Learning Styles

Language Learning Style Preferences of Low English Proficiency (LEP) Students in a Tertiary Institution

by Adi Afzal Ahmad

Ateş, A., & Altun E. (2008). Learning styles and preferences for students of computer education and instructional technologies. Eurasian Journal of Educational Research, 30, 1-16.

by Alev Ates Cobanoglu

Adult Learning Styles and Technology-Driven Learning for Online Students

by Aikyna Finch

Authors: Dr. Aikyna Finch and Dr. Emad Rahim

Learning styles, personality types, and reading comprehension performance

by Faiz Sathi Abdullah

Co-published with Nabi Sadeghi. Zalina Kasim and Tan Bee Hoon (2012).

This study aims at reviewing the relationship between learning styles, personality and reading comprehension... more This study aims at reviewing the relationship between learning styles, personality and reading comprehension performance. Over the last two decades, ample studies have been done to examine the relationship between learning styles, learner’s personality and performance in academic settings. The reviewed studies substantiate that there is a relationship between personality types and/or traits of the learners, the way they establish their learning styles and their academic success in school and university both at an undergraduate and postgraduate level. Therefore, learners depending on the type of their personality resort to different learning styles or preferences which-in turn- affect their learning performance. However, there are no studies – either theoretical or empirical – examining exclusively the role of personality and learning styles on reading comprehension performance. Moreover, the findings with regard to the bulk of research on the relationship between personality and success in reading comprehension- are not that congruent. Accordingly, due to the scarcity of the research on showing the
relationship between personality, learning styles and chievement in reading comprehension, and also incongruity of the research results on personality and reading comprehension performance - the current study proposes that further research on the above areas would seem imperative.

Integration of learning style theory in an adaptive educational hypermedia (AEH) system

by Elizabeth FitzGerald (née Brown)

Full citation:
Brown, Elizabeth and Brailsford, Tim (2004). Integration of learning style theory in an adaptive educational hypermedia (AEH) system. Paper presented at the 11th International Conference of the Association for Learning Technology (ALT-C 2004), 14-16 Sept 2004, Exeter, UK

Adaptive educational hypermedia (AEH - a branch of web-based learning) systems seek to personalise the learning... more Adaptive educational hypermedia (AEH - a branch of web-based learning) systems seek to personalise the learning experience for their users. User modelling can be performed using various criteria, such as prior ability or domain-specific knowledge, in systems such as WHURLE, AHA! and MOT. Information about the user, forming a user profile, are usually stored in a database, and integrated with the AEH learning environment. The learner is then presented with material that is best suited to them, with adaptation occurring at either the content or link level, or both.

WHURLE (Web-based Hierarchical Universal Reactive Learning Environment) is an AEH system that has been used with many types of students. It is a hypermedia-rich educational tool, suitable for all subjects, that seeks to address the pedagogical limitations of existing commercial Virtual Learning Environments. Its current user model is broadly based upon domain-specific knowledge. Investigations are under way to implement a user model based on learning style theory. This may be integrated with the early user model, or developed simply as a stand-alone module. Uniquely, WHURLE can change the user model used, as it is not a 'hard-wired' part of the system, but rather a component that can easily be interchanged.

Learning style theory advocates that since individuals are all different, they should learn in different ways; this suggests a natural integration with the principles of adaptive educational tools. There are many different learning styles in use around the world, such as the Dunn and Dunn model, Gardner's Multiple Intelligences, Kolb's theory of experiential learning and Riding and Rayner's Cognitive Styles Analysis. We will be discussing how we have implemented the Felder-Silverman Inventory of Learning Styles into the WHURLE architecture in an attempt to enhance the learning experience for users.

Students Lost in Digital Wasteland

by Eric Fox

After five years of teaching distracted and rigid students in my composition courses, I bolted for the woods to get my soul back.

