Verbal Learners Research Articles

Learning styles, approaches and academic performance of second and third-year medical students of a medical college of Kathmandu: a descriptive cross-sectional study.

The research is based on a questionnaire to study the different learning styles among medical students, and their approach to intellectual development. This is an observational, cross-sectional study conducted on 140 participants. Initially after the informed consent process, the second-year and third-year medical students were requested to respond to the questionnaire without consulting friends. Data were analyzed descriptively and comparison was made. In this study, the students were mostly visual learners, followed by solo learners, audio learners, verbal learners, and social learners. The majority of the students in our study (84.56%) studied less than 4 h per day beyond normal lecture hours. Similarly, 45.71% of students studied continuously for 30-60 min. During break, 63.57% of students used social media, watched television, and videos, and listened to music. Most students (75%) preferred to study in a hostel room and only 12.85% used the library as their study place. The majority of the students (65.71%) of students slept between six to eight hours. The University's suggested medical textbooks and reference materials were consulted by 94.3% of the students. The 47.85% of students favored self-directed learning with 56.42% preferring to read and write to retain the learned materials. Self-prepared notes were commonly used by the majority of students (60.7%). This research evaluates the preferred learning preferences of medical students and their relationship to academic performance, which will improve the effectiveness of teaching and learning between teachers and medical students.

The Influence of Learning Styles on Perception and Preference of Learning Spaces in the University Campus

Good academic performance will occur when learning spaces match or support individual preference and needs. This effect depends on environmental characteristics and individual attributes. Learning styles (LSs) have been used as a tool to capture the behavioral and psychological characteristics of learners in the process of learning activities, which provide instructions to address their learning needs. However, few have focused on the perceptual characteristics of learning space from the view of distinct learning styles. The research aims to identify which kinds of learning spaces in university campus have been preferred by students with different learning styles respectively and the spatial characteristics which have significant influence on the distinct evaluation results; the research consists of 178 college students’ LSs measurement conducted by the Index of Learning Styles questionnaire and their subjective assessment to five typical learning spaces obtained by 5-point Likert-type scale. Then, the key spatial influencing factors were identified by the focus group interviews; the results firstly ranked the learning spaces according to their satisfaction evaluation and restorative potential. The self-study rooms are rated highest, followed by professional classroom, traditional classroom, and multimedia classroom. Then, two dimensions of learning styles were proved as having considerable effects on perception. Specifically, there are significant differences between visual and verbal learners’ evaluations of multimedia classrooms and traditional classrooms, and between global and sequential learners’ evaluations of multimedia classrooms, informal learning spaces, and learning buildings. The other two dimensions including perceiving and remembering have no obvious impacts on learners’ perception of any learning spaces. At last, the important influence factors of perceptions of five typical learning spaces were identified, respectively, and their different effects on various groups were discussed. For example, the serious atmosphere in traditional classrooms was regarded as a motivation for sensing learners but a stress for intuitive learners. The studies emphasize the perceptual difference on learning space in terms of students’ unique learning styles and key points for each kind of learning space with regard to satisfaction of personalized needs. However, before it can be used by designers as tools, more research is needed.

The level of representation of some learning styles in the content of Mathematics books for the 4th preparatory class (analysis - evaluation study)

The present research aims at identifying the level of representation of some learning styles in the content of mathematics books for 4th preparatory (scientific and literary). In order to achieve the goal of the research and answer his questions, the researcher has adopted the descriptive research method and the content analysis method for the research sample. By using the content analysis card with indicators of virtual validity. It includes categories of analysis or axes of analysis and represents Learning methods and the their indicators according to the Filder - Silverman model of learning styles, which classified students’ learning styles into several methods: ( Sensing Learners vs Intuitive Learners , visual Learners vs verbal learners , inductive learners versus deductive learners , active learners vs contemplative learners, sequential learners versus holistic learners). The researcher has conducted the content analysis process for mathematics books for 4th preparatory class (scientific and literary) according to specific steps and controls. To determine the level of representation of some learning styles, using frequencies and percentages. As the results of the analysis, it is obvious that the frequency totals for learning styles and their indicators are unequal, and the percentages of their representation level in the content of mathematics books for the 4th preparatory class (scientific and literary) are below the required level and this is realistic evidence that some students’ learning styles have not been taken into consideration. The consideration when preparing mathematics books for the 4th preparatory class (scientific and literary). Therefore, the researcher recommends the need to pay attention to it and take into account the inclusion of all students ’learning methods when preparing mathematics curricula in particular and books in general.

