Reflective Learning Style Research Articles

Estilos de aprendizaje y desarrollo de pensamiento formal en estudiantes peruanos de Educación Básica

The aim of this study was to establish the relationship between Learning Styles (LS) and the level of Formal Thought Development (FTD) in fourth-year students of Regular Basic Education in the Tacna Region, 2022. From a methodological standpoint, this research adopts a descriptive correlational design. The sample consisted of 738 fourth-year secondary education students, randomly and repre-sentatively selected from the four Local Educational Management Units in the Tacna Region. Two instruments were administered: the CHAEA questionnaire by Honey and Alonso, comprising 80 items to identify LS, and the TOLT Test by To-bin and Capie, consisting of 10 items, to determine the FTD level in participants. The findings revealed a significant relationship between LS and FTD level in Regu-lar Basic Education students in the Tacna Region, 2022. Reflective, theoretical, and pragmatic learning styles showed significant relationships (bilateral signifi-cance of 0.003<0.05, 0.040<0.05, and 0.010<0.05, respectively) with FTD. Thus, effect sizes are around the medium level with high statistical power. Only the ac-tive learning style did not show a significant relationship (bilateral significance of 0.133 > 0.05). It is concluded that the active learning style is not related to the FTD level, whereas the reflective, theoretical, and pragmatic styles are.

Estilos de aprendizaje de los estudiantes de primer ciclo de la materia de Fundamentos de Programación de la carrera de Tecnología Superior en Desarrollo de Software del Instituto Superior Tecnológico del Azuay

This article investigates the learning styles prevalent among first-term students enrolled in the Fundamentals of Programming course at the Higher Technological Institute of Azuay (Cuenca, Ecuador), with a focus on the Software Development Technology program. The research framework is grounded in the Honey and Mumford model, which categorizes learning styles into active, reflective, theoretical, and pragmatic. A non-probabilistic convenience sampling method was employed to select a substantial sample size from the total population of first-term students in the Software Development program's Fundamentals of Programming course. The CHAEA (Cuestionario de Hábitos y Actitudes hacia el Estudio y el Aprendizaje) test was administered to identify the dominant learning styles among the participants. The analysis of the collected data indicates a predominance of the reflective learning style among the students.

Learning Style Preferences and Its Effect on Academic Performance Among Undergraduate Medical Students at Government Medical College, Palakkad

Introduction: Learners have their own preferences in receiving and processing information. Finding out different learning styles of students is important to provide students with a better learning experience. Aims: To find out the different learning styles of students and association of gender and academic performance with learning styles. Methods and Material: A cross-sectional study was conducted among 100 medical students using convenience sampling method. The questionnaire used in the study was Honey and Mumford Learning Style Questionnaire. Learning styles were accordingly described as Activist, Theorist, Pragmatist and Reflector. Socio-demographic variables like age and gender as well as previous university examination score of the students were also collected. The data was analysed in terms of proportions, chi-square test and one-way ANOVA. Results: Out of 100 students, 74% were females and the remaining 16% were males. The highest mean value of the scores was found for reflector style of learning (15.59±2.4) followed by pragmatist (13.4±2.6). The lowest mean score was found for activist style of learning (12.26±3.0). 51.1% of students showed very strong inclination for activist learning style, 40% of students showed a strong inclination for reflector learning style, 45.6% had a moderate preference for theorist learning style and 55.6% of students had a moderate preference for pragmatist learning style. Conclusions: The students had more preference for activist and reflector learning styles. Gender and previous academic performance did not show any significant association with the learning styles. Keywords: Learning styles, Honey and Mumford questionnaire, Activist, Theorist, Pragmatist Reflector, academic performance

면대면 수업, 쌍방향 실시간 원격수업 (Zoom 활용강의), 온라인수업 (PPT+음성 파일사용 강의)에서 한국 대학생의 학습 스타일에 따른 좋은 영어 수업 비교

The Covid-19 pandemic has had a significant impact on education, resulting in a transition from traditional face-to-face classes to online classes. This present study investigated learners' class preferences based on their learning styles, comparing face-to-face, real-time online, and recorded online classes. Furthermore, the interviews were conducted to collect the perceived qualities of a “quality class” based on classroonm features as experienced by students. The participants' learning styles were assessed using Felder and Solomon's Index of Learning Styles Questionnaire and Among the 12 female participants, 10 different learning styles were identified. All participants expressed a preference for face-to-face classes mainly due to the opportunities for mutual interaction. In particular, Reflective, Sensing, and Visual learning styles were more frequently observed. Participants with strong sensing-style preferred the way the instructors used examples of language use, while visual-style learners showed a preference for visual aids such as PowerPoint materials. However, some learners found that their preferred styles did not always align with the class format. Most learners favored receiving detailed assessment rubrics and feedback in class and instructors who shared their experiences. Further research on a larger scale is needed to explore the relationships between learning styles, gender, major, and subject. This research could contribute to the development of more learner-centered class designs.

