Learning Styles Research Articles

Studying The Evolution of Audiobook Culture in Indonesian Inclusive Schools: Strategies and Obstacles

The study aims to describe the process of implementing audiobooks and describe the various challenges faced by teachers. This research is qualitative research with a phenomenological approach. This research was carried out in 5 provinces, namely West Sumatra, the Special Region of Yogyakarta, North Kalimantan, Gorontalo, and North Maluku. Each province selected representatives from elementary, middle, high school, and special schools who have implemented audiobooks. Informants are teachers and students who have used audiobooks. The process of collecting data from teachers was carried out using the interview method and students through FGD. Data analysis in this research uses a thematic analysis model. The results of this research indicate that the initial challenges in using audiobooks are variations in the availability of facilities, students' digital literacy, and students' learning styles. Before starting learning, teachers must ensure that they are ready to accompany (understand audiobooks technically and substantively), ensure that students understand the technicalities of using audiobooks, and design learning according to the student's profile. Things that should be ensured in the learning process with audiobooks are (1) ensuring students' psychological and substantive readiness, (2) facilitating students who are able to learn quickly or slowly, and (3) being ready to respond to situations of student boredom and maximizing audiobooks as supporting materials to study independently. The biggest challenge is minimizing the potential for boredom, maintaining concentration, and ensuring that the information presented can be understood by students.

Correlation between learning styles and attitudes toward interprofessional education among medical students: a cross-sectional study

BackgroundInterprofessional teamwork improves patient care quality, safety, and health outcomes. Interprofessional education (IPE) is crucial in today’s medical education to prepare students for the workforce as integral members of a collaborative team. The diversity of IPE learners indicates the importance of exploring the relationship between learning styles and attitudes toward IPE. The purpose of this study was to investigate the relationship between learning styles and attitudes toward IPE.MethodsA cross-sectional study was conducted between August 2023 and September 2023 in 49 colleges located in the south-eastern region of China. A convenience sampling approach was employed, selecting 500 students majoring in Clinical Medicine and Nursing. The students completed an online questionnaire, which included sociodemographic characteristics, educational characteristics, interprofessional educational characteristics, learning styles, and the readiness for interprofessional learning scale, and Kolb’s learning style inventory. Descriptive statistics, Spearman’s correlation, and multiple linear regression analysis were used to analyze the data.ResultsThe most learners are diverger (93.2%), followed by assimilator (3.4%), accommodator (2.6%), and Converger (0.8%). The total score on the RIPLS was 69.70 (7.42), ranging from 48 to 88. A statistical relationship could be established between learning styles and attitudes toward IPE.Conclusion conceptualization and active experimentation learning modes and convergers were closely linked with positive attitudes toward IPE. Gender, age, and study stress can affect attitudes toward IPE. This study highlights the need for medical education curricula to integrate innovative teaching methods such as PBL, role-playing, scenario simulation and clinical early exposure to strengthen professional identity, and improve abilities related to interprofessional learning.

A Comparative Analysis of Students Learning Styles: A Case Study in Oman and Iran

Establishing a conductive learning environment constitutes a primary focus within any educational framework. Recognizing the role of students’ learning styles in educational processes, the present study endeavors to discern the favored learning styles among students in two distinct geographical contexts namely Iran and Oman.  Grasha and Reichmann’s learning style survey was employed for this purpose. In total, 206 participants (85 Iranian and 121 Omani students) responded to the questionnaire. The findings of the study indicate that the prevalent learning style among both Iranian and Omani students is the Dependent style, wherein students depend on instructions provided by the teacher rather than exhibiting innovation in completing assigned tasks. This observation exhibits the identically of teaching methods and approaches adopted within educational institutions in two distinct contexts. In other words, this similarity underscores how teaching methods and approaches can shape students’ learning style preferences. Additionally, a comparative examination of six learning styles among two gender groups in Iran and Oman reveals that the predominant style for both gender groups is the Dependent style. Whereas Omani boys demonstrated a greater inclination towards Cooperative and Participant styles compared to girls, Iranian males are more Independent and less Avoidant than Iranian females. Furthermore, the result of Chi-square test shows no meaningful relationship between the gender variable and students learning styles in two geolocaitons.

