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1
Content available Learning Styles and Graphical User Interface: Is there any Preference?
100%
Dedić V. , Marković S. , Kuleto V.
The New Educational Review
|
2012
|
tom 28
73-83
EN
User interface becomes the major channel to convey information in e-learning context: a well-designed and friendly interface is thus the key element in helping users to get the best results quickly. This paper investigates the importance of a certain choice offered: if several graphical user interface designs are offered to distance learning students of known learning styles, should we find any preferences? To find that, a procedure for determining association between learning styles and GUI was devised. A total of 51 participants were tested to find out if there was any correlation between students’ learning styles and their GUI preferences. We have found that the fact of having any preference towards a GUI is associated with AC score of Kolb’s model.
2
Content available An analysis of typical learning styles of primary school pupils using the VARK questionnaire
100%
CHRÁSKA M.
Edukacja-Technika-Informatyka
|
2014
|
tom 5
|
nr 1
63-68
EN
This article describes the results of research whose purpose was to identify typical learning styles of upper primary school pupils. The learning styles of pupils were determined using the VARK questionnaire. Two typical groups of pupils that differed in preferences of individual learning styles were subsequently identified by using a generalized cluster analysis. The first group of pupils (71%) preferred learning style K. It was comprised mostly of older pupils and pupils from the city and it included more girls than boys. The second group of pupils (29%) preferred learning style R. It was comprised mostly of younger pupils, and girls and boys were equally represented.
3
A Study of Foreign Language Learning Styles Used by Georgian Students
100%
Gogokhia R. , Imedadze N.
Psychology of Language and Communication
|
2011
|
tom 15
|
nr 2
121-127
EN
The aim of the work was to research learning style distribution in Georgian university students to determine which styles or their complexes are optimal in foreign language learning in similar conditions of teaching. Learning style preferences of more and less successful students were compared using a standardized test (Ehrman, 1998). An analysis of frequencies does not reveal reliable differences between more successful and less successful students. A statistically reliable correlation between varieties of styles was detected only in more successful students, giving grounds to conclude that successful students use diverse and multiple styles, while less successful ones are mostly stuck with one style.
4
Assessment preferences and learning styles in ESP
100%
Simonova I.
Journal of Language and Cultural Education
|
2016
|
tom 4
|
nr 3
142-153
EN
The article deals with the research on assessment preferences reflected in learning styles within English for Specific Purposes (ESP) instruction on the higher education level. The sample group consisted of 287 respondents of the Faculty of Informatics and Management, University of Hradec Kralove, Czech Republic. The main objective of the research was to discover expected correlations between respondents’ learning styles and relating preferences in selected assessment formats. Two questionnaires were applied to reach the objective; however, the expectations did not prove. The discovered findings were discussed within the world context.
5
Content available remote Self-reflection on the Learning Styles of Students in the Tertiary Education Sector
88%
Lukáš P. , Daniel R.
Littera Scripta
|
2015
|
tom 2
78-92
EN
One of the main tools with which a teacher contributes to the effective education of students is the issue of learning styles. A teacher should not only be able to recognize these learning styles and respect them, but also to effectively influence them. If there occurs a failure to respect the learning styles of individual students as well as of those regarding the teacher's styles of teaching, one may lose original individuals, or thinkers (Mareš, 1998). In this study, attention is not only focused on the possibility that learning styles differ merely in terms of students’ individual attitudes, but also on the opportunities where learning styles may be significantly influenced by the nature of various fields of study. This article aims to present the results of a quasi-experiment which was conducted at the Institute of Business and Technology in České Budejovice during the academic year 2013/2014. The main purpose was to determine and take into account the differences in the learning styles among students of economic and technical study programmes.
6
Content available remote Approaches to studying across culturally contrasting groups: implications for security education
75%
Domalewska D.
Security and Defence Quarterly
|
2017
|
tom Vol. 16, No. 3
3--19
EN
The problem of increased migration and integration of migrant children in schools has become a serious challenge for Security Education, especially the question of how to teach increasingly varied groups of students and whether students that come from culturally contrasting groups differ in their preferred learning style. Th is study sets out to analyse how students of various cultural backgrounds approach learning tasks, which is of utmost importance nowadays given that modern schools face the challenge of educating culturally diverse students. To this end, the Approaches and Study Skills Inventory for Students (ASSIST) was administered to 450 Thai students in a Thai university. The correlation between the learning approaches and individual diff erences (age, GPA and major) was assessed. Th en, the results of the study were compared with the results of similar studies carried out in diff erent cultures. Th e results show that the students scoring higher on the deep approach have the highest academic performance, whereas the students who approach the learning material strategically achieve the lowest learning outcomes. Furthermore, the Th ai students did not diff er signifi cantly from their western peers (Norwegian, Egyptian, Portuguese and British); however, their results diff ered from the students from China, who generally scored lower on all subscales of the ASSIST scores. Thus, the fi ndings of the study prove that the integration of migrant children can be highly successful because both migrant and host society students adopt similar approaches and strategies that strive for academic excellence.