Matching learning style to instructional format penalizes learning

Experiments have failed to support the matching hypothesis that students’ learning style preferences should be matched to instructional modality to optimize learning. These studies have generally been restricted to considering sensory modality learning style dimensions. We extend this extant work by examining the matching hypothesis with regard to another learning styles model, one that distinguishes between active/reflective learning preferences (Felder & Silverman, 1988). Participants preferring each learning style were assigned to one of two versions of a digital-based Biology lesson (textbook chapter). The interactive version contained interactive exercises consisting of text and visuals. In the non-interactive version, the interactivity was removed, and participants watched while the identical exercises were completed by the computer. We assumed that an active learning style would align with the interactive lesson, whereas a reflective learning style would better align with the non-interactive lesson. For two learning tests (definition recall and multiple-choice questions) the nature of the lesson (interactive vs. non-interactive) did not interact with participants’ learning style. For a test that targeted the content for which the interactive exercises were designed, learning performance was better when the lesson format mismatched the preferred learning style. The results importantly enrich the experimental evidence countering the matching hypothesis. The current finding is particularly strong because it does not rely on a null effect. Further, the current findings significantly extend the experimental literature from a focus on the modality-specific matching hypothesis to a broader consideration of learning-styles that includes an activity-based (active/reflective) learning style model.

Enhancing Computational Thinking Skills Through Physics-Based Worksheet in Linear Motion

The physics knowledge consists of many concepts and principles that are generally very abstract. Learning activities should help students understand the concepts by performing a series of activities themself. One of the required thinking skills in the 21st century is Computational Thinking Skills. Computational Thinking is the thinking process required in formulating problems and solutions. This study aims to develop a valid student worksheet and describe the students' response to it. In this research, the development of Computational Thinking-based student worksheet was carried out to be used in Junior High School science learning. Validation was carried out by media experts and subject matter experts. The results from the media experts were a score of 10.65 with an average of 3.55 from a scale of 4.0. While the results from subject matter experts were a score of 3.80 from a scale of 4.0. It can be concluded that the student worksheet received good and reliable categories. The effectiveness test on four students showed an average score of 7.25 in active learning style; an average score of 16.5 in reflective learning style; an average score of 12 in theoretical learning style; and an average score of 12.25 in pragmatic learning style. From these scores, it can be concluded that the dominant learning style of the four students who acted as respondents after following learning using the student worksheet is reflective learning, where students who like to consider experiences and observe learning materials from different perspectives.

Learning styles of medical students from a university in China

BackgroundInvestigating students’ learning styles can generate useful information that can improve curriculum design. This study adopts diverse measures to identify the learning styles of students despite limited literature related to clinical medical students in China. We utilized Felder’s Index of Learning Styles to examine the learning style characteristics of clinical medical students at Inner Mongolia Minzu University.MethodsCluster sampling (probability sampling) was used. This cross-sectional study investigated clinical medicine students with regard to their learning style preference and the difference across genders. This study also analysed data collected from other published studies. A total of 411 students from the medical school at Inner Mongolia Minzu University completed the Index of Learning Styles Questionnaire. The questionnaire assessed the learning styles of students in four dimensions: visual-verbal learning, sequential-global learning, active-reflective leaning, and sensing-intuitive learning.ResultsThe analysis results show that clinical medicine students choose to receive visual information (73.97% of the student sample) instead of verbal information. These students prioritize sensory information (67.15%) rather than intuitive information and process reflective information (51.82%) rather than active information. They prefer to process information sequentially (59.85%) instead of globally. Our results also show that male students present a higher preference for an active learning style over a reflective learning style, while female students seem to present a higher preference for a reflective learning style over an active learning style. These preferences vary between cohorts (gender), but the difference is not statistically significant. Compared to data collected from other published studies, active, visual, sensing, and sequential are the most popular styles of learning adopted by medical science students.ConclusionsThe identification of medical students’ learning style in China provides information that medical educators and others can use to make informed choices about modification, development and strengthening of medical educational programs. Our outcomes may potentially improve motivation, engagement and deep learning in medical education when used as a supplement to teaching/learning activities.