Methodological strategies to extend the attention of the students of the sixth year EGB of the Educational Center "5 de mayo" in the teaching-learning process of the English language

This investigation delves into the efficacy of various methodological strategies in sustaining student attention within a sixth-grade English classroom in Chone City. With a class size of 62, maintaining student engagement presents a significant challenge. To address this, the study employed a bibliometric analysis to inform the research framework. A convenience sample of five English teachers with varying levels of experience was selected for in-depth interviews. Additionally, classroom observations were conducted to gather comprehensive data. The research findings illuminate the correlation between specific methodological approaches and their impact on student attention levels. By examining the perspectives of experienced educators and observing classroom dynamics, this study offers valuable insights into effective strategies for optimizing student engagement in large-scale classroom settings. The study also explores the role of interactive and participatory teaching methods, such as group discussions, multimedia presentations, and hands-on activities, in fostering a more engaging learning environment. By integrating these approaches, teachers can create a more dynamic and stimulating classroom atmosphere that caters to diverse learning styles and keeps students actively involved. Furthermore, the research highlights the importance of continuous professional development for teachers, enabling them to stay updated with the latest educational trends and techniques. This ongoing learning process empowers educators to implement innovative strategies that can effectively capture and maintain student interest. Ultimately, the findings of this study aim to provide a comprehensive understanding of the factors that contribute to student engagement and offer practical recommendations for educators seeking to enhance the learning experience in large classroom settings.

Class attendance and academic performance in geography programs

ABSTRACT Regular class attendance has traditionally been seen as a positive contributor to academic success in higher education. However, progress in educational technologies, evolving learning styles, and self-directed learning have given rise to a debate on the role of physical presence of students in class. This study aimed to analyse the impact of class attendance on academic performance. For this, class attendance was daily registered across multiple geography courses in various universities over five academic years. Results showed that the average class attendance was 67.6%, although a decline in class attendance as courses progressed was observed. Despite this, only a relatively low proportion of students failed their subject (16.8%). Nevertheless, statistical analysis showed significant differences in final grades between students with high and low attendance. Generally, students with above-average attendance were prone to earn an above-average final grade, and vice versa. Therefore, it could be established that class attendance was an indicator of academic success, while significant levels of absenteeism could work as indicators of worse academic performance. Recognizing the importance of in-person attendance is crucial, but addressing forthcoming challenges is equally important. Future research should explore the use of emerging technologies and learning styles to foster more suitable learning environments.

Pelatihan Pembelajaran Numerasi Berdiferensiasi Menggunakan Media Digital bagi Guru Sekolah Dasar Luar Biasa (SDLB)

The challenges faced by teachers, ranging from the diverse cognitive abilities of each student to unique learning styles, cause the numeracy learning process in Special Elementary Schools (SDLB) to become increasingly complex. Meanwhile, several studies and discussion results show that teachers' ability to design differentiated numeracy learning using digital media is still low. Hence, community service was carried out with the aim of developing the abilities of SDLB teachers in designing differentiated numeracy learning using digital media for teachers at SDLB Muhammadiyah in Gresik. Service activities start from preparation, socialization, training, application of technology, to mentoring and evaluation. The training activity was carried out for three days at school, and at the end of the activity, participants were asked to fill out an activity questionnaire. Based on the results of activity questionnaires and interviews with teachers, it can be seen that teachers' knowledge in differentiated numeracy learning is developing well. They design differentiated learning based on the results of the initial assessment given to students. Furthermore, teachers' skills in using digital media have also increased. Therefore, we can conclude that this service activity can enhance teachers' skills in designing differentiated numeracy learning through the use of 3D flipbook digital media.