The Understandings of Global Warming and Learning Styles: A Phenomenographic Analysis of Prospective Primary School Teachers

by Halil Eksi

Hilmi DEMİRKAYA
Educational Sciences: Theory & Practice
8 (1) • January 2008 • 51-58

In this study, statements by prospective primary school teachers such as “I think the
word global warming …” or... more In this study, statements by prospective primary school teachers such as “I think the
word global warming …” or “I think the term global warming means …” were analyzed
by using qualitative phenomenographic research methods. 142 female (48.3 %)
and 152 male (51.7 %) pimary school teacher candidates (n=294) participated in the
study. Moreover, the relationship between learning styles and perceptions was investigated.
In the study, seven different conceptions of global warming were determined
at the end of the phenomenographic analysis. Conceptions of global warming
from the least sophisticated to the most inclusive and expansive are (1) Global warming
is the gradual increase in the temperature of the earth. (2) Global warming is
the gradual enhancement of the hole in the ozone layer. (3) Global warming is the
deterioration of ecological balance. (4) Global warming is the change of climates and
seasons. (5) Global warming is the deterioration of mutual relation between the people
and ecological balance. (6) The cause of global warming is people and they are
responsible for its prevention. (7) Global warming is the portent of vanishing process
of living things and people. Implications of these findings were discussed and evaluated
in terms of environmental education.

2005 Learning styles and design process

by Hilaire Graham

Presented at 10th Annual Conference of the European Learning Styles Information Network, ELSIN Conference Proceedings, 13-15 June 2005, University of Surrey, Guildford ISBN 1-84469-008-3

Developing a link between processes of learning and the discipline specific process of design may support an improved... more Developing a link between processes of learning and the discipline specific process of design may support an improved student learning experience. Learning style theory suggests a learning cycle, an iterative process that is similar to the design process learned by architecture students in design practice.

A process of learning can be used by academics/teachers to direct and to reinforce the acquisition of knowledge by architecture students in the specific learning situation of the design studio. In architecture, the concept of an iterative design process for design problem-solving is a key paradigm. An activity process model is generated to inform the design of modules that explore design process in design problem-solving. Problem-solving assessment activities are framed to reinforce various learning styles as design process is explored.

Student reflection via module feedback suggests that learning about design process is taking place. Teacher reflection on teaching and learning activities through evaluation of student feedback has repercussions on the further design of assessment to support an improved student learning experience.

The implementation of the study thus far describes how the activity process model is translated into tasks for students to engage in; the study needs to develop to a further stage to obtain more results that demonstrate learning is taking place and improving the student learning experience.

2003 Design of Learning Situations

by Hilaire Graham

Part of ELSIN Conference Proceedings, 30 June-2 July 2003, Hull, p232-237 ISBN 1-902 034 287

This paper considers the impact of a research project that introduced students to learning as an activity that they... more This paper considers the impact of a research project that introduced students to learning as an activity that they would engage in at university and to the concept of learning styles as a way of considering how they learn. In particular, the use of learning styles and student learning as a way of informing the design of learning situations is examined. The underlying premise is grounded in the use of theory to inform teaching practice.

The research project investigated a common approach to the use of learning styles for Stage 1 students in the Faculty of Technology in the autumn semester 2003. The aim of the project was to increase students’ awareness of learning as a skill that could be developed by the students and supported by various learning situations. An expected outcome of the project was to increase teachers’ awareness of their own learning style and to consider the impact on their own teaching. The project required an approach that considered the various subject/discipline requirements of learning situations and activities in the Faculty of Technology.

In the research project, the current use of learning styles testing was reviewed, the range of learning styles tests evaluated, the delivery mode considered, and a podule introducing learning styles developed for use by academic staff with students. Staff and students using questionnaires (staff/students), a focus group (students) and a structured interview (staff) evaluated the project.

The presented results focus on the implementation of the podule (staff feedback) and its usefulness (student feedback). The student response to the concept of learning styles suggested that they found knowledge of learning styles to be useful as they were able to consider how they approached the range of learning situations. Students also commented on the implementation of the podule and the learning styles session. The focus group indicated that students were keen to consider how their learning had developed over the year. The impact of learning styles awareness on teaching practice is considered in a case study (structured interview) that uses the outcome of the research project to inform teaching practice.

Following evaluation of the project a number of modifications are planned for re-use of the podule in 2003-2004. Of particular interest is the need to consider the development of teaching in students learning situations.

2003 Skilling up Improving Transition to University

by Hilaire Graham

Presented as part of Conference ProceedingsCIBW89 International Conference on Building Education and Research BEAR 2003, pp754-765, 9-11 April 2003, Salford ISBN 1-900491-90-7]

ABSTRACT: Part of studying at university is about acquiring new skills and developing previously acquired skills. The... more ABSTRACT: Part of studying at university is about acquiring new skills and developing previously acquired skills. The way that students go about learning is an acquired skill that requires further development. The concept of ‘learning styles’ provides a means of considering existing skills and directing development of these and new skills. Increasing student awareness and understanding of learning styles might assist the process of transition to university.
The current use of learning styles testing was reviewed, the range of learning styles tests evaluated, the delivery mode considered, and a podule introducing learning styles developed for use by academic staff with students. The presented results focus on the implementation of the podule (staff feedback) and its usefulness (student feedback). An indication of student learning style preferences by subject group is introduced. The researchers include academic staff from the Faculty of Technology at the University of Plymouth. The results of the podule implementation and evaluation will be used by the Education Development Unit with a view to making the podule available university- wide.

