Differentiating the learning styles of college students in different disciplines in a college English blended learning setting

Hu, Jie; Peng, Yi; Chen, Xueliang; Yu, Hangyan

doi:10.1371/journal.pone.0251545

Cited by 37 publications

(24 citation statements)

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“…Sports colleges and universities running good art majors can effectively enhance the brand and influence of the school" [7,8]. erefore, all 14 independently set up sports colleges and universities announced by the Ministry of Education have offered art majors [9,10]. However, "when higher education changes from scale development to quality development, the problems surrounding the construction of sports and arts majors gradually come to the fore, and the construction of majors faces a series of difficulties" [11,12].…”

Section: Introductionmentioning

confidence: 99%

Influence of Teaching and Course Evaluation of Performing Arts Students Based on Improved Ant Colony Algorithm and Data Fusion

Bai¹,

2022

Security and Communication Networks

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Teaching quality evaluation plays a very important role in the evaluation of teaching and learning in universities, especially in performing arts courses. Therefore, in this study, the application and detailed analysis process of clustering analysis on student performance data is used to finally obtain the guidance of clustering results on teaching and management. A mathematical model of teachers was established using graph theory to transform the evaluation process into a bipartite graph model and to fully utilize the memory capacity, mastery of prior knowledge, adaptability, and collaboration of the ant colony algorithm. Moving back and forth between the two sets of partial graphs completed the evaluation of the teacher teaching process. In addition, the maximum and minimum pheromone strategies were applied in the original ant colony algorithm; the robustness of the algorithm itself was enhanced by making full use of the memory ability and the necessary prior knowledge mastery in solving the teacher teaching evaluation problem. For the unqualified teachers, according to the principle of PDCA (quality environment), regular training, mutual lectures, and further training can be adopted to improve teachers’ teaching levels. Through comparison, it is found that the general and practical courses of art performance majors do not have professional characteristics, and the professional courses are mostly dance and performance courses, while physical education, sports training, and other related courses are insufficient. Through the method of this study, all students are concentrated in the group of teachers with higher satisfaction, and “teaching” can achieve the expected effect and provide theoretical and practical basis for the development of performing arts courses.

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Section: Introductionmentioning

confidence: 99%

Influence of Teaching and Course Evaluation of Performing Arts Students Based on Improved Ant Colony Algorithm and Data Fusion

Bai¹,

2022

Security and Communication Networks

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“…This tendency is consistent with past studies, such as a piece of research by Amir, Jelas, and Rahman (2011) found the same result. Consistently, Hu, Peng, Chen, and Yu (2021) proposed that learning styles can vary among students who are from different contexts. On the contrary, Shah, Ahmed, Shenoy, and Srikant (2013) conducted a study on students' learning styles in two different colleges in India.…”

Section: Discussionmentioning

confidence: 97%

“…Several authors (eg., Hu et al, 2021) recommended further research in this concerned area to validate the existing knowledge. In the context of Lao PDR, the curriculum system is solely controlled by the Ministry of Education and Sports, but teacher professional development and educational management are dependent on educational institutions themselves.…”

Section: Introductionmentioning

confidence: 99%

The Effect of Contextual Factor on Learning Styles Preferences of English Majors in Lao Public Universities

Sengsouliya

Soukhavong

Phonekeo

et al. 2021

JELTL

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<em>This research is a quantitative correlational design, which investigates the English learning styles preferences of English major in Laotian public universities in Lao PDR and tests the effect of contextual factors on the participants’ learning styles preferences. The sample of this research involved 542 university-level students who major in English at a bachelor-degree program in four public universities in Lao PDR. The instrument of the study was Reid’s (1987) Perceptual Learning Style Preference Questionnaire (PLSPQ), which includes six different learning styles (Audio, Visual, Kinesthetic, Tactile, Individual, and Group learning styles). Participants were invited to rate their learning style preference towards the scale. The analysis was conducted based on</em> <em>Reid’s (1995) guide of categorizing preference levels, such as Major, Minor Learning Style Preference, and Negligible. The results indicated that the participants had three major preferences towards Kinesthetic learning (M=41.20), Audio learning (M=39.18), and Tactile learning styles (M=38.14), respectively. The study also found that there are significant differences in English learning styles preferences among students from different institutional contexts. Further research on testing the effect of contextual factors on learners’ learning choice is strongly recommended.</em>

