Learning Styles Research Articles

Blended Learning to Enhance Productive Skills

Blended learning, an educational strategy that blends traditional face-to-face teaching with online learning components, provides a dynamic way to improve productive skills like speaking and writing. This hybrid model takes advantage of the qualities of both in-person interactions and digital resources, allowing students to benefit from the rapid feedback and personal engagement of classroom settings while having access to various flexible online tools. Blended learning promotes more personalized and effective communication skill development by incorporating interactive digital platforms, virtual practice opportunities, and automated feedback mechanisms. This technique fits various learning styles and paces and gives a more comprehensive, adaptable educational experience. Finally, blended learning fosters enhanced mastery of productive skills, giving learners the confidence and aptitude to communicate in varied circumstances successfully.

University instructors’ and students’ perceptions of blended learning and perceived determinant factors

The purpose of this study was to examine the perceptions of instructors and students towards blended learning and perceived determinant factors at Jimma University. A concurrent mixed-methods research design was used. Data were collected from 145 students and 70 instructors by using questionnaires and interviews. The findings showed that both instructors and students confirmed the lack of facilities, lack of technological knowledge, and instructors’ lack of technological pedagogical knowledge. On the other hand, both instructors and students believed that the BL approach had a positive impact on students learning. In addition, the major challenges identified were teachers’ increasing workload, lack of access to internet connections, non-compliance of learners’ educational backgrounds to permit effective use of BL, non-suitability of the approach for all learning styles, slow internet connectivity, lack of organization of blended learning materials, and lack of IT knowledge. Based on the findings of the study, it is recommended that the concerned university officials give thoughtful attention to the provision of necessary facilities to implement BL and design appropriate training and capacity-building programs for university instructors and students to increase students' and instructors’ knowledge and skills in technology use. Keywords: Blended learning; challenges; determinant factors; instructors; perceptions

E-Learning in Elementary Education: An Analytical Study on Its Effectiveness

This study aims to assess the effectiveness of electronic learning (e-learning) as perceived by Aspiring Elementary Teachers in Tubod, Lanao Del Norte. The research addresses the growing role of e-learning in education and its impact on teaching practices and student outcomes. A descriptive research design was utilized, with data collected through surveys administered to a sample of Elementary Pre-Service Teachers. The analysis focused on the aspiring teachers' perceptions of how e-learning influenced their teaching methods, classroom engagement, and access to resources. The results indicate that e-learning significantly enhances instructional quality, allowing for greater flexibility in lesson delivery and fostering improved engagement with students/pupils. Teachers also reported that e-learning promotes a more personalized learning experience, adapting to various student needs and learning styles. Additionally, the study found e-learning to be cost-effective, reducing reliance on physical resources and travel. These findings suggest that e-learning is a valuable tool in modern education, contributing to more innovative and efficient teaching practices. The implications of this study highlight the importance of continued investment in e-learning technologies to support educators in adapting to evolving educational demands. The study underscores the growing need for technology integration in education to optimize teaching effectiveness and improve learning outcomes.

Coalition: Mapping the Development of Inclusive Practices in Initial Teacher Training for Fostering Student Participation

In this article, we present the progress of the Erasmus+ Coalition European project. The aim of this project is to promote the development of inclusive practices in higher education so that optimal learning scenarios can be experienced which allow for the rethinking of participation processes in an educational context. In the first phase of the project, a study was carried out using a mixed methodological approach of teaching competences for the development of inclusive practices. University teaching staff and students from several European institutions participated in this study with the aim of gathering information on the following key areas: academic perceptions of possible institutional obstacles and resources; beliefs of the teaching body with regard to inclusive pedagogical approaches; and strategies for adapting to different learning styles and encouraging student participation. Here, we present the results obtained in relation to the implementation of procedures for inclusive teaching, placing our emphasis on the strategies used to favour the monitoring of student learning. Based on the achievements of the initial stage, our intention is to generate a community of practice that supports the training scaffolding of those concerned, and to develop online processes of inquiry to improve initial teacher training in fomenting student participation.