A Conceptual Analysis on the Approaches to Learning

by Halil Eksi

Serife AK
Educational Sciences: Th eory & Practice
8 (3) • September 2008 • 707-720

Th e concept of approach to learning was first identified by Marton and Saljo in 1976.
Numerous researchers have... more Th e concept of approach to learning was first identified by Marton and Saljo in 1976.
Numerous researchers have conducted studies on students’ approaches to learning since
1976. Th ere appears considerable confusion in the literature concerning the terms cognitive
styles and learning styles. Th erefore, there is a remarkable ambiguity about the position
of the approaches to learning within this conceptual base. In this paper, a comprehensive
analysis of the concept of approach to learning is tried. First, the conceptual confusion in
the literature on learning styles and the position of the approaches to learning within this
conceptual base is discussed. A depth analysis on the concept of approach to learning is
presented through discussion of research results in the literature about relationship between
the approaches to learning, learning/teaching variables, and learning environments.
According to this analysis, approach to learning can be considered as a bridge between
the learning environment and cognitive/learning styles. An approach to learning adopted
by students is determined by lots of variables such the characteristics of students, learning
environment, and learning outcomes. When the relation of students’ approaches to learning
with these variables is considered it can be argued that the approaches to learning
cannot only be seen as mere student-dependent characteristics. Th erefore, if proper strategies
are applied it might be possible to move students’ approaches to learning from a
surface to a deeper orientation.

The Validity and Reliability of the Marmara Learning Styles Scale (MLSS)

by Halil Eksi

Mustafa OTRAR
Educational Sciences: Theory & Practice
7 (3) • September 2007 • 1402-1419

The science of education has focused on alternative educational approaches for
years with a view to meeting the... more The science of education has focused on alternative educational approaches for
years with a view to meeting the needs of wide student audiences in classes. One of
the sources of the differences in learning performance at class environment is the
learning styles. This study has been conducted to develop a learning styles scale for
students at the secondary education level. Within the scope of the study, a learning
styles scale for the secondary education level tailored to the conditions in Turkey
has also been developed. The study was started with 223 items and implementations
were carried out on 909 high school students. After the study, Cronbach’s Alpha
coefficient was determined as 0.95. Furthermore, it was determined that item-total
and corrected item-total correlations were significant and items were discriminative.
The factor analysis has yielded that the items group under a total of 8 factors, total
variance amount described was around 0.56 and that significant correlations were
present between the factors.

The Impact of Teacher Feedback and Peer Feedback on the Writing Performance of EFL Students with Different Learning Styles

by IOLC Conference

Azar Najafi Marboyeh
Islamic Azad University, Shahre Ghods, Iran
azarnajafi@msn.com

A Comparative Research on Learning Styles and the Success of Students

by Halil Eksi

İbrahim BİLGİN, Soner DURMUŞ
Educational Sciences: Theory & Practice
3 (2) / November 2003 • 395-400

The goals of this study were to compare the learning styles of students registered in two
primary schools in... more The goals of this study were to compare the learning styles of students registered in two
primary schools in Bolu and Mardin and determine the relationship between their
learning styles and successes. In determining the learning styles of the students, a questionnaire
developed by Grasha was administered to students attending to primary
schools in Bolu (n =157) and Mardin (n =83). Students’ academic performances on
Mathematics, Science, Social Studies, and Literature were assessed through their transcripts
from the first semester of 2000-2003 academic year. Results showed that there
was no significant (p < .01) difference between students’ learning styles in two primary
schools. Pearson moment correlation analyses showed that there was a significant correlation
(r = .20, n = 240, p < .01) between learning styles and academic success.
Findings and recommendations are discussed.