Вариативность методов и приемов обучения иностранному языку на раннем этапе

We present an overview of traditional and modern methods used in teaching children a foreign language at an early age. Feasibility of earlier foreign language competence development and need for training specialists with a narrow focus in foreign language teaching in the preschool education system are justified. We describe the age and psychological characteristics of younger learners. The categories of learners are characterized depending on the type of information perception: visual learners, aural learners, verbal learners, physical learners, logical learners, social learners and solitary learners. The factors motivating them to learn are substantiated, including a foreign language acquisition. The authors describe the methods and techniques that are commonly used in teaching English, such as Total Physical Response, the Natural Approach, Audiolingual Method, Communicative Method, CLIL (Content and Language Integrated Learning).

Learning strategies of dental undergraduates of orthodontics and prosthodontics.

It is very important for faculty members to know how students learn so that they can modify teaching methods accordingly. To measure the learning preferences of dental undergraduates at Faisalabad Medical University, Pakistan. Study Design: A Cross-sectional study. Setting: Orthodontic Department, Dental Section- Faisalabad Medical University, Faisalabad. Period: Session 2017-18. Materials and Methods: Present study was conceived on the final year dental undergraduates (n=40) of Faisalabad Medical University, Pakistan to determine the learning preferences. Questionnaire was administered using Felder and Soloman’s Index of Learning Styles. The descriptive statistics were applied and survey data were converted in to scores. Results: The results showed that most of the undergraduate dental students were verbal learners (50%). On the sequential/global scale, 55% were balanced and 40% were sequential learners. On the active/reflective scale, 45% were balanced, and 30% were active. On the sensing/intuitive scale, 50% were balanced, and 38% were sensing. Conclusion: The undergraduate dental students were found to be mostly verbal learners.

Strategies for Multimedia Learning Object Recommendation in a Language Learning Support System: Verbal Learners Vs. Visual Learners

ABSTRACTFor the purpose of exploring strategies for multimedia learning object (LO) suggestion in customizable language learning support systems, particularly suggestion for learners with visual and verbal cognitive style preferences, a learning style based experiment was conducted in a Japanese grammar course. The support system under examination offers two learner modes: Open mode, which provides learners with both visual and verbal LOs, and Style-Matching mode, which provides visual learners with only visual LOs and verbal learners with only verbal LOs. Ninety students were assigned to three groups on the basis of their visual/verbal learning styles preferences and their previously measured learning achievement. Experimental group A studied with Open mode; experimental group B studied with Style-Matching mode; and the control group studied with verbal LOs from the course textbook. Learning performance differences among the three groups were examined in terms of (a) learning perception (including technology acceptance measures, cognitive load and satisfaction with learning mode) and (b) achievement differences. The control group had significantly lower scores on visual tasks than experimental groups, but no significant differences in scores were found on verbal tasks among these three groups. Moreover, despite the learners’ report of significantly higher distraction in Open mode, the learning motivation of learners with stronger visual style preference improved more in Open mode than in Style-Matching mode.

Dimensions of Learning Styles among Engineering Students

Current study is conducted to examine the types of learning styles among engineering students. Felder Silverman learning style model (FSLSM) was used to measure the types of learning styles represent engineering students. FSLSM contains four dimensions that intended to identify learning preferences of students with respect to process information, perceive information, input information and understand information. Each dimension consisted of two sub-dimensions such as in processing dimension learner can be either active learner or reflective learner, this pattern follows in all four dimensions, perceive dimension distinguishes sensing or intuitive learner, input dimension distinguishes visual learners or verbal learners, understand distinguishes sequential or global learners. This study applied survey research method. Index of learning styles (ILS) was used as a tool to collect data. A total of 315 engineering students participated from Universiti Tun Hussein Onn Malaysia. Finding revealed that engineering students are tending to be visual learners.

