Students Of Different Learning Styles Research Articles

INCLUSIVE EDUCATION: PROGRESSIVE REALIZATION IN HIGHEREDUCATION

Inclusive education refers to the rights of children and their parent to access the main stream education in which the childrens needs and the parents wants is satisfied. IE is a new approach of educating the differently abled children with the normal ones under the same roof. Inclusive education is a recognition that learners have diverse abilities and interests, and that they come from diverse ethnic and social backgrounds.In inclusive classrooms we can see students of different learning styles, talents, powers and ability levels.It embrace a wide panel of multi-talented students including ordinary learners, students with disabilities like physically handicapped, mentally retarded, multiple disorders, visual and hearing problems, transgender etc. Provision of Inclusive Education involving studies with disabilities based on the belief that those with disabilities should not have to depend on specialized services alone, to benefit from educational resources activities and practices that are otherwise available to all. Inclusive education can therefore be simply defined as Education that Fits. In other words, education must fit the diversity of learners we find (or should find) in every school, in every classroom, in every country. Expressed another way, an inclusive school is A School for everyone. Many educational institutions have made an attempt towards inclusion in education and studies proved that it led to great improvement in educational quality index. Inclusive Education implies all young learners, young people - with or without disabilities being able to learn together through access common pre-school and schools with an appropriate network of support services.

The Roles of Schemata in Reading Comprehension: An Empirical Study among Ielts Test Takers at a University in Hanoi

The present study employed a mix-method research design to identify the impacts of activation of schemata on the reading comprehension scores and the individual differences and text characteristics influence (if any) the relationship. The study was conducted with 68 students of different learning styles; Visual learner, n=12; Auditory learners, n= 23; Group learners, n=19 and Individual learners, n=14. The findings reveals that students who were introduce schemata (experimental group) activation gained better reading scores, M=6.89 while the control group gained the score which was much lower, M= 4.65. The statistical analysis ANOVA was used to identify the difference in the means scores of participants with different learning styles. The ANOVA was examined based on an alpha value of .05. The results of the ANOVA were significant, F(3, 64) = 4.55, p = .006, indicating there were significant differences in Experimental group among the levels of Learning style. In the first place was Auditory leaners M= 7.19. Ranking in the second place was Auditory learners with M=7.19, following by Group leaners and Visual learners with M= 6.73 and 6.42 respectively.

Fostering Engineering Laboratory Course Teaching by Embedding an Inquiry-Guided Learning Approach Using Computer-Aided Learning Packages: Evaluation of Learning Outcomes in a Cooling Tower Experiment in the Unit Operations Lab

A Computer-Aided Learning Package as Inquiry-Guided Learning (CALP/IGL) was implemented in a cooling tower experiment for 43 students enrolled in four sections of the Unit Operations Laboratory course in the chemical engineering program at Qatar University. The impact of this approach on the attainment of learning outcomes was evaluated. Results show that CALP/IGL helped improve the attainment level of course learning outcomes by ~35%. The skills improved were mainly those aiming for the students' ability to interpret and discuss the experimental data. The criteria for improvement were mainly the students' ability to explain the chart trends according to the relevant theoretical principles, leading to addressing misconceptual mistakes. It also helped mitigate educational logical fallacies and reduce the academic gap among students of different learning styles and capabilities.

Assessment of performance of dental students of different learning styles using different teaching aids

Background: In this innovative era of teaching and learning, today's teaching methodology has shifted from chalk and board to modern teaching. Due to the introduction of dental education technology, teachers training programs, conferences on teaching, the teaching has been modified a lot. The teachers deliver a multimodal type of lecture which suits to each student's learning style. The teachers deliver best to each and every student by taking the help of new innovative ideas and technology. Hence, this study was conducted to find the performance of students when they were taught in current teaching way and when they were taught according to their learning style. Aims and Objectives: The aim of this study was to assess the performance of students when they were taught by current teaching and in their own learning styles. Methodology: An experimental study was conducted among first-year BDS students of VSPM DCRC, Nagpur, Maharashtra. VARK questionnaire was used to assess the learning style. The students were divided into control and learning style groups, and a pretest was conducted. The control group was taught by current teaching practice and the learning style group was taught as per their learning styles, and the posttest was conducted. Pre- and posttest results were compared. Results: Posttest results of both the groups were found to be statistically nonsignificant ( P = 0.9344). Conclusion: By getting the results, we can make the conclusion that current teaching and teaching in learning style of students are beneficial to all students of different learning styles.