Adapting to the 21st Century Learning: Teaching Strategies of Filipino Sped Teachers in the United States

This study employs a narrative research methodology to explore the instructional modifications and teaching practices utilized by Filipino Special Education (SPED) teachers in the United States to meet the demands of 21st-century learning. Through in-depth, semi-structured interviews with ten purposely selected SPED educators, key themes emerged, including technology integration, differentiated instruction, cultural sensitivity, individualized education plans (IEPs), family and community involvement, and the creation of sensory-friendly environments. Participants highlighted the importance of leveraging technology for personalized learning, implementing varied instructional strategies to accommodate diverse learning styles, and incorporating culturally relevant materials to foster inclusivity. Regular IEP reviews and active family engagement were identified as critical for enhancing student motivation and success. Additionally, creating sensory-friendly classroom environments was emphasized as essential for supporting students' sensory processing needs. The findings indicate that these multifaceted strategies not only promote academic achievement but also enhance social-emotional development and inclusivity among students with special needs. Recommendations include ongoing professional development for educators, increased parental involvement in the IEP process, and systematic reviews of instructional strategies. This research contributes to a deeper understanding of how Filipino SPED teachers adapt their practices in diverse contexts, ultimately informing educational policies and teacher preparation programs aimed at fostering equitable learning environments.

Methods for Teaching Health Equity and Diversity, Equity Inclusion, and Accessibility to Public Health Practitioners: A Semisystematic Review of the Literature.

Training developers and educators play a crucial role in building strategic skills among the public health workforce. They prepare the workforce to respond to and address emerging concerns and priorities, including on the topics of health equity and diversity, equity, inclusion, and accessibility (DEIA). The purpose of this semisystematic literature review was to identify current evidence-based methods that training developers and educators can apply when teaching DEIA and health equity principles to public health practitioners from various disciplines in the workforce. We conducted a semisystematic literature review because this methodology's purpose is to extract rich, in-depth descriptions that matched the aim to find evidence-based teaching methods to apply. Six methods that hold promise for effective teaching health equity and DEIA principles emerged as themes: Critical Reflection, Service Learning, Case Studies, Peer-Learning/Dialogue, Workshops, and Simulation Learning. Considerations for best practice identified in this literature review include using multimodal approach to support different learning styles among diverse audiences, tailoring content based on training needs analysis recommendations, and considering onus placed on instructors and learners depending on the content and setting.

337 Awardee Talk: What’s the focus of your teaching lens?

Abstract Throughout a career, the intersection of research and teaching unveils a profound realization - greatest contributions emerge when the teaching lenses are student-focused. A passion for teaching, rooted in early experiences with agriscience courses, evolved into aspirations to pursue a Master Teacher capacity. Embodied in a metaphor of evolving software, teaching continually updates to ‘version 9.0,’ emphasizing adaptability and a commitment to student-centered learning and their ‘becoming’. As an active co-participant in learning processes, I have honed teaching to my personality, aligning with a lens for the diverse needs of students and their growth. Most impactful teaching arises from attentive listening and a lens of deep understanding of students. One key to success lies in creating compelling, coherent learning environments and involving students in collaborative discussions about their educational goals - educating to elevate and empower mindsets. My courses initiate with a “Begin with the End in Mind” session, engaging students in dialogue about the value they seek from the term, collaboratively planning the path to their educational objectives while creating a ‘safe holding environment.’ Over time, a teaching philosophy emerged, centered around constructing courses with achievable high expectations, involving students in logistical decisions, and clarifying benchmarks to keep learning outcomes on track. Pedagogical goals are to be an “Orchestrator of Discovery,” fostering self-directed learning. Science courses are challenging, yet balanced with fairness, sincerity, and a lens of student-centeredness - pursuing student feedback. Continually seeking innovative teaching enhancements combat stagnation by testing alternative teaching approaches, striving for perfection while acknowledging that improvement becomes a constant journey. Experiments include various activities catering to diverse learning styles, integrating digital tools or high-impact experiences. Instilling intellectual passion by expressing excitement for the material fosters an atmosphere where students recognize the lens of relevance of the subject matter and self-learning. Success is witnessing students express excitement and genuine interest. A ‘teaching transcends the classroom’ lens is about making a lasting impact on students’ lives. A graduate expressing gratitude for something learned is an ultimate reward for pedagogical rectitude. Advancing long-term goals of becoming a better teacher occurs by participating in campus teaching programs, subscribing to teaching-publications, and engaging in scholarship of teaching and learning. Regular assessments and feedback mechanisms inform the practice, ensuring that we stay attuned to students’ needs by delivering impactful instruction. Another lens is to actively seek funding for the teaching program, collaborating to adopt innovative practices. In conclusion, teaching lenses are rooted in reflection, adaptability, student-centeredness, a heavy leadership development/growth thread and a commitment to foster a love of learning in others. As we navigate the dynamic landscape of education, may we be driven by a lens of belief that teaching is not just a profession - it is a calling.