Multimodal Approach to Identify Learning Strategies of Visual and Verbal Learners

This paper presents a multimodal approach to identify learning and learning assessment strategies of visual and verbal learner. V-Square test identifies visual and verbal learners. It uses questions related to visual/verbal dimension of Felder Silverman Model. Learning strategy test identifies the learning strategy of visual, verbal and balanced learner. Learning assessment test deduces assessment strategies for these learners. Both tests uses questions associated with aural and read/write dimensions of VARK model. This paper summarizes data analysis of 62 participants collected in a web based eLearning environment. Analysis serves an important parameter for development of learning and learning assessment objects.

Don't Assume Deaf Students are Visual Learners.

In the education of deaf learners, from primary school to postsecondary settings, it frequently is suggested that deaf students are visual learners. That assumption appears to be based on the visual nature of signed languages-used by some but not all deaf individuals-and the fact that with greater hearing losses, deaf students will rely relatively more on vision than audition. However, the questions of whether individuals with hearing loss are more likely to be visual learners than verbal learners or more likely than hearing peers to be visual learners have not been empirically explored. Several recent studies, in fact, have indicated that hearing learners typically perform as well or better than deaf learners on a variety of visual-spatial tasks. The present study used two standardized instruments to examine learning styles among college deaf students who primarily rely on sign language or spoken language and their hearing peers. The visual-verbal dimension was of particular interest. Consistent with recent indirect findings, results indicated that deaf students are no more likely than hearing students to be visual learners and are no stronger in their visual skills and habits than their verbal skills and habits, nor are deaf students' visual orientations associated with sign language skills. The results clearly have specific implications for the educating of deaf learners.

The Pattern of Learning Styles among Second Year Students in Business Management and Hospitality Programs at One of The Vocational College in Northern Zone

The purpose of this research is to explore the learning styles of second year students in the Business Management and Hospitality programs at one of the Vocational College in Northern Zone, Malaysia. The sample consisted of 30 students from each program, a total of 60 students. The method of measurement used was questionnaires based on the Index of Learning Styles (ILS) developed by Felder and Silverman (1988) that adduce of 44 items. The items verifying 4 dimensions and 4 sub-scales, namely procession (active / reflective learners), perception (sensing / intuitive learners), input (visual / verbal learners) and comprehension (sequential / global learners). Each of the dimensions contains 11 items. Data were analyzed descriptively using the SPSS 20.0 for Windows. Results from the analysis revealed that overall, the second year students of this college are more dominant in visual (90%) than verbal style for input dimension; active (71.7%) then reflective style for procession dimension; sequential (71.7%) than global style for comprehension dimension and sensing (55%) than intuitive style for perception dimension. Based on the findings, the researchers suggest that the college lecturers should align their teaching approaches, strategies, methods and techniques with the dominant learning styles for each dimension among the students.

The effects of GBL and learning styles on Chinese idiom by using TUI device

AbstractThis study investigated how the integration of a game‐based learning strategy and a tangible user interface (TUI) device improves the learning achievement of fifth‐grade students in studying Chinese idioms. By using the sifting, and sorting, features of Sifteo Cubes, learners, via a gaming situation, manually composed the cubes to the correct idioms, and the system also provided the origins of the idioms, facilitating meaningful learning. A quasi‐experimental non‐equivalent control‐group design was conducted. Both the experimental and control groups were administered a pre‐test and post‐test, the Idiom Learning Performance Test (ILPT), to investigate the variations between the treatment and groups. Furthermore, the Index of Learning Style for Youth (ILSY) survey was administered to determine how different learning styles and learning strategies affect learning achievement. The results showed that, after the CILS was used, the post‐test scores were significantly higher than the pre‐test scores in the experimental group. In addition, the post‐test scores of active and visual learners were higher than the pre‐test scores, and were significantly higher than reflective and verbal learners. The results suggested that the CILS is suitable for active and visual learners. Recommendations for using the CILS and Sifteo Cubes in instruction and further direction research are provided.