The Relationship Between Learning Styles And Problem Solving Skills Among College Students

by Halil Eksi

Ahmet ŞİRİN, Ayfle GÜZEL
Educational Sciences: Theory & Practice
6 (1) • January 2006 • 255-264

The aim of the study was to assess the relationship between learning styles and
problem solving skills of... more The aim of the study was to assess the relationship between learning styles and
problem solving skills of students of Atatürk Faculty of Education. This research
was conducted on 330 senior students during the semesters of 2002-2003 academic
year. To collect the data, the Learning Style Inventory (LSI; Kolb, 1984) and the
Problem Solving Inventory (PSI; Heppner & Peterson, 1978) were used. The findings
indicate that learning styles differed with respect to the students’ subject matters
in high school and the types of university entrance exam scores. Students who
graduated from the programs of Science and Turkish-Mathematics were assimilated
converging learning style more than students who graduated from social sciences
programs. Students who graduated from the programs of social sciences were assimilated
accommodating learning styles more than the students of the other programs.
Students who entered to universities based on their ability examination, social science,
or foreign language scores preferred accommodating style; students who entered
to university based on science scores preferred converging learning style. It was
found that there was no relationship between students’ learning style types and their
problem-solving skills. On the other hand, it was found that problem-solving skills
had a positive relationship with reflective-observation learning style and a negative
relationship with abstract conceptualization learning style.

Advanced EFL learners' beliefs about language learning and teaching: A comparison between grammar, pronunciation, and vocabulary [Simon & Taverniers 2011]

by Miriam Taverniers

Simon, Ellen & Miriam Taverniers. 2011. Advanced EFL learners' beliefs about language learning and teaching: A comparison between grammar, pronunciation, and vocabulary. English Studies 92(8): 896–922. [DOI:10.1080/0013838X.2011.604578]

[http://dx.doi.org/10.1080/0013838X.2011.604578]

This paper reports on the results of a study exploring learners’ beliefs on the learning and teaching of English... more This paper reports on the results of a study exploring learners’ beliefs on the learning and teaching of English grammar, pronunciation, and vocabulary at tertiary level. While the importance of learners’ beliefs on the acquisition process is generally recognized, few studies have focused on and compared learners’ views on different components of the language system. A questionnaire containing semantic scale and Likert scale items probing learners’ views on grammar, pronunciation, and vocabulary was designed and completed by 117 native speakers of Dutch in Flanders, who were studying English at university. The analysis of the responses revealed that (i) vocabulary was considered to be different from grammar and pronunciation, both in the extent to which an incorrect use could lead to communication breakdown and with respect to the learners’ language learning strategies, (ii) learners believed in the feasibility of achieving a native-like proficiency in all three components, and (iii) in-class grammar, pronunciation and vocabulary exercises were considered to be useful, even at tertiary level. The results are discussed in light of pedagogical approaches to language teaching.

Learning styles, teaching strategies & design thinking

by Clifford Gentry

LEARNING STYLES, TEACHING STRATEGIES & DESIGN THINKING
Design thinking (2008, 2009) is slowing becoming a... more LEARNING STYLES, TEACHING STRATEGIES & DESIGN THINKING
Design thinking (2008, 2009) is slowing becoming a part of the academic learning taxonomy. Its nature is similar to learning theories and strategies identified by educational psychologists; however, because of the complexity of the emotive layer of design thinking, the learner has a difficult time balancing the functional and cognitive skills with the needs for emotive and psychological components within design. As the concept of design thinking matures and develops, the academy will begin to recognize that the ethos of design thinking and its practical implications in “real-world” environments are a valuable component of the design process.
All theories—scientific, psychological, and design—must withstand the test of time to evolve and become accepted as a practice. Society is currently at the point where design thinking is becoming widespread and recognized outside of the academy. Therefore, through the work of design thinkers, such as Brown and IDEO (2008, 2009), design thinking will become an accepted methodology inside and outside of academia.
When implementing design thinking into an academic environment, the author has noted that when designers—in the academic sense—use design thinking as a methodology, they tend to focus more on the end result of the problem at question. As the author has observed undergraduate students implement design thinking as a component of their studies, the students identify the problem and almost immediately present a solution. After the solution has been decided upon, then students recycle back and work through the process.
The purpose of this paper and presentation is to briefly discuss basic learning theories and teaching strategies which are utilized within the academy. Learning styles and teaching strategies are then introduced. Next, the concept of design thinking is explained and finally a brief discussion is held examining the role of design thinking within the academic studio environment. Conclusions are drawn that design thinking is in the early theoretical stages of becoming an accepted methodology based upon human-centered design, but must withstand both the test of time and the acceptance of academia.
Four learning theories are introduced and briefly explained: Gardner’s Multiple Intelligences (1993), Kolb’s Learning Styles Theory (2000), Bloom’s Taxonomy (1969) , and Brooks’ Interactive Compensatory Model for Learning (2007). Although the author acknowledges and identifies there are numerous and vast learning strategies used in the design classroom, the four in this paper are the primary sources found within the literature.
Additionally, the learning styles are briefly discussed to create an understanding of how general learning theories can assist in developing teaching strategy. Finally, Brown’s innovative concept of Design Thinking (2008, 2009) is introduced, explained, and how it can play a role in the future of design education.