Enhancing Adult’s Oral Communication Through the Coaching Method

This research aimed at the implementation of the language coaching method in a group of eight adult learners at Centro de Estudios de Inglés Conversacional (CEIC) to improve their oral communication skills. Deficiencies in fluency, accuracy, vocabulary, pronunciation, and communication in the participants were identified. This method was applied to overcome weaknesses in this group of adult learners. It is centered on how the brain likes to learn (neurolanguage), and it is characterized by principles based on the multiple intelligences and learning styles. Among the several models it has, the ACHIEVE model was chosen for the purpose of this study.

Teaching the Professional Dimension of Translation in Academic Translation Programmes

Reform policies in higher education have brought about changes in attitudes regarding the education of translators. One of the latest challenges concerns the concept of professionalization of translation and the need for a type of training that would provide students with the specific skills required for the translator’s profession. Indeed, most translation programmes today aim at educating highly qualified translators on a competence-based training. Μore particularly, the emphasis is on metacognitive competence acquisition and the reflexive capacity development taking into account students’ motivation and expectations, their general background knowledge as well as individual learning styles. The present paper proposes a didactic approach on a professionally-oriented basis that would help students enter most effectively the translation industry by realizing at the same time the importance of acquiring a strong theoretical background on translation. Among the main issues to be addressed are the contribution of translation theory to the practice of translation, the role of the translator as cultural mediator, his social responsibilities as well as the translator’s psychological traits and their effect on translation quality. Finally, it proposes a variety of learning activities that are closely related to the act of translating together with a number of student assessment methods bearing a strong professional orientation.

How can we support the development of health literacy in young people?

Abstract Over the past two decades, there has been an increased interest in Health literacy (HL) to improve health behaviours and health outcomes. Due to its potential impact, HL is considered one of the major issues in public health and is increasingly being recognised in recent policies and initiatives. Although, the research justifying the importance of HL continues to grow, there is a lack of research focusing on strategies to improve HL and challenges that are faced when supporting HL, particularly in young people. Thus, this study aimed to explore, from the point of view of international academics and community-based practitioners, (i) key considerations when supporting young people’s HL; (ii) major challenges to supporting young people’s HL; and (iii) possible solutions to overcome such challenges. A stakeholder mapping exercise was used to recruit academic and community-based practitioners to take part of in a one-to-one interview (n = 29). Reflexive thematic analysis was used to analyse the data. The preliminary findings suggest that: the participants feel the use of participatory approaches is essential when designing a HL-focused program; the importance of embedding HL education and awareness into schools; the value in using interactive style learning; and the importance of targeting those ‘hardly reached’ populations. The participants highlighted that accessibility to schools; difficulty in engaging young people; and ensuring programs are sustainable as major challenges. Solutions to overcome which challenges were posited, including professional development for teachers; the development of engaging and context specific programs that target the young person’s physical and social environment; and importance of influencing national policies to value HL. These findings can be used to inform interventions and policies to target the HL of young people. Key messages • The importance of adopting participatory approaches when developing health literacy interventions. • The importance of developing feasible, context specific and engaging health literacy curricula within schools.

A process evaluation of a LifeLab Dublin; an interactive health literacy intervention

Abstract The argument for targeting adolescent health has been made strongly, with poor lifestyle behaviours often emerging during this life stage. Furthermore, there is consistent evidence of a widening socioeconomic gap in health indicators. Developing health literacy (HL) in youth populations to improve lifelong health behaviours has garnered increased interest in recent years. This process evaluation examines the acceptability, fidelity and dose delivered of the pilot of LifeLab Dublin: a nine-week, school-based HL intervention for low socioeconomic adolescents. The intervention, which comprised of two out-of-school, interactive HL experiences in conjunction with seven school-based lessons, took place between September and December in 2021 and involved students aged 11 - 13. The health issues targeted were previously identified by the teachers and students of the target population, and the learning activities within the out-of-school experiences were co-designed by adolescents of a similar demographic. Overall, the intervention was perceived positively by the students and teachers, particularly the two interactive out-of-school experiences. The teachers, however, highlighted issues with the volume and content of the school-based lessons, resulting in a reduced number of lessons being delivered. The fidelity of the two LifeLab experiences was high, demonstrating that the students engaged well with the learning activities and that the experience aligned with LifeLab’s core principles and underpinning theoretical constructs. The findings from this study highlight the value in implementing experiential style learning in school-based HL education and the benefit of involving participants in the design of intervention. The evaluation provided valuable insight into the refinements required to enhance the efficacy of the intervention, as well as providing an evidence-base to inform future school-based HL interventions for low socioeconomic adolescents. Key messages • The benefit of adopting experiential style health literacy education with young people. • The benefit of including young people in the design of a health literacy intervention.