THE ROLE OF VERBAL INTERACTION DURING EXPERIMENTAL BIFACIAL STONE TOOL MANUFACTURE

Many researchers have hypothesized an analogous, and possibly evolutionary, relationship between Paleolithic stone tool manufacture and language. This study uses a unique design to investigate how spoken language may affect the transmission of learning to make stone tools and comes to surprising results that may have important implications for our views of this relationship. We conducted an experiment to test the effect of verbal communication on large core biface manufacture during the earliest stages of learning. Previously untrained flintknappers were assigned to two different communication conditions, one with and one without spoken language, and were instructed to replicate the bifaces produced by the same instructor. The attempted bifaces (total = 334) from the two groups were compared using an Elliptical Fourier analysis, the Flip Test, and a rating scale by an independent lithicist. We found no significant difference in the overall shape, symmetry, or other measures of skill among the two groups, using all three of these methods. Analysis of the 18,149 debitage elements from the experiment, however, revealed that the two groups set up their striking platforms in fundamentally different ways. The nonverbal group produced more efficient flakes than the verbal group, as evidenced by the significantly higher ratios of platform width to platform thickness and size to mass of the nonverbal subjects’ flakes. These results indicate that verbal interaction is not a necessary component of the transmission of the overall shape, form, and symmetry of a biface in modern human novice subjects, and it can hinder the progress of verbal learners because of their tendency to over-imitate actions of the instructor that exceed their current skill set.

Differences between Visual Style and Verbal Style Learners in Learning English

English proverb is an interested part when learner applied it in real life situation. The participants of this study were chosen from a big university in the middle area of Taiwan. The researchers selected some learners from Department of Foreign Language (DFL) and Department of Non-Foreign Language (DNFL). 40 students were from DFL, and 40 students were from DNFL. According to learner's short-term memory (STM) abilities, the researchers separated participants into four quadrants (Q1-Q4). According to visual style and verbal style of learning style, learning content representation (LCR) types are clarified into Type A, B, C. The research question is that participants with different STM abilities, how different LCR types affect the learning performance of English proverbs? The authors' results described that LCR with pictorial annotation (Type A) help participants with lower verbal ability and higher visual ability (Q2) to have better performance than other three quadrants, because type A participants feel easier to learn content presented in a visual form than in a verbal form. Providing LCR with both written and pictorial annotation (Type C) helps learners best with higher verbal ability and higher visual ability (Q1) in the recognition test. Providing redundancy learning content lead a higher cognitive load and result to irritation and lack of concentration, in accordance with the Cognitive Load theory. It implied that providing simple learning materials (only written annotation, Type B) is useful to participants with lower verbal ability and lower visual ability (Q3). The research results show that instructors should provide suitable learning materials to their learners in accordance with their STM abilities.

Effects of graphic novels on reading comprehension in Malaysian year 5 students

The present study pursues the following objectives: (1) to investigate whether graphic novels significantly improve students' reading comprehension compared with textual novels; (2) to investigate the effect of simple textual novels and simple graphic novels on verbal and visual learners' reading comprehension; and (3) to investigate the effect of difficult textual novels and difficult graphic novels on verbal and visual learners' reading comprehension. A total of 60 year 5 primary school students in the north-east region of Penang, Malaysia, were selected as a sample for this study. Students were grouped into visual (28) or verbal (32) learners. A one-way ANCOVA and a repeated-measures t-test were used to analyse the students' reading comprehension scores. Results indicated the use of graphic novels for improving students' reading comprehension as effective mainly for visual learners. It is recommended that textual novels be integrated in the school curriculum, and graphic novels used for specific occasions.