REFERENCES
APA, 6th Edition

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Bloom, B. S., Engelhart, M. D., Furst, E. J., Hill, W. H., & Krathwohl, D. R. (Eds.). (1969). Taxonomy of educational objectives: The classification of educational goals (Vol. 1). New York: David McKay Company.

Brooks, D. W. (2007). Integrated learning theory: Applications in teaching  Retrieved March 26, 2011, from http://dwb4.unl.edu/TheoryPaper/compth.html

Brown, T. (2008). Design thinking. Harvard Business Review (June 2008).

Brown, T. (2009). Change by design: How design thinking transforms organizations and inspires innovation. New York: Harper Collins.

Gardner, H. (1993). Frames of mind: The theory of multiple intelligences. New York: Basic Books.

Kolb, D. A., Boyatzis, R. E., & Mainemelis, C. (2000). Experiential learning theory: Previous research and new directions. In R. J. Sternberg & L. F. Zhang (Eds.), Perspectives on cognitive, learning, and thinking styles. Mahwah, NJ: Lawrence Erlbaum.

Agente Selector de Estrategias de Enseñanza-Aprendizaje para la Educación Basada en Competencias

by María Lucila Morales-Rodríguez

María Lucila Morales-Rodríguez, José Apolinar Ramírez-Saldivar, Arturo Hernández-Ramírez, Julia Patricia Sánchez-Solís, José Antonio Martínez-Flores.
17th International Congress on Computer Science Research (CIICC'11), October 26-28, 2011, Morelia, Michoacán. DGEST pp 53-63.

En éste trabajo se propone la arquitectura de un Sistema Tutor Inteligente que considera el estilo de aprendizaje del... more En éste trabajo se propone la arquitectura de un Sistema Tutor Inteligente que considera el estilo de aprendizaje del alumno y la Educación Basada en Competencias, integrando un agente inteligente para la selección de las estrategias de enseñanza-aprendizaje. La arquitectura plantea innovaciones en la representación del módulo tutor y del módulo de conocimiento. En particular, en el módulo tutor se incorpora un agente selector, el cual se encargará de elegir los contenidos considerando las estrategias de enseñanza que favorezcan el estilo de aprendizaje del alumno.

Architecture for an Intelligent Tutoring System that considers learning styles

by María Lucila Morales-Rodríguez

María Lucila Morales-Rodríguez,José Apolinar Ramírez-Saldivar, Arturo Hernández-Ramírez, Julia Patricia Sánchez-Solís, José Antonio Martínez-Flores.
Advances In Artificial Intelligence And Soft Computing.Miguel González Mendoza, Oscar Herrera Alcántara, Alexander Gelbukh (Eds.) ISBN 978-607-9537-4-9

In this paper we propose the architecture of an Intelligent Tutoring
System that considers the student's learning... more In this paper we propose the architecture of an Intelligent Tutoring
System that considers the student's learning style and the competency-based education. We also describe the processes that have been implemented so far.
Our architecture presents innovations in the representation of the tutor module and in the knowledge module. Especially, the tutor module incorporates a selector agent, which will choose the content to show, considering the teaching strategies that support the student's learning style.

Implementación del estilo de aprendizaje VARK en Moodle

by María Lucila Morales-Rodríguez

María Lucila Morales-Rodríguez, José Apolinar Ramírez-Saldivar, Arturo Hernández-Ramírez, Julia Patricia Sánchez-Solís, José Antonio Martínez-Flores.
Memorias del V Encuentro de Investigadores del I.T.C.M., 12-16 Diciembre 2011 Cd. Madero, Tamaulipas.

A pesar que los Sistemas Tutores Inteligentes tienen el propósito de guiar al alumno en el proceso de... more A pesar que los Sistemas Tutores Inteligentes tienen el propósito de guiar al alumno en el proceso de enseñanza-aprendizaje, actualmente se busca que sean más versátiles y centrados en
la forma en que los alumnos prefieren procesar la información. Es por esto que en el presente documento se aborda esta problemática, implementando un modelo de estilo de aprendizaje en un Sistema Tutor Inteligente.