An Investigation of the Correlation of Scanning Information Skills in Text with Impulsive and Reflective Learning Styles of Pakistani Engineering Students

Teachers’ instruction receives immense impact from multiple factors and among them awareness of learning styles’ preferences is significant. Shea (1983) found a strong relationship between styles of learning and reading comprehension. This study attempted to explore correlation between reflective and impulsive styles of learning and scanning information in text scores. 382 undergraduates engineering students (male and female) were selected from a Public sector Engineering University. Andrew D. Cohen, Rebecca L. Oxford, and Julie C. Chi’s (2001) questionnaire was used to explore the patterns of learning styles along with its relevance with the role of gender. A reading test was also conducted along with the questionnaire based on scanning skills. Pearson product-moment correlation test was applied to ascertain the correlation between the variables. The findings will be useful for teachers to determine preferences of learning style of students which will impact educational policies and techniques in general.

The impact of learning styles on attitudes to interprofessional learning among nursing students: a longitudinal mixed methods study

BackgroundA functional interprofessional teamwork improves collaborative patient-centred care. Participation in interprofessional education promotes cooperation after graduation. Individuals tend to use different approaches to learning depending on their individual preferences. The purpose of this study was to explore nursing students’ experiences of professional development with a focus on the relationship between attitudes to interprofessional learning and learning styles.MethodsA longitudinal parallel mixed-methods design. The study was carried out at a Swedish three-year nursing program from August 2015 to January 2020. On enrolment, thirty-four students self-assessed their attitudes to interprofessional learning according to the Readiness for Interprofessional Learning Scale, and their learning style according to Kolbs’ Learning Style Inventory. In the final semester the students participated in an interview focusing on their experiences and perceptions of teamwork and they self-assessed their attitudes to interprofessional learning again.ResultsOur findings indicated that 64.7% had a predominantly concrete learning style and 35.3% had a predominantly reflective learning style. No significant relationship with internal consistency reliability was identified among the participants between attitudes to interprofessional learning and learning styles. The content analysis resulted in four main categories: Amazing when it’s functional; Deepened insight of care; Increased quality of care; Understanding own profession which were summarized in the theme: Well-functioning teams improve patients’ outcome and working environment.ConclusionThe students’ attitudes to interprofessional learning were positive and it was considered as an opportunity to participate in interprofessional cooperation during internship. Transformative learning is a useful strategy in fostering interprofessional relationships due to the interdependence of various professions in interprofessional teams. When students are guided to use reflection to develop new perspectives and meaning structures, they acquire emotional and rational skills beneficial for interprofessional cooperation.

Integrated Social Cognitive Theory with Learning Input Factors: The Effects of Problem-Solving Skills and Critical Thinking Skills on Learning Performance Sustainability

E-learning is expected to become a common teaching and learning approach in educational institutions in the near future; thus, the success of e-learning initiatives must be ensured in order to make this a sustainable mode of learning. In order to improve students’ learning performance through the use of e-learning in Saudi Arabia’s higher education, it was the objective of this paper to examine the relationships between social cognitive theory and learning input factors and the reflective thinking and inquiry learning style as well as the indirect effects of student problem-solving and critical thinking skills. As a result, this study thoroughly assessed the social cognitive theory that is currently in use, along with learning input components and situational factors that should be carefully taken into account while introducing an online education system into Saudi Arabia’s top universities as a way of ensuring learning sustainability. As a result, 294 university students completed a questionnaire that served as the initial dataset for the research study, and the proposed conceptual model was comprehensively assessed using SEM. The research results demonstrated that the inquiry style of learning and reflective thinking have always had a significant impact on the social involvement, human engagement, social power, social identity, and social support. Similar findings were obtained regarding the impact of problem-solving and critical thinking skills on the inquiry-based learning approach and reflective thinking. Thus, students’ ability to learn in Saudi Arabia’s higher education is greatly influenced by their ability to solve problems and think critically. Therefore, it is almost certain that this research study will aid university policy makers in their decision on whether to fully deploy an online learning system as a way of ensuring learning sustainability at educational institutions throughout Saudi Arabia.