Machine learning style rotation – evidence from the Johannesburg Stock Exchange

Machine learning style rotation – evidence from the Johannesburg Stock Exchange

Perceptions and Lived Experiences of Nurses After Completion of a Perinatal Nurse Residency Program.

This study was designed to explore the perceptions and lived experiences of new graduate or new-to-specialty labor and delivery nurses. These nurses had completed a perinatal nurse residency program at a high-risk metropolitan medical center in the Pacific Northwest region of the United States. Eight nurses were interviewed for this study with qualitative individual interviews. Qualitative content analysis was used. Three main themes emerged: assimilating a specialized knowledge base and skill sets, navigating challenging circumstances, and coping with the transition to independence. Nurse residency programs can ease the transition to practice in the labor and delivery specialty. Revisions to future perinatal residency programs should include enhanced preceptor education, prolonged night shift orientation, assessment of nurse learning style and needs, and increased consistency of debriefing after traumatic events. [J Contin Educ Nurs. 202x;5x(x):xx-xx.].

Integration of AI helping teachers in traditional teaching roles

Introduction: This essay examines the scenario in which a human student is paired with a human teacher and a virtual tutor is introduced to assist the student's learning outside the traditional classroom setting, such as through a computer at home. Methodology: With the rise of AI virtual tutors, it is becoming increasingly likely to see these AI teachers taking on a more traditional teaching role. Results: Virtual tutors can personalize learning experiences for students by analyzing each student's learning style and pace. Discussions: Additionally, they can provide immediate feedback, helping to improve students' understanding of the material and keep them motivated. Conclusions: The integration of AI into traditional teaching practices has the potential to revolutionize the educational experience for both students and teachers, providing a more personalized and effective learning environment.

Peningkatan Hasil Belajar IPAS Materi Bumiku Sayang Bumiku Malang Melalui Pendekatan Berdiferensiasi Proses pada Peserta Didik Kelas V SDN Dukuh Kupang II Surabaya

This research aims to implement differentiated learning processes (Learning Styles) to improve learning outcomes in the IPAS subject on the topic "Bumiku Sayang Bumiku Malang" for fifth-grade students at SDN Dukuh Kupang II Surabaya. This research is a classroom action study that involves three differentiated learning styles: visual, audiovisual, and kinesthetic. The research was conducted at SDN Dukuh Kupang II Surabaya with the subjects being fifth-grade students, totaling 28 participants. This research is divided into two cycles (Cycle I and II), starting with the stages of planning, implementation, observation, evaluation, and reflection. The data collection techniques in this research use observation, interviews, documentation, and tests. The results of this study indicate an improvement in learning outcomes in IPAS on the topic "Bumiku Sayang Bumiku Malang" through differentiated process learning in the fifth grade at SDN Dukuh Kupang II Surabaya. In the initial pre-cycle activities, the percentage of student mastery was 35%, then in Cycle I it increased to 60%, and in Cycle II it rose again to 85%.

Analysis and discovery of procrastination patterns in a language learning MOOC

Online learning has been gaining a broad notoriety in society in the last years. The ease with which users from all over the world can learn is one of its main attractions. MOOCs are one of these technologies, which have enabled users to learn almost any subject of their interest. The use of MOOCs generates a massive amount of data that has been used by researchers with different goals: to predict dropout, predict grades and determine learning styles. Users of MOOCs face several challenges, some of which have been extensively studied. However, there are some of them, such as procrastination, whose study as a determining factor in the failure of such courses has not been addressed in sufficient depth. Through this paper, the influence of procrastination on the failure rates of users in a MOOC has been uncovered. Furthermore, by using process mining, this research has revealed the existence of a pattern of procrastination and the type of material used during study sessions by the users who fail the course. Speclifically, diverse forms of procrastination have been identified, resulting in differing effects on the educational outcomes attained by the user. These findings possess considerable implications, as they underscore the potential worth of detecting specific procrastination patterns to ascertain users who necessitate supplementary support during their educational pursuits within MOOCs.