7
Content available Approaches to studying across culturally contrasting groups: Implications for security education
75%
Domalewska D.
Security and Defence Quarterly
|
2017
|
tom 16
|
nr 3
3-19
EN
The problem of increased migration and integration of migrant children in schools has become a serious challenge for Security Education, especially the question of how to teach increasingly varied groups of students and whether students that come from culturally contrasting groups differ in their preferred learning style. This study sets out to analyse how students of various cultural backgrounds approach learning tasks, which is of utmost importance nowadays given that modern schools face the challenge of educating culturally diverse students. To this end, the Approaches and Study Skills Inventory for Students (ASSIST) was administered to 450 Thai students in a Thai university. Th e correlation between the learning approaches and individual differences (age, GPA and major) was assessed. Then, the results of the study were compared with the results of similar studies carried out in different cultures. The results show that the students scoring higher on the deep approach have the highest academic performance, whereas the students who approach the learning material strategically achieve the lowest learning outcomes. Furthermore, the Thai students did not differ significantly from their western peers (Norwegian, Egyptian, Portuguese and British); however, their results differed from the students from China, who generally scored lower on all subscales of the ASSIST scores. Thus, the findings of the study prove that the integration of migrant children can be highly successful because both migrant and host society students adopt similar approaches and strategies that strive for academic excellence.
8
Content available Nová forma výuky – adaptivní e-learning
75%
KOSTOLÁNYOVÁ K.
Edukacja-Technika-Informatyka
|
2014
|
tom 5
|
nr 2
278-283
CS
Příspěvek je zaměřen na seznámení s novou moderní formou výuky v elektronickém prostředí, tzv. adaptivním e-learningem. Stručně je vysvětlen model adaptivní výuky – tři hlavní moduly a jejich princip.
EN
The article is aimed at the introduction of a new form of education in the electronic environment – the so called eLearning. The model of adaptive education with its three modules and their principles is explained briefly.
9
Content available The Sensation Seeking Tendency and Learning Style of Grammar School Students with Extended Physical Education and Sports Training
75%
Culková D.
The New Educational Review
|
2017
|
tom 50
199-211
EN
The study examines the sensation seeking tendency – Zuckerman’s concept (1978) and student’s learning style – Dunn’s concept (2000). The study is of descriptive character and uses quantitative methods. To collect data, two standardized questionnaires are combined into one – Learning styles, Interests and Hobbies Inventory. Students of Czech grammar schools with extended physical education and sports training were observed. Analysis of Variance has found that boys seek sensation extensively more than girls regardless of their class type; furthermore, students from classes with P.E. and sports specialization do not seek sensation more extensively in comparison with students from general classes. Statistically significant differences in preferred learning styles have been identified between both types of classes.
10
Responsibility and Task Structuring as the Basic Attributes of Learning Styles and Their Relation Towards Consistency and the Quality of Hierarchy of a Learner’s Mind Map
75%
Duchovičová J. , Kozárová N.
Acta Technologica Dubnicae
|
2016
|
tom 6
|
nr 2
29-46
EN
The study focuses on the identification of the relationship between the learning style and mental representation of curriculum content. The research problem identifies the relationship between the learning style factors - responsibility and task structuring and the selected categories of curriculum content representation - consistency and the quality of hierarchy identified through mind mapping. For the purposes of the research, we used the LSI Questionnaire by R. Dunn, K. Dunn and G. E. Price, a mind mapping test and chi-square statistics were used for the evaluation of research findings. The research sample consisted of 115 respondents. By means of analysis, we found out that a learning style in the observed factors of responsibility and task structuring does not influence students’ mental representation of the curriculum content.
11
Content available How do University Students Learn: Learning Styles and Approaches in the Context of Subjective Quality of Higher Education Teaching and Learning Effectiveness
75%
Juklová K.
The New Educational Review
|
2013
|
tom 33
155-164
EN
This paper examines the styles and approaches to learning in contemporary higher education students. These individual characteristics are seen as results of the interaction between student individuality and the learning environment stimuli. The presented research is based on the assumption of existing interactions among the nature of study environment, the student’s approach to learning and his/her study effectiveness. Research results confirm this assumption and enable to analyze findings in the context of a specific learning environment.
12
Content available Learning style recognition based on an adjustable three-layer fuzzy cognitive map
63%
Georgiou D. A. , Botsios S. , Mitropoulou V. , Papaioannou M. , Schizas C. , Tsoulouhas G.