Exploring Verbal, Visual and Schematic Learners' Static and Dynamic Mental Images of Scientific Species and Processes in Relation to Their Spatial Ability

The current study compared different learners’ static and dynamic mental images of unseen scientific species and processes in relation to their spatial ability. Learners were classified into verbal, visual and schematic. Dynamic images were classified into: appearing/disappearing, linear-movement, and rotation. Two types of scientific entities and their related processes were investigated: astronomical and microscopic. The sample included 79 female students from Grades 9 and 10. For the purpose of the study, three instruments were used. The Mental Images by Guided Imagery instrument was designed to investigate participants' visualization of static and dynamic mental images. The Water-Level Task was adopted to estimate participants' spatial ability. The Learning Styles Inventory was used to classify participants into verbal, visual and schematic learners. The research findings suggest that schematic learners outperformed verbal and visual learners in their spatial ability. They also outperformed them in their vividness of microscopic images; both micro-static and micro-dynamic images; especially in the case of appearing/disappearing images. The differences were not significant in the case of astronomical images. The results also indicate that appearing/disappearing images received the least vividness scores for all three types of learners.

Effectiveness of Isman Instructional Design Model in Developing Physics Module based on Learning Style and Appropriate Technology

The study examines the effectiveness of Isman Instructional Design Model in developing a Physics module based on learning style and appropriate technology in secondary educational setting in Malaysia. Two instruments were used to collect data for this study. The pre-posttest designed to identify students’ achievement score and Felder Silverman's Learning Style Inventory to measure students’ learning style. Findings from evaluation of the module conducted among 120 participants involving 30 participants of each learning style (visual/verbal, active/reflective) suggested that the module is effective for visual, active, reflective and not for verbal learners. The findings from this study suggest that Isman Instructional Design Model which pays attention to instruction from the learner perspective than from content perspective is suitable in designing and developing Physics module based on learning style and appropriate technology in secondary educational setting in Malaysia. The findings of this study is also hoped to provide insights to promote teaching and learning of Physics based on learning style and appropriate technology.

Understanding the complexities of visual and verbal learners: A partial replication of Mayer and Massa (2003)

As part of a larger experiment, we performed a factor analysis on eight measures of the verbalizer-visualizer dimension of learning. Our goal was to partially replicate Mayer and Massa’s (2003) finding that the verbalizer-visualizer dimension is multifaceted. Another aim was to expand on the work done by Mayer and Massa by including measures of performance on a computer-based simulation task that included both visual and spatial elements. In general, we found support for the multifaceted nature of the verbalizer-visualizer construct. Results have implications for how to measure the verbalizer-visualizer construct.

Effective Patient Communication

Effective Patient Communication

Empowering Online Learning: 100+ Activities for Reading, Reflecting, Displaying, and Doing (review)