Curriculum Development for the South African Essential Steps in Managing Obstetric Emergencies (ESMOE) Anesthesiology Training Module: A Delphi Study.

The United Nations Sustainable Development Goal 3 (SDG3) for 2030 aims at <70 maternal deaths per 100,000 live births. South Africa (SA) falls short of this goal and most deaths occur in district and regional hospitals. Due to low anesthesiologist (specialist anesthetist) numbers in the public sector, the anesthetic workforce in these hospitals consists mainly of nonspecialist (general practitioner) junior doctors with limited supervision. The Essential Steps in Managing Obstetric Emergencies (ESMOE) training program for interns was introduced in 2008 to reduce maternal deaths in SA. Training is not consistently offered at all intern-training institutions and it has not been recently revised. This study sought expert suggestions to guide a revision of the regulation, pedagogy, and content of the ESMOE anesthetic module. A 3-round consensus-seeking modified Delphi technique was used whereby experts rated current and suggested learning outcomes as well as pedagogical- and regulatory aspects of the ESMOE anesthetic module in an anonymous, online, Likert-scale questionnaire. Consensus was defined as ≥70% agreement. Open-ended questions sought motivations for decisions and further suggestions for program improvement. Between March 4, 2021 and August 18, 2021, a total of 17/24 (71%), 16/17 (94%), and 15/16 (94%) consenting experts completed the first, second, and third rounds, respectively. During the 3 rounds, the panel achieved consensus on all but 2 questionnaire items. The panel agreed that ESMOE anesthesia training should be mandatory and that it should be offered through a blended learning model. They further concurred that the current learning outcomes should be retained, and suggested additional outcomes based on the most common causes of maternal mortality in SA. Attendance of the ESMOE anesthesia module should be mandatory. Its pedagogy should be updated to a blended learning style to benefit the current digital native intern generation. The content should be updated to address the main causes of maternal mortality in SA in line with SDG3. A national obstetric anesthesia guideline should be considered, and lea-dership and collaboration are required to improve the alignment of undergraduate, internship, and junior doctor anesthesia training in SA. The content, process, and stakeholder engagement suggestions in this study can assist short-course-based anesthesia workforce training in similar global contexts.

Learning styles according to Entwistle model and their relationship to mathematical excellence among scientific fifth-grade female students

The objective of the present study is to determine the nature and direction of the correlation between mathematical excellence and learning styles as defined by the Entwistle, model in fifth-grade scientific female students. The descriptive correlational approach was implemented by the two researchers to accomplish the research objectives. A scale was developed to assess the learning styles of female students in the sample in accordance with the Entwistle, model. : (Knowledge, understanding, application, analysis, synthesis, evaluation, systematic thinking, creativity), and the research community was determined by the female students of the scientific fifth grade in the morning preparatory and secondary schools of the General Directorate of Education of Baghdad/Al-Karkh I, which were chosen randomly and consisted of (204) students, the data were statistically analyzed using the (23-SPSS) program, and the t-test was employed to calculate the arithmetic mean, the hypothesized average of the scale, the standard deviation, the Cronbach alpha equation, and the Pearson correlation coefficient of the students in order to confirm the validity and reliability of the two tools. The researchers obtained a variety of results, such as the statistically significant correlation between mathematical excellence among fifth-grade scientific female students and each learning style according to the Entwistle, model. This suggests that the female students in the study have well-developed mathematical excellence. The researchers propose that comparable investigations be implemented at different educational levels.

Factors impeding implementing CALL-based instruction: A mixed-methods study

As an innovative approach to language pedagogy, Computer-Assisted Language Learning (CALL) research has been gaining traction in recent decades. However, the novel incorporation of technology in the classroom context presents some unique challenges unprecedented in conventional language learning contexts. The present study is an attempt at identifying the factors prohibiting the successful implementation of CALL, with particular attention on the context of Iran. To this end, an exploratory mixed-methods sequential design was adopted. Fifteen Iranian EFL instructors were interviewed and the data were analyzed through thematic analysis. Built upon the findings of the interviews, a questionnaire was developed to assess the generalizability of the interview findings. The 33-item questionnaire was developed and distributed online among 200 EFL teachers. It was revealed that certain factors, including EFL teachers and learners' knowledge of computers, cultural and religious background, institutional support policy, and human factors such as learners' learning style and age could hinder the successful incorporation of CALL in language learning contexts. Principal Component Analysis (PCA) confirmed the generalizability of the identified prohibitive factors. The findings are discussed under the light of Rogers’ (2003) Diffusion of Innovation Theory (DIT) to further contextualize the implications of the study for macro- and micro-level policymakers, curriculum developers, and language teachers.