The interplay between framing effects, cognitive biases, and learning styles in online purchasing decision: lessons for Iranian enterprising communities

PurposeThis paper aims to investigate the interactive relationship between learning styles and cognitive biases as two essential factors affecting information processing in online purchases.Design/methodology/approachThis research is applied in nature but extends the knowledge in the area of consumer behavior. By using the correlational research method, the present study uncovers the relationship between various sorts of decision biases and learning styles among online buyers.FindingsAccording to the results, the most affected learning style among all is reflective observation. Several biases influence people with this learning style, namely, risky framing, attribute framing and aggregated/segregated framing. In the case of active experimentation, online customers can undo its effect. Therefore, online sellers should be aware of their target customers with such a learning style. In addition, online purchasers with the reflective observation learning style are more prone to aggregation and segregation of sales information.Originality/valueThe findings enhance the understanding of consumer buying behavior and the extent to which learning styles impact cognitive biases and framing effects in online shopping.

Pengaruh Strategi Pembelajaran Online dan Gaya Belajar terhadap Hasil Belajar Aplikasi Konsep

This study aims to determine the differences in the learning outcomes of the application of concepts to students who learn to use online strategies with face-to-face learning strategies, as well as to test whether there is a difference in the average learning outcomes of the application of concepts to students who have different learning styles and to test whether there is an interaction between learning strategies and learning outcomes. learning styles on the learning outcomes of student concept applications. This study used a quasi-experimental research design. 2x2 factorial design The variables of this study are the independent variables are online learning strategies and face-to-face learning, the control variables are learning styles and the dependent variable is the learning outcomes of concept application. This research instrument is a question of pretest and posttest which was developed in accordance with the research objectives of the lectures listed in the RPS. The hypothesis testing of this research uses 2-way Analysis of Variance (ANOVA) to test the hypothesis, in the form of the Univariate Test of Between-Subject Effects. The results of this study indicate (1) there are significant differences, including learning outcomes of student concept applications using online learning strategies with face-to-face learning strategies. The use of online learning strategies is significantly superior to face-to-face learning strategies., (2) there is a significant difference in the acquisition of concept application learning outcomes between students who have an active learning style and a reflective learning style, significantly students who have an active learning style are more superior in learning outcomes of concept applications compared to students who have reflective learning styles. (3) there is an interaction between online learning, learning strategies and learning styles on concept application learning outcomes. the influence between the interaction, the independent variable and the moderator variable on the dependent variable, both for the learning outcomes of the application of the concept.

The Interrelationships of Iranian EFL Learners' Reflective Thinking, Ego State, and Learning Style

Introduction: Individual differences arise from several factors like affect, behavior, reflective thinking, cognition, and motivation which can crucially bring differences among learners. Ego state and learning style are among these differences. The present study aimed to investigate the interrelationships of Iranian EFL learners’ reflective thinking, ego state, and learning style. Methodology: To conduct the study, 200 male and female English learners from different universities in Mashhad, Iran, were selected based on convenience sampling. The instruments of the study were three questionnaires, namely Reflective Thinking Questionnaire (Kember et al., 2000), Learning Style Questionnaire (Honey & Mumford, 1986b), and Ego State Questionnaire (Hay, 1996). Results: The analysis of data revealed that the proposed model had a perfect fit with the empirical data after modification. Moreover, the results of the Pearson correlation indicated that total learning style correlated positively and significantly with students’ reflective thinking. Moreover, learning style correlated positively and significantly with internal parent and internal adult. Conclusion: The findings indicated that internal adult is a significant positive predictor of all four learning styles.

Analisis Kemampuan Pemahaman Konsep Matematis Siswa SMP Pada Materi Relasi dan Fungsi Berdasarkan Teori Honey Mumford

The purpose of this study was to describe the understanding of mathematical concepts of junior high school students on Relation and Functions based on Honey Mumford Theory. The research uses a descriptive qualitative approach and the type of research used is a case study. In this study, there were 24 respondents, then 8 students were selected, representing 2 students from each learning style. The data collection method in this study was a learning style questionnaire LSQ (Learning Style Questionnaire) according to Honey Mumford, written tests and interviews. This study uses reduction, data presentation, and drawing conclusions into data analysis techniques. The results showed that: 1) Students with an activist learning style when studying tended to like new things so they were less careful with indicators that restated a concept, and did not like activities that took a long time which caused errors in calculating number operations. 2) Reflector learning style students at the time of learning are quite careful and calculating so that they are able to classify objects according to certain properties, but tend to focus on sources of information so that they are not able to present concepts in various forms of mathematical representation and apply concepts to problem solving. 3) Students with theoretical learning styles when learning many considerations and everything depends on theory so they are able to classify objects according to certain properties, but have not been able to present concepts in various forms of mathematical representation. 4) Students with pragmatic learning styles will study the material in detail so that they can restate a concept, but pragmatic students are too centered on sources of information which causes students not to be able to apply concepts or algorithms in problem solving. The conclusion of this study states that each student's learning style will lead to a different understanding of mathematical concepts.

