Differences in Learning Styles: A comparison of Slovenian Universities

Marič, Miha; Penger, Sandra; Todorović, Ivan; Djurica, Nina; Pintar, Rok

doi:10.1016/j.sbspro.2015.07.079

Cited by 18 publications

(21 citation statements)

References 34 publications

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“…This ensures that by combining the online and face-to-face learning provides the better results, which gives the understanding that the combination of the two of them can cover the weaknesses of each of them, in line with the findings of [44] in learning at u-Museum, and Wong, Pine, & Tsang (2000) [45] in training programs in the hospitality and tourism industry. The similar things were found by [46] on learning in Slovenian Universities which illustrate the variety of backgrounds of students can be overcome by integrating online learning with face-to-face. It can be accommodated as stated by [47], and the difficulties experienced by students in both approaches, online and face to face can be mutually covered as stated by [48].…”

Section: Discussionsupporting

confidence: 71%

“…Some complex things are learned in this case, so for these pupose, the dynamic models is required to form the understanding specific competencies, and critical reflections of the learner [45]. The learning that gives instructor and the learner the opportunity to interact during the learning process, is needed to form the positive student perceptions toward learning, the better processes and environment, and the information literacy components [46]; [19]; [20]. Also the cognitive control, cognitive style, learning style, initial ability of students, and the type of model chosen in learning to guarantee the success of learning, is important to be considered [21].…”

Section: Electrotechnical Competence In Blended Learningmentioning

confidence: 99%

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Online and Face to Face Composition in the Various Types of Learning Style

Tambunan¹,

Silitonga²,

Sinaga³

2019

Proceedings of the Proceedings of the 2nd Annual Conference of Engineering and Implementation on Vocational Education (ACEIVE 2

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The experiments have been conducted on electro technical teaching for ensuring the most suitable combination of online learning and face-to-face in blended learning on the certain type of learning style. There were 166 participants involved and scattered in five groups. The full online (OL) and full face to face (F2F) were control groups, and there were three combinations of online and face to face in different forms made, namely 25-75, 50-50, and 75-25 OL-F2F. The Learning Style Questionnaire and Electro technical Competencies Test were used in tracing the participants' learning styles and testing their competence. The 2-Way Anova, Sig. 0,05 shown the group of theorist and pragmatist learning style were better learned by the same OL-F2F composition, while the activist and reflector style were by the 75-25 and 25-75 of OL-F2F composition respectively.

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Section: Discussionsupporting

confidence: 71%

Section: Electrotechnical Competence In Blended Learningmentioning

confidence: 99%

Online and Face to Face Composition in the Various Types of Learning Style

Tambunan¹,

Silitonga²,

Sinaga³

2019

Proceedings of the Proceedings of the 2nd Annual Conference of Engineering and Implementation on Vocational Education (ACEIVE 2

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“…In this sense, LS are understood as personal variables related to intelligence and personality that are expressed through different ways of approaching, planning and responding to the demands of the learning process (Camarero, del Buey, & Herrero, 2000;Zatarain-Cabada & Barrón-Estrada, 2011). These styles are relatively stable but can be adapted for teachers to use as a tool to understand how their students learn and thus modify or reinforce their own teaching approaches, which will positively impact student learning processes and, therefore, academic performance (Fernández, 2011;Maric, Penger, Todorovic, Djurica, & Pintar, 2015;Pashler, McDaniel, M. Rohrer, & Bjork, 2008).…”

Section: Introductionmentioning

confidence: 99%

Learning Styles and the Use of ICT in University Students within a Competency-Based Training Model

Barbosa-Granados

Jaramillo

2019

J. New Approaches Educ. Res.

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The purpose of the study was to determine the learning styles (LS) and the use of Information and Communication Technologies (ICT) in university students within a competency-based training model, as well as to identify possible differences related to the frequency of use of ICT in terms of gender. A descriptive and correlational quantitative approach was applied with a non-experimental and transversal design. The study used an intentional non-probabilistic sample of 113 students in undergraduate psychology, public accounting and business administration programs that use a competency-based model at a private Colombian university. The outcome showed no significant differences among LS or in the frequency of ICT use in students with competency-based training. Additionally, the outcome showed a gender gap in which male students had the highest scores for the use of ICT.

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“…Learning style is defined as the best way to learn subject material with fewer struggles, but in the most effective way. Pupil tends to learn material through this way than the other way (Eva, 2016;Maric, Penger, Todorovic, Djurica, & Pintar, 2015). Teachers/lecturers duty on this is to understand and comprehend that pupils may have various learning styles and should be able to accommodate them well.…”

Section: Students' Learning Stylesmentioning

confidence: 99%

Students’ Obstacles on Autonomous English Learning

Rahmawan

2020

eltics

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This study attempts to give teachers a perspective regarding what problems students face during the process of learning English material by employing the Autonomous Learning. The researcher used Pragmatics as the subject of learning to observe the process of Autonomous Learning during one semester. This is a descriptive qualitative research in which 7 students of English Education of PGRI University were employed as the subjects of this study. Those students are the most active ones in class. After they conducted a series of learning process autonomously, they were expected to fill the questionnaire as the data source to reveal the basic need of the students that they are expecting from the teachers. Then the data would be explained descriptively. It is expected that the teachers are going to have some new perspectives regarding the autonomous learning, which is related to the students’ problems. What they want the teachers to do and what the teachers should provide are two fundamental considerations. This study reveals that the autonomous learning does not mean that the students learn the material fully autonomously. Bigger than that, the students still need the presence of the teachers as the agent of autonomous learning.

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Differences in Learning Styles: A comparison of Slovenian Universities

Cited by 18 publications

References 34 publications

Online and Face to Face Composition in the Various Types of Learning Style

Online and Face to Face Composition in the Various Types of Learning Style

Learning Styles and the Use of ICT in University Students within a Competency-Based Training Model

Students’ Obstacles on Autonomous English Learning

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