Learning Preferences Research Articles

Development of a questionnaire on high school teachers' perceptions of differentiated learning in schools

Differentiated learning is an approach that adapts to each student's learning needs. Teachers provide facilities that suit students' individual needs, bearing in mind that each student has unique characteristics and cannot be treated uniformly. This article aims to provide a deeper understanding of learning differentiation and explore teachers' perceptions regarding its implementation in the classroom. The results of interview research show that the purpose of differentiated learning is to coordinate learning by paying attention to students' interests, readiness and learning preferences. This aims to help all students achieve learning goals, increase motivation and learning outcomes, and establish a harmonious relationship between teachers and students, so that students are more enthusiastic about learning. In conclusion, differentiated learning gives students the opportunity to learn naturally and efficiently with the help of teachers who are able to combine the required methods and approaches. There are several obstacles that arise, such as limited facilities and infrastructure that support the differentiated learning process, teachers need time to prepare learning instruments, appropriate methods and appropriate media, implementing differentiated learning requires relatively high costs and teachers must have good classroom management skills.

Elementary learning styles and application of the Dunn and Dunn learning style inventory model

This study explored the diverse learning styles of elementary pupils in an elementary school in the Philippines. It examined the application of the Dunn and Dunn Learning Style Inventory Model (DDL-SIM) to enhance educational outcomes. Recognizing the unique learning preferences of learners, the research aimed to bridge the gap in learning styles by implementing tailored teaching methods and strategies. Utilizing an explanatory mixed-methods research design, the study engaged all pupils using the complete enumeration sampling technique to ascertain their learning styles across five domains: environmental, emotional, sociological, physiological, and psychological. The survey questionnaire for the quantitative phase and the semi-structured interview guide questionnaire for the qualitative phase were employed, which were subjected to validity and reliability tests by the expert panel of evaluators. The study's data analyses utilized descriptive statistics, Spearman Rho correlation, and thematic analysis. As per the DDL-SIM, quantitative findings revealed significant emotional and physiological preferences, with significant relationships between demographic profiles and their learning styles. Qualitative insights underscored a holistic approach to learning as the generated major theme, emphasizing the interconnectedness of minor themes such as emotional intelligence, social dynamics, physical health, and environmental factors in the learning experiences. The study suggested that educators create tailored learning plans and gender-sensitive approaches and include emotional and physiological aspects in teaching. In support of varied learning styles, it promoted the DDL-SIM of educator’s professional development and parent and community participation. Hence, the DDL-SIM recognizes and addresses each learner's unique preferences, promoting a more inclusive and successful learning environment.

Revolutionizing Education: The Impact of AI-Enhanced Teaching Strategies

In recent years, the integration of Artificial Intelligence (AI) into educational settings has revolutionized traditional teaching methodologies, leading to the development of innovative teaching strategies. This paper explores how AI-enhanced approaches are transforming education by personalizing learning experiences, improving student engagement, and optimizing instructional methods. Through adaptive learning platforms, AI tailors educational content to meet individual student needs, fostering a more inclusive and effective learning environment. Intelligent tutoring systems provide real-time feedback and support, enabling students to progress at their own pace and achieve mastery in various subjects. Additionally, AI-driven analytics offer educators valuable insights into student performance and learning patterns, facilitating data-informed decisionmaking and targeted interventions. By leveraging AI technologies, educators can create dynamic, interactive, and studentcentered classrooms that cater to diverse learning styles and preferences. This paper discusses the potential benefits and challenges of AI-enhanced teaching strategies and highlights the importance of integrating AI thoughtfully and ethically to maximize its positive impact on education.

Generational differences in learning and development preferences at ABC apparel company, Sri Lanka

Generational differences in learning and development preferences at ABC apparel company, Sri Lanka

한국어 학습자의 학습 양식과 듣기 효능감의 상관관계 연구 - 중국인 KFL 학습자를 중심으로-

The purpose of this study is to examine the learning styles and listening self-efficacy patterns of Chinese KFL (Korean as a Foreign Language) learners and to investigate the correlation between learning styles and listening self-efficacy. The survey for this research was conducted among Chinese KFL learners studying Korean at a university in China. The results showed that the most preferred learning style among Chinese KFL learners is the authority-oriented learning style, while the analytic learning style is the least preferred. There were no significant differences in listening efficacy according to grade level or Korean proficiency. Finally, only the communicative learning styles of Chinese KFL learners were found to have correlations with all sub-factors of listening self-efficacy, indicating that emphasizing a communicative learning style in education effectively enhances learners' listening self-efficacy. This study explored the previously unexamined correlation between learning styles and listening self-efficacy, and the results highlight the significance of applying learning methods tailored to individual learner characteristics in Korean listening education to maximize its effectiveness.