Reviewed by: Empowering Online Learning: 100+ Activities for Reading, Reflecting, Displaying, and Doing Linda Kuk Curtis J. Bonk and Ke Zhang. Empowering Online Learning: 100+ Activities for Reading, Reflecting, Displaying, and Doing. San Francisco: Jossey-Bass, 2008. 303 pp. Paper: $36.00. ISBN: 978-0-7879-8804-3. Distance and blended educational programs and the use of technology for instruction have proliferated in recent years. For many instructors, the focus has been closely tied to the development and adoption of new technologies and the transference of face-to-face teaching pedagogy to new delivery formats. On the flip side of this focus are a set of questions that to date have not received as much attention. How can faculty learn to teach differently and how do they effectively design new pedagogy that can utilize emerging technologies to enhance the learning process in an anytime, anywhere educational culture? Empowering Online Learning: 100+ Activities for Reading, Reflecting, Displaying, and Doing is an attempt to address these critical questions and provide some helpful answers. The authors estimate that ”there are hundreds of thousands of new online instructors around the world each year that have very little training in teaching in the online environment” (p. vi). They therefore intend this book to help online instructors build “innovative, engaging and exciting pedagogy” (p.1). The book provides a creative, useful and varied set of exercises and approaches to enhancing technology-based instruction. But what really makes this text useful is the foundational design of the text and its goal of addressing “diverse learning needs, backgrounds, expectations, preferences and styles” (p. vii). The text is structured to apply learning theory, acknowledging that individual students learn differently and have different learning needs. Second, they recognize that the comfort with, and understanding, use, and application of technology is different among generations, both for the instructors and for the various generational groups that technology-based instruction intends to reach. Third, they recognize that some differences in learning are culturally influenced. These distinctive infusions of “instructional difference” add to the book’s usefulness and its application to technology-based instruction. The text is based on a practical instructional model, R2D2 (Read, Reflect, Display, and Do), that the authors developed to address the challenges created by the various “diverse instructional needs.“ The four components of the model emphasize reading, reflecting, displaying, and doing as distinct phases of learning activity. The 10 chapters are systematically organized in discussion, exercises, and applications to reflect this model, linking the model’s components to “various types of learners: auditory, verbal, reflective, observational, visual, kinesthetic, and tactile” (p. 6). The authors repeatedly state that the model is not an instructional model, but a “non-linear framework” that provides a dynamic approach to online learning and instructional design. It was intentionally crafted to provide flexibility and adaptability for the instructor and not to prescribe a specific method or instructional approach. “R2D2 is not an instructional design model; instead, it is a framework for the design of online learning environments and activities” (p. 4). Each descriptive chapter is followed by a chapter that includes various activities applicable to that component. For example, Chapter 2 describes the reading component (Phase 1 of the model) through a discussion of verbal and auditory learners and the use of reading in the learning process. Then Chapter 3 provides 25 online activities for auditory and verbal learners organized into subtopics: a brief summary, purpose, skills and objectives, advice and ideas, variations and extensions of the exercise, and other instructional considerations for each activity. Each activity summary also provides five indices of risk, time, cost, learner-centeredness, and duration of the learning activity. The authors repeat this pattern for each of the remaining chapters. A final chapter integrates the model’s components. This book is clearly designed to be a “finger-tip” resource for faculty involved in technology-based instruction. As a blended delivery instructor at the doctoral level, I have found the text useful and insightful. Its basic organization, the use of tables throughout, and the activity index at the end makes it easy to quickly find activities that meet specific needs. The extensive variety of activities offers a wealth of approaches that...

Impact of Self-Assessment Questions and Learning Styles in Web-Based Learning: A Randomized, Controlled, Crossover Trial

To determine the effect of self-assessment questions on learners' knowledge and format preference in a Web-based course, and investigate associations between learning styles and outcomes. The authors conducted a randomized, controlled, crossover trial in the continuity clinics of the Mayo-Rochester internal medicine residency program during the 2003-04 academic year. Case-based self-assessment questions were added to Web-based modules covering topics in ambulatory internal medicine. Participants completed two modules with questions and two modules without questions, with sequence randomly assigned. Outcomes included knowledge assessed after each module, format preference, and learning style assessed using the Index of Learning Styles. A total of 121 of 146 residents (83%) consented. Residents had higher test scores when using the question format (mean +/- standard error, 78.9% +/- 1.0) than when using the standard format (76.2% +/- 1.0, p = .006). Residents preferring the question format scored higher (79.7% +/- 1.1) than those preferring standard (69.5% +/- 2.3, p < .001). Learning styles did not affect scores except that visual-verbal "intermediate" learners (80.6% +/- 1.4) and visual learners (77.5% +/- 1.3) did better than verbal learners (70.9% +/- 3.0, p = .003 and p = .033, respectively). Sixty-five of 78 residents (83.3%, 95% CI 73.2-90.8%) preferred the question format. Learning styles were not associated with preference (p > .384). Although the question format took longer than the standard format (60.4 +/- 3.6 versus 44.3 +/- 3.3 minutes, p < .001), 55 of 77 residents (71.4%, 60.0-81.2%) reported that it was more efficient. Instructional methods that actively engage learners improve learning outcomes. These findings hold implications for both Web-based learning and "traditional" educational activities. Future research, in both Web-based learning and other teaching modalities, should focus on further defining the effectiveness of selected instructional methods in specific learning contexts.