Effect of Difference of Two Blended Learning Styles across the Web (Individual /Collective) on Developing Programming Skills for Secondary School Students

The study aimed to learn the effect of the differently integrated web learning (individual/group) learning on the development of web page design skills for high school students, and the current study used the method of experimental, and the study sample consisted of (20) students from the first secondary school students, I also used the two -settling experimental design; Where the study of the first experimental group according to the web learning in the individual style and the second group was studied according to the web learning in the collective style; And to the existence of statistically significant differences at the level of significance 0.05) ≥ α) between the averages of the two experimental groups in the post -application in the skill test in favor of the experimental group that uses integrated learning across the web in its individual style, which confirms that the individual integrated learning outperformed the collective learning in the development of The cognitive and skill aspect assigned to the design of web pages. The study recommended attention in providing technical equipment in schools to turn from its traditional form to electronic, training teachers in schools to develop their skills in the use of modern digital applications and urge them to do them in the educational process, and to employ integrated learning in the classroom.

Navigating educational transformation: Understanding learning styles’ preferences of Egyptian students in the post-pandemic era

This study investigated the Learning style preferences of Egyptian EFL learners post-COVID-19. It aims to examine differences emerging in multimodal and bimodal learning preferences based on demographic variables of age and gender and consider the cultural educational context in Egypt during and post the pandemic era. Utilizing the VARK Model, Mayor’s Multimodal Learning Theory, and the Connectivism Learning Theory a survey comprising 19 questions was disseminated to 211 Egyptian EFL students from various age groups. Findings reveal a predominant preference for multimodal learning, particularly visual and read/write styles, with significant variations between genders. Female learners exhibited a stronger inclination towards kinesthetic styles, while males preferred visual methods. Younger learners and female students showed a stronger preference toward the multimodal approach that integrates technology-mediated learning, whereas older students and male learners were in favor of the more traditional modes of learning. The study highlights the importance of integrating traditional instruction wit multimedia resources, particularly for younger learners who thrive in interactive settings. Recommendations include encouraging collaboration between public and private educational sectors, increase the community services and initiatives for community-based learning to address the diverse needs of unprivileged learners. The study advocates for an innovative and holistic teaching approach to enhance engagement and motivation, achieve quality education, and cultivate an informed, skilled generation capable of contributing to the sustainable future of Egypt 2030.

The Relationship Between Peer Groups and the Learning Independence of Biology Education Students

Purpose of the study: This research aims to determine the relationship between peer groups and the learning independence of biology education students. Methodology: This type of research is quantitative with a correlation method. The population of this study was Biology Education Students, totaling 263 people with a sample size of 132 people. Sampling was carried out using Simple Random Sampling. The data collection techniques used are the learning independence scale and the peer group scale. The data analysis technique is descriptive statistical analysis and inferential statistical analysis with product moment correlation techniques. Main Findings: The research results based on descriptive statistical analysis show that independence in learning is in the low category with an average value of 88.56 and the peer group is in the medium category with an average value of 87. Meanwhile, the results of inferential statistical analysis show that rcount is greater than rtable or 0.27 ≥ 0.24, H0 is rejected and H1 is accepted, meaning that there is a relationship between the peer group and the learning independence of students. Where is the sig value. 2-tailed is 0.00 ≤ 0.05. Novelty/Originality of this study: This research contributes to explaining the social aspects of independent learning that are often overlooked in previous literature. While much research has explored internal factors that influence learning independence, the emphasis on the role of peer groups as external agents influencing students' motivation, mindset, and learning styles, is an innovative focus point. This enriches our insight into how social interaction with fellow students can have a significant influence on the level of learning independence of Biology Education students.