DEFINING THE ROLE OF EDUCATIONAL PLATFORMS IN MATHEMATICS IN THE EFFECTIVE TRAINING OF FUTURE MATHEMATICS TEACHERS

The present study analyzes the results of a survey of teachers and students designed to identify the preferences and needs of universities in using educational platforms in mathematics to study the subject «Elementary Mathematics». The aim of the study was to determine the preferred characteristics and functionality of mathematics learning platforms that can contribute to effectivelearning and increase interest in mathematics for future mathematics teachers. To achieve this goal, questionnaires were developed, which were distributed among mathematics teachers and first-year students in the specialty «Mathematics» when teaching the subject «Elementary Mathematics» and third and fourth-year students when teaching the subject «Methods of teaching mathematics». The questionnaires included questions about preferences in using educational platforms in mathematics, the level of comfort andperception of educational material when working with technologies, preferred learning formats and expected learning outcomes. The analysis of the obtained results allowed us to identify the key principles that should be taken into account when using educational platforms in mathematics to study the subject «Elementary Mathematics» at the university. Following these principles contributes to the use of educational platforms in mathematics, and as a result, to improving the quality of mathematical education at the university and improving the learning ability of future mathematics teachers.

Hybrid, blended, and hyflex learning as future models for education

The education system continuously adapts to address abnormal social fluctuations such as pandemic lockdowns, climate change, disasters, and social distractions during war, migration, and more. Remote learning methods have advantages and disadvantages, a topic of discussion among many educators. Education is a critical part of society, ensuring the well-being of humanity. Future models for education refer to potential changes and advancements in the structure, delivery, and access to education. This includes innovations in teaching methods, learning environments, technology integration, and overall educational systems. Future models for education may involve the adoption of new teaching strategies and approaches that cater to diverse learning styles and preferences. This could include personalized learning, project-based learning, and flipped classrooms, aiming to enhance student engagement, critical thinking skills, and knowledge retention. The future of education may shift towards more dynamic and interactive learning environments, which can involve the use of virtual reality, augmented reality, gamification, and immersive simulations to create attractive educational experiences. Education in the future might incorporate innovative technology as a crucial component of the learning process, the use of artificial intelligence, adaptive learning platforms, online collaboration, and digital e-learning resources for content distribution. Technology integration targets to make education more accessible and flexible to individual student needs. Research plays a crucial role in shaping the future of education by notifying evidence-based practices and guiding decision-making processes. The article is a short review that discusses and analyses the differences and preferences between remote digital methods applying during COVID-19 restrictions.

"Like and Subscribe": A Compendium of Infectious Diseases Audio Podcasts.

In little more than 15 years, the podcast has gone from being virtually unknown to becoming a multibillion-dollar industry. There are an estimated half-billion podcast listeners worldwide. Podcasts are available for various interests, from entertainment to news, politics, sports, hobbies, and education. Podcasting in medicine has similar origins, beginning with journals and academic/educational institutions wishing to share information on new clinical trials or publications, as well as by those who wanted to promote the free and open access model of online education. The COVID-19 outbreak led to a renaissance in the availability of infectious diseases-oriented audio podcasts, due to the need for regular information about SARS-CoV-2 and the pandemic-related preference for virtual learning. However, many in the infectious diseases community have not yet been introduced to available infectious diseases podcast resources. In this article, we highlight 38 of the most popular infectious diseases-oriented audio podcasts.