Diseño de una Guía de Trabajo para la Enseñanza y Aprendizaje del Módulo de Morfofisiología Animal y Vegetal, basado en la Estructura del Sistema 4MAT de Estilos de Aprendizaje

<p>Se presentan los resultados de la aplicación del Sistema 4MAT de Estilos de Aprendizaje en la Enseñanza del Módulo Morfofisiología Animal y Vegetal, en un Programa de Licenciatura de Educación a Distancia. El resultado muestra que el Sistema 4MAT se puede contextualizar para la Enseñanza del Módulo, ya que incluye actividades dirigidas a estudiantes de diferentes estilos de aprendizaje, con actividades que favorecen los cuatro tipos de aprendizaje, dentro de un ciclo continuo. Los educandos muestran avances en el aprendizaje y manifiestan sentirse cómodos al menos en una de las estrategias usadas en cada unidad.</p>

The effects of adopting the innovative dynamic product design method on the performance of students of different learning styles

The innovative dynamic product design (IDPD) method has been proposed and proven to be effective in diversifying how designers think. To further understand the influence of learning styles on the applications of the IDPD method, this study recruited student designers to actually employ this method in designing products, and the effects of the method on the performance of the students with different learning styles were analysed. This study contains three stages. In the first stage, we divided the 16 industrial design students into 4 groups according to Kolb's learning style inventory, and every group was required to attend a product development workshop and apply the IDPD method. In the second stage, we conducted a questionnaire survey on the users who had used the products of the students and evaluated the performance of the student groups. In the third stage, the students evaluated and provided feedback regarding the IDPD method. The research results showed that the products yielded significantly different user evaluations based on student learning style: the accommodators garnered the highest score, followed by the assimilators, divergers, and convergers. The information processing method of accommodators and convergers were identically active experimentation. However, the difference in information perceptions of these two types of learners resulted in considerable difference in evaluations on design works. User evaluations on works by divergers and assimilators had little difference, which indicated that regardless of the methods to receive information the reflective observation information processing method did not pose extreme evaluations on student performance.

Enhancing student learning in self-care: The zombie apocalypse activity

The objective of the article was to develop an in-class practical activity that will maximally engage professional pharmacy students of different learning styles. Psychological-type theory was used to inform practical activity development. The practical itself was assessed in a post-survey and compared to a pre-activity survey that identified motivating factors and desired characteristics of a practical activity that were stratified by Myers–Briggs Type Inventory® Sensing or Intuition preference. The practical also underwent faculty peer review by the volunteer faculty graders. Students’ clinical knowledge was assessed with scenario-specific rubrics. Surveys reported that this activity was more engaging and a more effective assessment of learning and knowledge than practical activities students had previously encountered. Both students and faculty peers reported enjoyment in this unique approach.

Using Economics Podcasts to Engage Students of Different Learning Styles

Preliminary results from an assessment of the use of economics-themed podcast listening in introductory economic courses indicate that students with auditory/verbal learning styles improve their understanding and application of economic concepts more than students with other learning styles. Literature has considered the role of student learning styles in student performance in introductory courses in various disciplines (e.g. Thomas et al., SIGCSE Bull, 2002). Others have considered in a nondiscipline-specific context the impact of teaching style compared to student learning style on student performance (e.g. Lopus and Hoff, The Journal of Private Enterprise, 2009). Recent research focuses on the use of podcasts to enhance online learning (Bollinger, Supanakorn & Boggs, Computers & Education, 2010; Caladine, Enhancing e-learning with media-rich content and interactions, 2008) and on the use of podcasts of instructors’ live lectures to supplement online and real time courses (Copley, Innovation in Education and Teaching International, 2007; McKinney, Dyck and Luber, Computers & Education, 2009). The podcasts utilized in this paper are not the recorded lectures often discussed in recent literature, but publicly available economic-themed audio-only podcasts focusing on economics related current and cultural events that are used as required instructional element for introductory economics courses. Listening to economic-themed podcasts outside of class along with traditional textbook reading reinforces concepts by presenting them across a variety of instructional methods. Podcasts also provide a method to bring economic content to students with a variety of learning styles. Required podcast assignments may be particularly useful for auditory learners, who learn and remember best by listening (Bozorgmanesh et al., Nature and Science, 2011; Taylor, Journal of Political Science Education, 2009). While it is common to integrate strategies for auditory, visual (those who learn Int Adv Econ Res (2013) 19:201–202 DOI 10.1007/s11294-013-9396-1

Informal Mentoring Between Faculty and Medical Students

Mentoring skills are valuable assets for academic medicine faculty, who help shape the professionalism of the next generation of physicians. Mentors are role models who also act as guides for students' personal and professional development over time. Mentors can be instrumental in conveying explicit academic knowledge required to master curriculum content. Importantly, they can enhance implicit knowledge about the "hidden curriculum" of professionalism, ethics, values and the art of medicine not learned from texts. In many cases, mentors also provide emotional support and encouragement. The relationship benefits mentors as well, through greater productivity, career satisfaction, and personal gratification. Maximizing the satisfaction and productivity of such relationships entails self-awareness, focus, mutual respect, and explicit communication about the relationship. In this article, the authors describe the development of optimal mentoring relationships, emphasizing the importance of experience and flexibility in working with beginning to advanced students of different learning styles, genders, and races. Concrete advice for mentor "do's and don'ts"is offered, with case examples illustrating key concepts.