Analysis of the Use of Educational Game Media for Science Subjects on Digestive System Material

Educational games are games that are used in the learning process, as a form of technology adaptation in the world of education to help teachers improve the learning process in the classroom. Researchers conducted research with the aim of analyzing the use of educational game media during learning; analyze the impact of using educational game media; how important educational game media is in class V science and science learning at Japeledok State Elementary School. This research uses descriptive qualitative research methods. This research was carried out at SDN Japeledok, Pancur District, Rembang Regency. SDN Japeledok has a total of 11 class V students consisting of 7 boys and 4 girls. The data taken from this research are observations, questionnaires, interviews and documentation using triangulation techniques. The results obtained from this research are the use of educational game media in Japeledok Elementary School that have been implemented by class teachers are Wordwall and Quizizz; The impact given after implementing educational game media is an interactive and fun learning experience, training students' thinking skills, increasing interest and motivation to learn, and making students more active in the learning process in class. Overall, educational games have had a lot of positive impacts on students and teachers. Judging from the impact this educational game has, it has an important role in implementing learning. Educational game media not only provides an interesting alternative in education, but also opens up new opportunities to improve the quality of learning and learning experiences for various types of learners.

Examination of the attitudes of prospective teachers toward the history of Turkish education course according to different variables

The History of Turkish Education (HTE) course is a course designed to present the transformation of the Turkish education system based on social, economic, and political changes for prospective teachers and ensure that prospective teachers interpret the present and the future accurately by understanding the past. As in other courses, it is needed to identify various qualities such as attitudes toward the HTE course, self-efficacy, interests, and beliefs and keep these qualities in mind during the conduct of the course. These qualities will increase efficiency in the learning and teaching process. This study aimed to investigate attitudes toward the HTE course, which is offered at faculties of education, according to different variables. The correlational method, which is a quantitative research method, was used in the study. The sample of the study consisted of 363 prospective teachers receiving education at various departments and various class levels at the education faculty of a state university in the 2022-2023 academic year. To identify the attitudes of the participants toward the HTE course, a personal information form prepared by the researchers, the “Attitude Scale regarding the History of Turkish Education Course”, and the “Maggie McVay Lynch Learning Style Inventory” were used. Frequencies, percentages, mean values, independent-samples t-test, one-way analysis of variance (ANOVA), and post hoc tests were used in the analyses of the collected data. According to the results of the study in general, prospective teachers had above-average positive attitudes toward the HTE course, their attitudes toward the course did not differ significantly based on gender, department, class year, or grade point average, but they differed based on their learning styles. The obtained results were discussed alongside the results of previous studies, and various recommendations were proposed.

The Return Journey: A Multivariate Analysis of Covid-19 Related Academic Pitfalls in Post-Secondary Business Education

Online instruction is not new and has not been such for over two decades. Despite this, it still presents challenges for faculty and students alike. Specifically, many faculty and students avoid online instruction because it does not fit their teaching or learning styles. A problem then occurs when this instructional methodology cannot be avoided. The current work looks at online instruction from before, during, and after COVID-19 (i.e., when faculty and students were not necessarily given a choice on the delivery of instruction) to assess any instructional quality gaps during this period. The results significantly impact a student’s classroom performance (i.e., grades earned) based on several factors. Results and future research are discussed.