Influence of applying VARK learning styles on enhancing teaching skills: application of learning theories

BackgroundSocial media in our networks have been exploited as dynamic learning tools and free platforms.AimsThe main objective of this study is to determine the impact of VARK learning styles (visual (V), aural (A), read/write (R), and kinesthetic (K)) in enhancing parasitological laboratory skills using social media and various learning theories.MethodsA research sample of 100 chemists working in Mega Alfa labs underwent online learning of laboratory parasitology skills via Facebook posts and WhatsApp dictated messages for an average of 7 weeks. All posts served various VARK learning styles and were designed based on Zeigarnik’s effect (conducting information with tactical breaks), memory storage and retrieval strength theories (repetition of information). Trainees were classified according to their VARK learning style preferences and were evaluated through pre/post-tests. Data on VARK learning styles were summarized using frequency (count) and relative frequency (percentage). Data of pre-test and post-test scores were summarized using mean and standard deviation. T-test was used to compare pre-test and post-test scores. The difference between the pre-test results, the post-test results and the preferred learning style was analyzed using ANOVA with Tukey’s post-hoc testing. P-values less than 0.05 were considered statistically significant.ResultsIn a total of 100 trainees, tri-modal and multimodal learning styles were preferred by 40% and 30% of the trainees respectively; on the contrary, the unimodal and bimodal learning styles were the least preferred. In the trimodal and multimodal groups, the post-test results showed significant increase when compared with the pre-test results. Also, using the ANOVA test and a Tukey’s post-hoc comparison, the assemblage of multiple learning styles (tri-modal and multimodal) appeared to significantly improve the learning performance in the post-test results when compared with the unimodal and bimodal groups.ConclusionThe tri-modal and multimodal learning styles were found to influence the acquirement of the laboratory parasitology skills much better than the unimodal and bimodal learning styles. Kinesthetic learning should have a special emphasis in training.

Perspectives on hand hygiene in Belizean healthcare facilities during the COVID-19 pandemic: a qualitative evaluation with healthcare workers

ABSTRACT The World Health Organization recommends healthcare workers (HCWs) practice hand hygiene (HH) while providing care. Making alcohol-based hand rub (ABHR) available at points of care is recommended during times of high patient volume, such as the COVID-19 pandemic. In low- and middle-income countries, such as Belize, there may be limited access to HH materials within healthcare facilities. This paper examines the motivators and barriers to HH among HCWs in the 11 largest public healthcare facilities in Belize and HCWs' experiences with an intervention. In 2021, focus group discussions (FGDs) gathered HCWs' HH perceptions and preferences. An intervention was then implemented to increase ABHR access and HH training for HCWs. Post-intervention endpoint FGDs in 2022 documented HCWs' experiences with interventions. Baseline FGDs revealed that self-protection and protection of one's household members from illness were key motivators for HCWs' HH practice. Insufficient time, inadequate access to HH supplies, and gaps in education were barriers to practicing HH. At endpoint, participants appreciated increased access to ABHR and its convenience but did not like ABHR's effect on hands. Experiences with the training were mixed. To improve HCWs' HH practices, HH interventions should be tailored to HCWs' context and learning preferences.

Customizing English Language Teaching to Suit Individual Learning Styles of Students

This article explores the importance of understanding individual learning styles in the context of English language instruction for students. It argues that tailoring instructional methods and materials, to match the learning preferences of each student can enhance their overall learning experience and lead to better outcomes. The article reviews different learning styles and presents strategies for identifying them through assessment tools. It then discusses specific techniques and activities that can be used to target each learning style, including visual, auditory, kinesthetic, and tactile approaches. The article concludes by emphasizing the importance of flexibility and creativity in instructional design to meet the diverse needs of students. Keywords: learning styles, English language instruction, individual needs, instructional design, assessment, visual, auditory, kinesthetic

Impact of E-learning Tools (Moodle, Microsoft Teams, Zoom) on Student Engagement and Achievement at Jordan Universities

This study examines the impact of digital learning platforms—Moodle, Microsoft Teams, and Zoom—on student engagement and academic achievement at the University of Jordan. The study explores students’ familiarity with these e-learning tools and their effect on self-directed learning and performance. Over three months, data was collected from 450 students through an online questionnaire comprising closed questions. The analysis employed multiple regression models to consider variables such as gender, age, prior computer literacy, attitude towards emerging technology, learning preferences, and the implementation of e-learning within the university. Additionally, a qualitative content analysis identified the advantages and disadvantages of e-learning from the students’ perspectives. The findings indicate that strategic implementation of e-learning platforms significantly influences student perceptions more than individual contextual factors. Students appreciated the connectivity and accessibility provided by these platforms. Those with prior computer knowledge and those studying emerging technologies showed a particularly positive attitude towards e-learning. The study concludes that engagement with e-learning tools markedly enhances self-study habits and academic performance, underscoring the importance of integrating digital platforms into educational strategies.