Multi-agent Dual Level Reinforcement Learning of Strategy and Tactics in Competitive Games

Reinforcement learning has been used extensively to learn the low-level tactical choices during gameplay; however, less effort is invested in the strategic decisions governing the effective engagement of a diverse set of opponents. In this paper, a two-tier reinforcement learning model is created to play competitive games and effectively engage in matches with different opponents to maximize earnings. The multi-agent environment has four types of learners, which vary in their ability to learn gameplay directly (tactics) and their ability to learn to bet or withdraw from gameplay (strategy). The players are tested in three different competitive games: Connect 4, Dots and Boxes, and Tic-Tac-Toe. Analyzing the behavior of players as they progress from naivety to game mastery reveals some interesting features: (1) learners who optimize strategy and tactics outperform all learners, (2) learners who initially optimize their strategy to engage in matches outperform those who focus on optimizing tactical gameplay, and (3) the advantage of strategy optimization versus tactical gameplay optimization diminishes as more games are played. A reinforcement learning model with a dual learning scheme presents possible applications in adversarial scenarios where both strategic and tactical learning are critical. We present detailed results in a systematic manner, providing strong support for our claim.

The Effect of Digitalization of Learning Media on Motivation and Online Learning Style of Office Administration Education Students Universitas Negeri Jakarta

This study aims to determine the influence of digitization of learning media on the motivation and online learning style of Office Administration Education students at the Universitas Negeri Jakarta. In the increasingly developing digital era, the use of digital learning media has become an important element in the educational process. This study uses a quantitative method with a sample of 100 student respondents who have used digital learning media during lectures, both inside and outside the campus. Data was collected through the distribution of questionnaires and analyzed using the SmartPLS (Partial Least Squares) approach. The results of this study show that the influence of digitalization and learning media has a positive and significant value on students' motivation and online learning style, then the online learning style of students also shows a positive and significant value on learning motivation. Meanwhile, digitalization has a significant indirect influence on learning motivation through its role in influencing students' online learning styles and learning media has a significant positive influence on students' learning motivation through online learning styles. These findings show that the influence of digitalization on learning media can provide good continuity to increase the motivation and online learning style of Office Administration Education students, Universitas Negeri Jakarta.

Dissatisfaction with professional accountant training: the role of learning styles

PurposePrior research finds that early-career professional accountants (early PAs) are generally dissatisfied with the learning and training opportunities offered during their early employment years, which impacts their career progression. This paper aims to examine whether different learning styles between these early PAs and their qualified accounting employers and trainers diverge.Design/methodology/approachUsing Kolb’s learning styles inventory and interviews, this study explores the learning styles of early PAs and their employers, examining changes in these learning styles over time.FindingsThis research shows the necessity for different learning styles to be integrated into early PA training and learning, as research participants’ learning styles tend to prefer active experimentation requiring practical examples and self-learning opportunities. In contrast, their senior, qualified accounting employers prefer conceptualisation-based learning styles. As early PAs’ career progression requires them to succeed in employer-supported training, some early PAs change their learning style preferences to progress, whereas others with incompatible learning styles either moved to different employers or reassessed their choice of profession.Practical implicationsTo reduce career dissatisfaction, develop and retain competent accountants, early PAs must be supported to learn effectively. By reducing early PAs’ dissatisfaction early PA educators and employers will potentially increase the attractiveness of accounting as a profession.Originality/valueFew studies interrogate how accounting professionals utilise learning and training post-graduation nor do they examine the learning styles of workplace trainers and learners. This exploratory study uniquely analyses the learning styles of both early PAs and their employers.