Examining the Views of non-e-Tutoring Students on Potential Benefits and Drawbacks of Incorporating e-Tutoring into Their Learning Experience

In recent years, technology integration in education has transformed the learning environment in online institutions. One technological advancement that has gained popularity is e-tutoring which offers personalised academic support to students through online platforms. While e-tutoring has become well-known and has been adopted to promote collaborative learning, there are still students who do not use these services for various reasons. This study explored the perspectives of students who do not utilize e-tutoring services in online education settings, shedding light on their perceptions. A quantitative research approach with a descriptive design was adopted to gather and analyse data on the perspectives of non-e-tutoring students. Online questionnaires were employed as the primary data collection method, allowing for the efficient collection of data from many respondents. The data was analysed using the Statistical Package for the Social Sciences (SPSS). Ethical concepts such as informed consent, anonymity of responses and protection of respondents against harm were maintained. Findings indicate that non-e-tutoring students perceive a sense of control over their own pace of learning, suggesting a preference for self-directed learning and the ability to tailor their educational experience to their individual needs and learning styles. They also perceive a lack of clarity in the roles of e-tutors, leading to uncertainty about their responsibilities. In terms of communication, students feel overwhelmed by the volume of announcements and find repetitive information frustrating. Additionally, some students face challenges with their internet connection and associated cost, which can hinder their participation in online activities. Notably, a desire for peer interactions, teamwork, and a sense of belonging in a community highlights the importance of social aspects in online learning. This study recommends that students seek alternate support systems by contacting academics and facilitators for guidance and clarification. Developing self-directed learning skills is essential, empowering students to take charge of their learning through setting objectives, creating their study plans, and utilising resources. For higher education institutions (HEIs), it was recommended that they ensure that a variety of support services are available to cater to the needs of all students, including non-e-tutoring students.

Exploring the Impact of Mobile Devices in E-Learning: A case Study Evaluating its Effectiveness

Aim. The integration of mobile devices into educational environments has revolutionized the landscape of e-learning, presenting new opportunities and challenges. This research paper aims to examine the pivotal role of mobile devices in the e-learning environment and assess the effectiveness of mobile learning applications in enhancing the educational experience. Methodology. The study employs a mixed-methods approach, combining quantitative data through surveys and usage analytics with qualitative insights derived from interviews and focus group discussions. Results. By analyzing the perspectives of both educators and learners, the research investigates how mobile devices contribute to the flexibility and accessibility of e-learning content. Additionally, the paper evaluates the effectiveness of various mobile learning applications in promoting engagement, knowledge retention, and overall learning outcomes. It scrutinizes the features that contribute to the success of these applications, such as user interface design, interactivity, and adaptability to diverse learning styles. Furthermore, the research delves into the challenges associated with mobile learning, including issues related to device compatibility, connectivity, and user motivation. Strategies to overcome these challenges and optimize the benefits of mobile learning are explored. The findings of this study are expected to provide valuable insights for educators, curriculum designers, and developers of mobile learning applications. Conclusion. The research contributes to the ongoing discourse on the effective integration of mobile devices in e-learning environments and offers recommendations for optimizing the design and implementation of mobile learning strategies.

THE EFFECT OF THE BYOD MODEL IN COMPARISON WITH THE TRADITIONAL USE OF ICT IN PRIMARY SCHOOLS

It is often today claimed in the media and literature that we are in a time of tremendous technological growth, with everything in society being modernised and the dominance of digital technologies on the horizon. In contrast, digital technologies can result in changes in society and greatly affect interpersonal relationships and communication between people. Digital technologies affect all generations, and especially children in primary school. It seems that the use of these devices in education could be beneficial for both parties, schools and pupils. Thanks to their flexibility there is the possibility of using different didactic approaches that directly respond to the specific learning styles and diverse needs of pupils, from the slowest to the most gifted. The aim of this paper is to describe the effect of the Bring Your Own Device (BYOD) model in comparison to the traditional concept of digital technology in the higher primary school classroom. The aim of the research was to compare the effect of the BYOD model on teaching compared to the traditional use of digital technology using a questionnaire and a didactic test. The research was conducted in Czech Republic and utilized pupils smartphones and Ipads. For this finding, thematically identical teaching units were designed and implemented for two groups of pupils. The two experimental groups differed from each other only in the way they used digital technologies. This experiment was conducted in the context of teaching two tribal classes of children 11-12 years old. A total of 42 children participated in the research, of which 18 formed the research group and 24 formed the control group. The design of the thematic units was oriented to one of the modules of the computer science subject. Specifically, the lessons focused on hardware and software. The Nearpod web application was chosen for the BYOD model intervention in teaching, mainly because of its availability, accessibility and ease of orientation in the application. The research results suggest that the BYOD model may not always be effective; however, factors that caused or otherwise influenced this are discussed.