Implementation of Educational Technology Based on Gamification in Interactive Monopoly Games in the 4.0 Era

Recent advancements in technology and information have profoundly influenced the realm of education, prompting a transformation in the learning process. This shift has become imperative due to the impact of the pandemic a few years ago, which necessitated the utilization of online technology for education. Given this situation, the conventional, monotonous learning approach now requires diversification to cater to various learning preferences. This evolution aligns with the need to tailor learning methods to students’ current interests and hobbies. Consequently, the adoption of educational technology based on gamification in the era of Industry 4.0 emerges as a solution to address these educational demands. There are several strategies to implement gamification effectively, aimed at fostering students’ enthusiasm for learning. In essence, Industry 4.0 has ushered in profound changes across all sectors by optimizing resources and production costs. The research method employed here is gamification, which revolves around the concept of game-based learning. The outcome of this research is an interactive monopoly game designed for integration into the learning process.

Exploring the perception of English lecturers about incidental vocabulary learning and involvement load hypothesis in their classrooms

Despite extensive research on vocabulary acquisition, limited attention has been given to how these theories are applied in English as a foreign language (EFL) teaching practices, particularly in Indonesia. This qualitative case study addresses this gap by exploring English lecturers' perceptions and use of incidental vocabulary learning (IVL) and the involvement load hypothesis (ILH) in their classrooms. Data were collected through interviews and classroom observations with five English lecturers from universities in Malang, Indonesia, and analyzed using thematic analysis to identify key patterns and themes. The findings revealed that all participants recognized the importance of vocabulary in language learning and preferred implicit learning methods, such as exposure to authentic language in literature and films. However, the integration of theoretical concepts like vocabulary size and frequency into teaching practices was limited due to constraints such as time and lack of dedicated vocabulary instruction. Moreover, participants were unfamiliar with the ILH, though some of its elements were present in their teaching. The study suggests that better dissemination of research and professional development is essential to bridge the gap between theory and practice, ultimately improving vocabulary instruction in EFL contexts.

The Role of Prior Online Learning Experience in Student Learning under ERT – A Comparative Study

The pandemic provided great research opportunities in learning/teaching. How was students’ learning experience under emergency remote teaching (ERT)? The purposes of this study are to explore students’ learning experience, and to observe any differences under two lenses – internationalization and prior online learning. An online study was conducted in the Management/Business programs of a major Canadian research university and four Russian universities in 2021. A total of 683 students participated in this study, two-thirds of which were Canadian and one-third were Russian. The degree of internationalization (e.g. international students) is higher in Canadian universities, while a higher percentage of Russian students had prior online learning experience before the pandemic in this study. The research findings showed that the degree of internationalization did not play a significant role in the difference of student learning; while the prior learning experience played a crucial role under ERT. Russian students adjusted better to the new learning mode, reported a more positive view of online learning, had a better learning experience and performance, and had a preference to continue with online learning post-pandemic. This research sheds light on students’ preference for online learning that was influenced by prior exposure to online learning.

Exploring the Lived Experiences of Home-Educating Families with Young Children in the UK: The Untold Stories.

Recent trends indicate a significant increase in the number of families opting for home education in the UK, yet research dedicated to this area remains limited. Moreover, there is a notable scarcity of studies focusing on the lived experiences of home-educating families of young children. Amidst this context, a new conceptual framework was developed combining the portraiture approach and the life course theory to study five families with young children in the UK. Semi-structured interviews, observations, and curriculum document analysis were used to gain insights into these families' experiences. The study revealed diverse motivations driving parents to choose home education, including concerns about the traditional education system, a preference for personalized learning, and personal lifestyle choices and ideologies. The research data presented suggests that participants had diverse and dynamic daily routines shaped by their unique educational philosophies. In general, parents consistently sought beneficial opportunities to foster their children's social development. Challenges participants faced included curriculum suitability, financial burdens, and managing dual roles within the home. However, participants viewed these challenges as worthwhile because their main aim of educating their children in a purposeful manner was being met. In line with the theme of parental autonomy in education, parents shared their belief in the freedom for families to educate their children outside traditional schools. They supported flexi-schooling, advocated for accessible resources, the inclusion of home-educated children in assessments, and government funding provision.

