Adaptive Education based on Learning Styles: Are Learning Style Instruments Precise Enough?

Alzain, Alzain; Clark, Steve; Ireson, Gren; Jwaid, Ali

doi:10.3991/ijet.v13i09.8554

Cited by 22 publications

(18 citation statements)

References 13 publications

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“…[43]. Lecturers are required to be able to select and use learning resources that are adaptive to the individual and social characteristics of learning participants, developments in information technology, and challenges for the present and future [44].…”

Section: Findings and Discussionmentioning

confidence: 99%

“…Regarding the different understandings of lecturers about the nature of disruptive community learning resources, the role of the institution needs to improve and strengthen the quality of lecturers [4]. Improving and strengthening the quality of lecturers is directed at understanding the vision and mission of the institution and efforts to achieve it through improving lecture-performance [44]. This is very important because learning performance is one of the indicators in determining higher education excellence.…”

Section: Findings and Discussionmentioning

confidence: 99%

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Utilization of Various Disruptive Community Learning Resources for the Covid-19 Period in the Perspective of Life Based Learning

Hardika

Aisyah

Listyaningrum

2021

Int. J. Interact. Mob. Technol.

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This study aims (1) to analyze the use of various disruptive community learning resources during the Covid-19 period in terms of characteristics, levels, and types of learning resources used by lecturers in lectures, and (2) to find out the differences in the use of various disruptive community learning resources during the Covid-19 period between fields of science at Universitas Negeri Malang. The research approach used quantitative with an ex post facto design. The respondents of this research were 393 students of Universitas Negeri Malang from eight faculties. The data was collected through a closed questionnaire distributed through the Google Form application technology. Data analysis was performed by using percentage description statistics and different tests of the use of learning resources between the sciences, social humanities, and engineering. The results of the analysis show that (1) the characteristics, levels, and types of disruptive community learning resources in the Covid-19 era used by lecturers in lectures vary widely, (2) there are significant differences in the use of various disruptive community learning resources during the Covid-19 period between science and social humanities students, and engineering.

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Section: Findings and Discussionmentioning

confidence: 99%

Section: Findings and Discussionmentioning

confidence: 99%

Utilization of Various Disruptive Community Learning Resources for the Covid-19 Period in the Perspective of Life Based Learning

Hardika

Aisyah

Listyaningrum

2021

Int. J. Interact. Mob. Technol.

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“…Before choosing a learning styles in the application, identification was made using the VARK questionnaire. The VARK questionnaire was used because it could be used to determine learning styles (Alzain et al, 2018). The VARK questionnaire was given with language modification and questions that were appropriate for the child's persona.…”

Section: Elicitation Application For Children Learning Applicationsmentioning

confidence: 99%

“…Identification of learning styles can also be made in defining the requirements of a child's learning application (Cano et al, 2016). The use of the Visual, Auditory, Reading/writing and Kinesthetic (VARK) questionnaire is now often used to identify learning styles (Alzain et al, 2018). However, the results will be accurate if using digital media (Graf et al, 2008).…”

Section: Introductionmentioning

confidence: 99%

Identification of Children Learning Styles Using Elicitation Application

Sabariah¹,

Santosa²,

Ferdiana³

2020

Journal of Computer Science

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Learning styles is one aspect of pedagogy that needs to be considered in the learning process. Understanding of material will be achieved if it is by the learning styles. Children do not have experience in the learning process, so identification of children learning styles is needed. The cognitive, psycho-motor and emotional abilities of children in each varying age range become a factor that determines learning styles. Learning styles tend to be recommended to children in the form of visual, audio, read/write and kinesthetic. Identification can be made towards learning styles that are by the child's preferences. The use of digital applications will be more accurate when compared to questionnaires in identifying learning styles. The presentation of interactive material and immersive in each learning styles can help identify children's learning styles. The assessment of material understanding was clarified in elicitation apps. The material evaluation was presented in the form of a set of questions related to the material presented. Interactions in the evaluation activities in the apps were presented according to the child's learning styles. Output produced by the application can be used by learning application developers, teachers, or parents in identifying children's learning styles.

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“…According to this approach, one should first understand the preferred learning style of the whole group of students, as well as learning preferences of individual students [3,4].…”

Section: Introductionmentioning

confidence: 99%

Conditions for creating a balance between learning styles on the example of the material of the discipline “Ecological Chemistry and Environmental Monitoring”

2020

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Aspects of learning styles modelled on R. Felder and B. Soloman are discussed in detail. The results of the study of the educational advantages of students of Kryvyi Rih State Pedagogical University of the speciality "014 Secondary education (Chemistry)" are presented. It is shown that the majority of students in the group are those who study visually, sensitively, actively and consistently. According to studied features of the student's groups didactic material on the theme "Ecological Chemistry of the Lithosphere" of the content module "Ecological Chemistry of Environmental Objects" was elaborated and its role and place in the structure of the educational process determined. Forms of work that involve the use of different cognitive functions are described and therefore contribute to their balanced development. It allows a person to be flexible in the unrestrained development of technological progress, to be open to different ways of obtaining information and perceiving it without resistance and stress.

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Adaptive Education based on Learning Styles: Are Learning Style Instruments Precise Enough?

Cited by 22 publications

References 13 publications

Utilization of Various Disruptive Community Learning Resources for the Covid-19 Period in the Perspective of Life Based Learning

Utilization of Various Disruptive Community Learning Resources for the Covid-19 Period in the Perspective of Life Based Learning

Identification of Children Learning Styles Using Elicitation Application

Conditions for creating a balance between learning styles on the example of the material of the discipline “Ecological Chemistry and Environmental Monitoring”

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