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“…Without the physical presence of teachers, a learner’s self-efficacy would be the key factor for academic success in the self-regulated learning environment ( Tsai et al, 2011 ; Korr et al, 2012 ). In the English learning domain, numerous empirical studies have reached the consensus that self-efficacy was positively related to learning strategies, motivation, engagement, satisfaction, and academic outcomes ( Liu and Yu, 2012 ; Alsowat, 2016 ; Hu et al, 2021 ). Noticeably, Pappamihiel (2002) argued that students with a lower level of self-efficacy were more likely to suffer from anxiety in English learning, which further supported our position that self-efficacy would affect adaptability involving cognitive, behavioral, and emotional adjustment ( Martin et al, 2012 ).…”

Section: Discussionmentioning

confidence: 99%

The Effects of Contextual Factors, Self-Efficacy and Motivation on Learners’ Adaptability to Blended Learning in College English: A Structural Equation Modeling Approach

Yang

2022

Front. Psychol.

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ObjectiveFew research efforts have substantially introduced relevant studies on Chinese students’ adaptability in relation to the ineffectiveness of blended learning mode in College English. This study is guided by social cognitive theory, and related literature has been reviewed concerning adaptability. In this study, we aim to examine the involved relationships among contextual factors, self-efficacy, motivation, and adaptability to blended learning mode among non-English majored Chinese learners in the College English course.MethodsThe quantitative research method was employed in this study, and 595 respondents were eventually collected to enable the data analysis. The structural equation modeling (SEM) approach was used to analyze the data.Results(1) The non-English majored learners’ adaptability to blended learning mode in College English was at a low level with a mean value of 2.26, indicating that students still suffer difficulties from class conducted in blended learning; (2) the fit indices were at the level of good fit, and it suggested the structural model had an overall good fit to the data as shown: x2/df = 2.496, RMESA = 0.050, GFI = 0.956, AGFI = 0.936, NFI = 0.968, RFI = 0.959, IFI = 0.980, TLI = 0.975, CFI = 0.980; (3) adaptability was positively related to contextual factors, self-efficacy, and motivation (p < 0.001); (4) contextual factors exerted an indirect effect on the adaptability not only through the separate mediating role of self-efficacy and motivation, but through the chain mediating role of self-efficacy and motivation (p < 0.01).ImplicationsThis study theoretically extends previous studies on adaptability by investigating the affecting factors in the framework of social cognitive theory. More practically important is that this study sheds light on the impact mechanism of positive and enjoyable environment, self-efficacy and motivation on non-English majored learners’ adaptability to blended learning mode in English course, which would provide a vital insight for administrators and College English instructors to reconsider the role of learners’ responses in the mixed mode to improve their English achievement more effectively, as well as to enhance and promote their user experience of the offered blended learning service.

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Differentiating the learning styles of college students in different disciplines in a college English blended learning setting

Cited by 37 publications

References 115 publications

Influence of Teaching and Course Evaluation of Performing Arts Students Based on Improved Ant Colony Algorithm and Data Fusion

Influence of Teaching and Course Evaluation of Performing Arts Students Based on Improved Ant Colony Algorithm and Data Fusion

The Effect of Contextual Factor on Learning Styles Preferences of English Majors in Lao Public Universities

The Effects of Contextual Factors, Self-Efficacy and Motivation on Learners’ Adaptability to Blended Learning in College English: A Structural Equation Modeling Approach

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