Intelligence, Beliefs on IQ and Learning Style predict Academic Performance in Mechanical Engineering Students

In this study we aimed to investigate whether beliefs on intelligence, intelligence quotient, and learning styles predict academic performance among students in mechanical engineering. For this purpose, forty-two students from the Department of Mechanical Engineering of the University of Porto were recruited among the available population. Participants responded to the measurement of this study via a Google form and on a voluntary basis. To investigate our hypothesis, beliefs on intelligence inventory, learning style questionnaire, Raven’s Progressive Matrices IQ test and their GPA as an indicator of their academic performance were used. Correlation analysis revealed significant effects between reflector learning style and academic achievement. Multiple regression also revealed a significant main effect of the reflector learning style on academic performance (p = .044). This study further revealed no significant correlation between other learning styles, beliefs on intelligence, intelligence quotient and academic performance.

Why Students Should Be Taught Differently: Learner Characteristics, Learning Styles and Simulation Performance

Background Business simulation as an instructional tool helps in developing integrative thinking and decision making skills. It is being taught to audiences who differ considerably in age, work experience (learner characteristics) and learning styles. The use of simulations is likely to grow further with advancements in internet technology and the fact that simulations are very amenable to remote modes of instruction. Aim This study aims to assess how learner characteristics and learning styles impact business simulation performance. It further assesses the combined effect of learner characteristics and learning styles on performance in business simulations, we specifically consider the manner in which learning styles moderate the impact of learner characteristics (age) on simulation performance. Method The study was conducted with 605 students of full time MBA and executive MBA programs with age group varying from 21 years to 53 years. They were taught using the same business simulation by CAPSIM. The learning styles were measured using Felder-Solomon’s instrument ‘Index of learning style’. Regression analysis was conducted with predictor variables of learner characteristics and learning styles and outcome variable of simulation performance. The moderating effect of specific learning styles on learner characteristics was identified. Results The findings indicate that age is a significant predictor of simulation performance (younger, tech savvy students do better). Also, the use of reflective learning style enables better performance in business simulations. Older students are able to draw on experience and benefit more from reflective learning, for business simulations which involve integration across functions. Conclusion The study enhances our conceptual understanding of the factors enabling performance in business simulations and provides specific direction on how instructors must adapt facilitation approaches for different age groups of participants. Reflection is important for learning with business simulations; hence, the reflective learning style should be encouraged particularly among older students.

The Effectiveness of Collaborative Strategic Reading (CSR) and Cooperative-Discussion-Question (Coop-Dis-Q) in Teaching Reading Comprehension

This study aims to measure the effectiveness of collaborative strategic reading (CSR) and cooperative-discussion-question (Coop-Dis-Q) strategies in teaching reading comprehension students with impulsive and reflective cognitive learning styles. To improve students' reading comprehension skills, the researcher wants to study both strategies. This research used 2x2 factorial experimental designs. The subjects were XI MIPA 1 and XI MIPA 4 classes of SMAN 1 Pangkah, Tegal Regency. They were divided into two groups, and categorized impulsive and reflective students. The instruments used were test, pre-test, post-test, and questionnaires. This research indicated that collaborative strategic reading (CSR) was more effective than cooperative-discussion-question (Coop-Dis-Q) to students with impulsive cognitive learning styles. Simultaneously, there was no significant difference between the students who were taught by using collaborative strategic reading (CSR) and those taught by cooperative-discussion-question (Coop-Dis-Q) with reflective cognitive learning style. It meant that CSR was more effective for the students with impulsive cognitive learning styles, while Coop-Dis-Q was effective for the students with reflective cognitive learning styles. Based on the findings, the researchers concludes that CSR and Coop-Dis-Q appeared to improve the students' reading comprehension skills for both impulsive and reflective students.