Cultural synergy: Integrating Lamin Dayak Kenyah in English language learning – A need analysis study

This research aims to identify students' preferences and interests in learning English through Lamin Dayak Kenyah architectural buildings. This research is a mixed research that combines quantitative and qualitative data. The participants were 271 students and 33 English lecturers at universities. The methods used to collect data were classroom observations, surveys, and interviews to identify specific needs faced by students and lecturers when incorporating traditional houses into learning materials. The four fundamental English language skills—listening, reading, writing, speaking—are included in the results. In listening skills, students and lecturers prefer to learn and teach English by watching videos and listening to dialogues or conversations. In reading ability, students and lecturers want to learn with intensive reading, active reading, and critical reading. Regarding writing skills, students and lecturers prefer assignments such as writing descriptive texts and opinion articles. In speaking skills, students and lecturers want to learn through discussion and describing pictures orally. In choosing topics, students and lecturers are interested in the history of local architectural buildings, traditional house design, and the symbolism, color, and meaning of the carvings. Project-based learning (PBL) is the preferred learning method, and learning resources are drawn from videos and interactive learning tools. Future research can utilize these findings to design more targeted instructional materials, leveraging the results of the needs analysis that has been conducted in this study.

Developing Scales of Learner Modality Preferences and Perspectives on Online Learning

While the COVID-19 pandemic significantly transformed post-secondary course delivery formats, little attention has been paid to post-pandemic learner preferences. To address this gap, we designed two scales to advance our understanding of learner preferences for online learning modalities: the Modalities of Digital Education – Learner Preference (MODE-LP) scale and the Perceptions of Online Learning Scale (POLS). In this proceeding, we describe the development and piloting of these scales, including how they can provide a nuanced understanding of learner preferences for online programs, courses, and course designs and the key underlying factors that impact them. We conclude with a snapshot of preliminary results and a discussion of future research.

The potential of a hygiene-based message, preferred learning modalities, and *iLubricarte, Liberarte, Lavarte+!" or L 3 + for the prevention of HIV/STI in Peru.

Hygiene-based practices of lubrication, genital cleansing, postcoital urination, and rectal douching are common behaviors among populations at higher risk of human immunodeficiency virus (HIV)/sexually transmitted infections (STI). Yet, the role these behaviors have on HIV/STI risk has not been well elucidated, especially among transgender women (TW) and gay, bisexual, and other men who have sex with men (GBMSM). Additionally, advances in biomedical strategies have heralded a new era of HIV/AIDS prevention that may be accompanied by behavioral changes that lead to decreases in condom usage and subsequent changes to STI sequelae. Nevertheless, many people at higher risk are not benefiting equally from these options, strengthening the need for more sustainable, evidence-based methods. This study explored the knowledge, attitudes, and behaviors of hygiene-based practices, proven preventative methods, and preferred learning methods among Peruvian TW and GBMSM. 30 interviews and 50 questionnaires were conducted with TW (N=35), GBMSM (N=35), healthcare providers (N=5), and key community informants (N=5). Most participants perceived hygiene-based practices to be common behaviors and a significant aspect of sexual wellbeing. Educational materials utilizing social media and hosting in-person events were also viewed favorably, with value to enhancing HIV/STI knowledge. Several barriers to autonomy surfaced in the data, including systemic disparities to adequate HIV/STI services, top vs. bottom social dynamics, and PrEP accessibility issues. Continued work is needed to address the barriers to the acceptability, feasibility, and potential efficacy of hygiene-based practices, biomedical/barrier strategies, and L 3 +.

Collaborative E-Learning Application with Course Recommendation in Cloud Computing

Cloud computing is quickly expanding, with applications in practically every industry, including education. E-learning systems often necessitate a large number of hardware and software resources. Many educational institutions cannot afford such investments, thus cloud computing is the best solution. Here, the Matrix Factorisation-based maximum rate recommendation system (MatFac-Maxirate RS) is utilised to recommend the courses for students to choose their career. According to user access, the e-learning application server is acquired from the E-Khool dataset which is subjected to learner or course agglomerative matrix calculation. The E-learning application server is executed based on Minkowski and Kumar Hasebrook’s distance to retrieve learner preference items. The recommended course having the maximum rating is considered which is forecasted with matrix factorisation considering the course ID and learner ID. The MatFac-Maxirate RS generated the finest efficacy with the best precision of 88.9%, recall of 88.2% and F-measure of 87.5%.