Issues and Countermeasures in Chinese FLTRP Primary School Textbooks under the New Curriculum Standard

The New Curriculum Standard (NCS) is the norm and quality requirement of the Chinese national educational curriculum as well as the basis of teaching management, curriculum evaluation, and textbook compilation. In textbook design, the selection of textbook materials should meet the objectives and requirements of the NCS. Since appropriate teaching materials are essential to curriculum standards and effective teaching, we must follow the consistency between textbook materials and curriculum standards to achieve an ideal degree of conformity with the textbook system and teaching objectives and promote the sustainable development of the English curriculum reform. However, the current primary school English textbooks fall short of the NCS, which leads to difficulties in implementing teaching tasks and achieving teaching goals. Given these difficulties, we should analyze the causes from three dimensions: linguistic knowledge, cultural awareness, and learning strategies. In addition, a high recurrence of phonetic knowledge, systematic grammar presentation, diversified learning styles, level grading, and in-depth involvement of cultural factors are keys to the perfect conformity of the NCS and English textbooks.

Research on the Innovation in College English Teaching under the Background of New Liberal Arts

This article provides a brief overview of the application and development of artificial intelligence (AI) in the field of education under the background of New Liberal Arts. It also highlights the importance and current status of innovative approaches in college English teaching. Furthermore, it presents the research objectives and methods. The application of artificial intelligence in education has witnessed significant growth and advancement in recent years. AI technologies, such as machine learning and natural language processing, have been utilized to enhance various aspects of education, including personalized learning, intelligent tutoring systems, and automated grading. These applications have shown promising results in improving students' learning outcomes and engagement. In the context of college English teaching, innovation is crucial to meet the evolving needs and expectations of students. Traditional teaching methods often fail to cater to individual learning styles and preferences, leading to limited effectiveness and student disengagement. Therefore, there is a pressing need to explore innovative approaches that leverage AI technologies to create more interactive and personalized learning experiences. The research aims to investigate the potential of integrating AI into college English teaching and its impact on students' learning outcomes and engagement. The study will employ a mixed-methods approach, combining quantitative analysis of students' performance data with qualitative interviews and surveys to gather comprehensive insights. By examining the effectiveness and challenges of AI integration in English teaching, this research seeks to provide valuable recommendations for educators and policymakers to enhance the quality of college English education. Above all , this study aims to explore the application of artificial intelligence in college English teaching, considering its potential to improve learning outcomes and engagement. By adopting a mixed-methods research approach, this study intends to provide valuable insights and recommendations for educators and policymakers to promote innovative and effective English teaching practices.

Decoding didactic discourse strategies in digital posters

The research paper explores the critical role of didactic discourse in educational settings, with a specific focus on digital environments. It elucidates the fundamental elements of digital didactic discourse, encompassing clear communication, structured content organization, engaging features, and accessibility considerations. The paper also delineates the advantages of utilizing digital posters over traditional formats, highlighting their interactivity, dynamic content, and ability to reach a broader audience. A comprehensive analysis of a digital poster on parts of speech serves as a case study to showcase the efficacy of structured content, practical examples, color coding, progression, contextualization, hyperlinks, accessibility features, clarity, scalability, and overall effectiveness in creating an engaging and informative educational resource. The findings underscore the significance of harnessing digital technologies in didactic discourse to elevate learning experiences, foster better comprehension among learners, and cater to diverse learning styles and needs. This research contributes to the ongoing discourse on integrating technology into education to optimize pedagogical approaches and enhance educational outcomes.