Design Process: from Idea to Presentation, based on Reflective Thought and Learning Styles in Architecture Students

طراحی معماری یکی از برنامه‌‌های درسی هنرجویان معماری است که در سطوح متفاوتی تدریس می‌شود و شناسایی عوامل و متغیرهای مؤثر بر طراحی هنرجویان را می‌طلبد. اندیشمندان ازجمله متغیرهای تأثیرگذار بر روند و شیوة طراحی را تفکر و سبک‌های یادگیری فراگیران می‌دانند. هدف در پژوهش حاضر بررسی رابطة تفکر تأملی و سبک‌های یادگیری با توانایی طراحی هنرجویان بود. روش پژوهش حاضر توصیفی‌ـ همبستگی و جامعة آماری آن شامل کلیة هنرجویان رشتة نقشه‌کشی معماری هنرستان‌‌های پسرانه (سال تحصیلی 1398-1399) در شهر همدان بود. نمونة مورد نظر در همدان تعداد 120 هنرجوی در دسترس انتخاب شدند. ابزار مورد استفاده در پژوهش شامل پرسش‌نامة سنجش تفکر تأملی کمبر و لیونگ در چهار مؤلفة عادی شدن، فهمیدن، تأملی، و انتقادی و پرسش‌نامة سبک یادگیری کلب در چهار مؤلفة سبک یادگیری واگرا، هم‌گرا، جذب‌کننده و انطباق‌یابنده و آزمون ارزیابی طراحی محقق‌ساخته بر اساس کتاب درسی رشتة نقشه‌کشی معماری بود. داده‌‌ها با استفاده از روش‌‌های آمار توصیفی (میانگین و انحراف استاندارد) و آمار استنباطی (همبستگی پیرسون و رگرسیون گام‌به‌گام) تحلیل شدند. نتایج پژوهش نشان دادند که بین تفکر تأملی و میزان توانایی طراحی هنرجویان رابطه وجود دارد؛ به عبارتی با تفکر تأملی و توانایی فکری می‌توان به پیش‌بینی خوبی برای طراحی معماری دست یافت. همچنین توانایی طراحی و قدرت ترسیم با نوع و سبک یادگیرنده بخصوص سبک یادگیری واگرا ارتباط دارد. بر ‌‌اساس نتایج پژوهش پیشنهاد می‌شود، جهت تربیت و آموزش هنرجویان معماری در زمینة قدرت ایده‌‌سازی و نهایتاً عرضه و نمایش یک طرح نهایی به زمینة فرایندهای شناختی ازجمله تفکر و سبک یادگیری توجه جدی شود. به این معنی که تدوین کتب درسی به گونه‌ای باشد که پردازش ذهنی و آموزش تفکر و شیوة یادگیری را در بر داشته باشد.

Sustainable Education Using Augmented Reality in Vocational Certification Courses

In the field of vocational education, no studies have examined the use of augmented reality (AR) learning technologies in the teaching of cosmetology. However, this study proposed the “Makeup AR” learning approach and conducted a quasi-experiment to examine the interaction effect between said approach and students with active and reflective learning styles. The research participants were 70 students from a vocational senior high school. The experimental group comprised 36 participants who were taught using Makeup AR, and the control group comprised 34 participants who were taught using an e-book. The results revealed that the use of Makeup AR improved students’ learning effectiveness. The proposed approach also effectively enhanced students’ self-efficacy and reduced their cognitive load. The students with a reflective learning style had a higher cognitive load than those with an active learning style when using the e-book learning approach. No difference in learning motivation was noted between the experimental and control groups. Overall, Makeup AR is suitable for makeup design certification courses in vocational senior high schools and can enhance learning effectiveness, improve students’ self-efficacy, and reduce cognitive load. This study suggests that the implementation of AR technology in certification courses can be beneficial to learning outcomes.

Experience in teaching analytical chemistry in a joint English-language educational project of Chinese and Ukrainian universities

The paper was aimed to study the problems that may arise when Chinese students learn an analytical chemistry course in English, read by teachers from Ukraine. In particular, the reasons for the possible excessive increase in cognitive load were investigated. The comparative analysis of the existing learning styles was carried out to achieve the goal of the study. For this purpose, the indicators were compared for respondents studying in similar chemical specialities at the Kyiv College of the Qilu University of Technology in China and Kyiv National University of Technologies and Design in Ukraine. Some students from China demonstrate more pronounced reflective, verbal and intuitive learning styles. In contrast, a decisive advantage towards active, visual and sensing styles is characteristic of Ukraine students. The structure of the lecture course was analysed from the viewpoint of e-resources used. The optimal application of different electronic resources for students with varying learning preferences was established based on the results of experiments by the method of dual-task. The difference in educational priorities should be reflected in the various forms and methods used in the teaching of chemical disciplines. Recommendations for the development of appropriate learning resources are given.