with a higher degree of adaptability so that learners can learn using a more targeted approach. The experimental results show that the research results of this paper can, to a certain extent, recommend ideal learning paths to target users, effectively improve the accuracy of recommended resources, and thus improve the learning quality and learning effect of users.

Cognitive Ability, Learning Styles and Academic Performance Of the Freshmen Students

Cognitive Ability, Learning Styles and Academic Performance Of the Freshmen Students

THE EFFECTIVENESS OF GOOGLE CLASSROOM TEACHING TECHNIQUE ON STUDENTS’ COGNITIVE-BASED ANALYTICAL EXPOSITION WRITING SKILL

The aim of the study is to explore whether there are some differences in the students’ analytical exposition writing skills taught by using Google Classroom and conventional technique, to analyze some differences in the student’s analytical exposition writing skills between field-independent cognitive learning and field-dependent of cognitive learning style, and to find out whether there is a relationship between the Google Clasroom technique and the students’ cognitive learning style. The research used a true experimental method by pretest, posttest and questionnaire. There are two classes involved in the research achievement, taught by Google Classroom and by conventional technique. The researcher only took randomnly 74 of 430 students, consisting of 37 students for experimental class who are taught by using Google Classroom and 37 students for controlled class, who are taught by conventional technique. The data analyzed in this research was gathered through test for experimental class, and controlled class. The result gained from the research proved the differences in the students’ analytical exposition writing skills taught by using Google Classroom and conventional technique. It was supported by average of experimental class improving higher 79,56 to 84,78 than the controlled class from 79,94 to 81,08. The significant level of test can be seen from the normality test is 0,357. It shows that the ability of analytical exposition writing skills by using Google Classroom better than conventional technique. The differences in the students’ analytical exposition writing skills between field-independent and field-dependent of cognitive learning style can be seen from the average of the significance score is 0,00. It means the null hypothesis is accepted and there was no significance relationship between class using Google Classroom and cognitive independent field learning style class. Thus, the teaching technique by using Google Classroom is effective in improving on students’ cognitive–based analytical exposition writing skill.

Preparing Faculty Using an Assessment for How Clinical Laboratory Students Learn

Purpose: Students interpret and learn information in different ways. Whether students develop deep or surface learning depends in large part on the transmission of information from their educator, which activates their domains of learning. Knowing students’ learning styles as either visual, auditory, psychomotor, or mixed, professors can develop teaching resources that benefit the learning diversity of their students by using different instructional delivery methods. This study examines survey results for how students learn best to enhance the student experience within the Clinical Laboratory Science (CLS) program at a university in Detroit, MI, USA. Method: To determine the resources needed to enhance learning for students and to prepare faculty, the cognitive learning styles of students within the last four cohorts of the CLS program were examined. To obtain this data, CLS students, from the 2018-2021 cohorts, participated in an online survey to discuss which cognitive learning styles they identified with based on the survey questions. Results: The majority of students did not just identify with one learning style. However, when presented with two or more learning styles, their retention of the material and experience was enhanced. Conclusion: Creating teaching resources for educators that revolve around multiple learning styles is necessary. Once established, the use of these resources can help enhance learning retention and thus encourage faculty members to thrive within the Clinical Laboratory Science program.

Effect of CIRC on Learners’ Writing Performance across Cognitive Learning Styles

Effect of CIRC on Learners’ Writing Performance across Cognitive Learning Styles

Prevalence of anemia in new students entry to the university of the health area

It is considered as a didactic guide the digital or printed instrument that constitutes a resource for learning through which the action of the teacher and the students within the teaching process is specified, in a planned and organized way, it provides technical information to the student and has as a premise education as conduction and active process. It is based on didactics as a science to generate cognitive development and learning styles from itself. It constitutes a transcendental resource because it perfects the teacher's work in the preparation and orientation of teaching tasks as a basic cell of the teaching-learning process, whose realization is subsequently controlled in the curricular activities themselves. This didactic guide contemplates seven fundamental steps, 1) Title, 2) Abstract, 3) Keywords, 4) Introduction, 5) Presentation, 6) Discussion, 7) Conclusions, 8) References and 9) Others. This sequence of steps allows the systematic review of a clinical case with a nutritional perspective in the undergraduate, with the aim of facilitating the transformation of learning, which contributes to the change that education requires so that future professionals graduate capable of corresponding to today's society.

The Use of AI in E-Learning Recommender Systems: A Comprehensive Survey

Nowadays, Artificial Intelligence (AI) technology, especially, machine learning has received significant attention from many researchers and professionals in several domains. For instance, this technology has revolutionized industrials sectors, such as e-commerce, health, manufacturing, and entertainment, as well as, the educational sector. In this context, during the pandemic, educational institutions around the globe recognized the benefits of adopting remote learning and teaching based on many e-learning platforms. Hence, deploying virtual classrooms is not that easy, due to many constraints, such as time, technological cost, lack of interactivity of learners, and the unsuitability of the learner's cognitive abilities and learning style. To this end, understanding the learner's style and providing adapted and personalized content are the main concerns of today's e-learning systems. To this end, integrating efficient recommender systems into online learning environment is required in order to consider student's behaviors and preferences when recommending various learning materials. Thus, intelligent recommender systems are able to provide a personalized learning path in which the system adapts to the student's learning requirements and abilities. This review discusses the different applications, methods, and challenges of AI-based recommendation systems used to assist different stockholders in an online learning environment.