Journal of Artificial Intelligence and Soft Computing Research
|
2011
|
tom Vol. 1, No. 4
333--347
EN
Identification of learning styles supports Adaptive Educational Hypermedia Systems compiling and presenting tutorials custom in cognitive characteristics of each individual learner. This work addresses the issue: identifying the learning style of students, following the Kolb’s learning cycle. To this purpose, we propose a three-layers Fuzzy Cognitive Map (FCM) in conjunction with a dynamic Hebbian rule for learning styles recognition. The form of FCMs is designed by humans who determine its weighted interconnections among concepts. But the human factor may not be as reliable as it should be. Thus, a FCM model of the system allowing the adjustment of its weights using additional learners’ characteristics such as the Learning Ability Factors. In this article, two consecutively interconnected FCM (in the form of a three layer FCM) are presented. The schema’s efficiency has been tested and compared to known results after a fine-tuning of the weights of the causal interconnections among concepts. The simulations results of training the process system verify the effectiveness, validity and advantageous characteristics of those learning techniques for FCMs. The online recognition of learning styles by using threelayer Fuzzy Cognitive Map improves the accuracy of recognition obtained using Bayesian Networks that uses quantitative measurements of learning style taken from statistical samples. This improvement is due to the fuzzy nature of qualitative characterizations (such as learning styles), and the presence of intermediate level nodes representing Learning Ability Factors. Such factors are easily recognizable characteristics of a learner to improve adjustment of weights in edges with one end in the middle-level nodes. This leads to the establishment of a more reliable model, as shown by the results given by the application to a test group of students.
13
Content available remote Strategie nauczania języka angielskiego jako obcego uczniów z uszkodzeniami słuchu w szkołach podstawowych, gimnazjach i szkołach ponadgimnazjalnych
51%
Domagała-Zyśk E.
Człowiek - Niepełnosprawność - Społeczeństwo
|
2012
|
nr 3(17)
67-85
PL
W minionych latach zaszły ogromne zmiany w zakresie nauczania języka angielskiego jako obcego uczniów z uszkodzeniami słuchu. Początkowe obawy pierwszych lat XXI wieku, czy ta grupa uczniów, którą charakteryzują poważne trudności językowe, poradzi sobie z wysiłkiem poznawania języka obcego, zostały zastąpione przez relacje o sukcesach niesłyszących uczniów i studentów w tym zakresie. Jednocześnie pogłębiła się wśród nauczycieli wiedza o specyfice funkcjonowania społecznego i poznawczego uczniów z wadą słuchu, a w pełni wykwalifikowani nauczyciele języków obcych rozpoczęli systematyczną pracę w szkołach. Praktycznemu zaangażowaniu uczniów i nauczycieli powinna towarzyszyć refleksja teoretyczna nad możliwościami dostosowania współczesnych strategii nauczania języków obcych do potrzeb uczniów ze specjalnymi potrzebami edukacyjnymi. Celem artykułu jest krytyczna analiza doświadczeń grupy 18 nauczycieli – lektorów języka obcego pracujących z uczniami niesłyszącymi – w zakresie stosowanych przez nich strategii nauczania, doświadczanych trudności i wyzwań. Wyniki wskazują, że nauczyciele trafnie dobierają strategie nauczania języka obcego, jednak doświadczają dużych trudności związanych z umiejętnością efektywnego komunikowania się z uczniem niesłyszącym. Implikacją przeprowadzonych badań jest konieczność bardziej efektywnego przygotowania nauczycieli języka obcego do pracy z uczniem o specjalnych potrzebach edukacyjnych.
EN
Within the field of teaching English as a foreign language to the deaf and hard of hearing, a lot has changed recently. Initial worries (expressed at the beginning of the 21st century) whether this group of students with serious language difficulties would manage the effort of learning a foreign language, were soon replaced by stories about success in this area experienced by deaf students. At the same time, knowledge of the specificity of the social and cognitive functioning of students with hearing impairments has advanced dramatically, and fully qualified language teachers started to work in special schools for the deaf. The practical engagement of students and teachers should be accompanied by theoretical reflection on the possibilities of adapting contemporary foreign language teaching strategies for the needs of students with special educational needs. The aim of the paper is a critical analysis of the teaching strategies as used by a group of 18 language teachers working in special schools for the deaf. Their difficulties and challenges are also analyzed. The results show that the teachers accurately select language teaching strategies, adapting them to the needs of their deaf students, however they experience serious difficulties in the area of effective communication with deaf students. The implication of the research conducted is the need for more effective training for foreign language teachers in the area of work with students with special educational needs.
14
Content available Diagnostics of the Student’s Learning Style With the Use of Modern Information Technologies
51%
Krišová Z. , Pokorný M.
The New Educational Review
|
2013
|
tom 34
174-187
EN
The paper deals with learning styles and their initial diagnostics in the process of the student’s learning. It is focused on a method of learning styles recognition with the support of modern information technologies. The paper analyses different methods of the learning styles diagnostics, incorporating this issue into the scientific field of artificial intelligence and presents an idea on how to diagnose a learning style by using an unconventional fuzzy logic linguistic expert system. The expert system was designed to diagnose learning styles of university students in adaptive computer aided learning systems. A significant benefit is continuous numerical evaluation of the student’s degree of affiliation to all learning categories (types of student) with a possibility of simple determination of dominant and subdominant types, the use of a linguistic rule-based decision-making model, which is completely transparent and open, and the use of a decision-making procedure corresponding to the process of human consideration. The paper is an example of an application of modern information technologies in education.
15
Efektywna, szybka i przyjemna nauka wyzwaniem XXI wieku
44%
Ochim-Kopron A.
Problemy Jakości
|
2006
|
tom 38
|
nr 07
32-35
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