Learning Style Instruments: Implications of Content

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

doi:10.20533/ijsed.2046.3707.2017.0040

Cited by 2 publications

(1 citation statement)

References 13 publications

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“…The Grasha–Reichmann Student Learning Styles Scale (GRSLSS) is one of the few instruments designed to assess social interaction ( 29 ). The Grasha–Reichmann model focuses on: (i) student attitudes toward learning, classroom activities, teachers, and peers ( 30 ); and on (ii) how personal attributes influence learning strategies ( 31 ). The GRSLSS classifies the learning styles of student into six categories including: (i) avoidant: not enthusiastic about learning content and attending class; (ii) dependent: show little intellectual curiosity and learn only what is required; (iii) participant: good students in class; (iv) independent: students who like to think for themselves and are confident in their learning abilities; (v) competitive: students who learn the material in order to perform better than others in the class; and (vi) collaborative: typical of students who feel that they can learn by sharing ideas and talents ( 32 ).…”

Section: Introductionmentioning

confidence: 99%

Enhancing Toxicology Achievement by the VARK and the GRSLSS-mixed Models in Team-Based Learning

Khamphaya

Pouyfung

Yimthiang

2022

Front. Public Health

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Toxicology is needed to implement in the occupational health and safety (OHS) curriculum. Teaching toxicology is very challenging as its multidisciplinary science. Keeping students engaged in learning is a difficult issue when introducing solely theoretical framework. To enhance student performance, educators need to be aware of different learning styles and teach students accordingly. This study aimed to examine preferred learning styles and to further investigate the impact of learning style on team allocation and the effectiveness of team-based learning (TBL) in toxicology. A cross-sectional study of OHS students was performed. The visual, aural, reading/writing, and kinesthetic (VARK) learning style questionnaire and the Grasha–Reichmann Student Learning Styles Scale (GRSLSS), which identifies independent, dependent, collaborative, participant, competitive, and avoidant learning styles, were used with 101 study participants. After classification, participants studied three aspects of toxicology in three respective situations: (i) individual learning, (ii) TBL with students of the same VARK learning style, and (iii) TBL with students of varying VARK learning styles. Afterward, participants wrote a test on each of the aspects. The dominant VARK and GRSLSS learning styles were reading/writing (33.33%) and collaborative (50.00%), respectively. The participants achieved the highest test scores (88.31%) when they studied in a team with the various VARK styles, followed by studying in a team with the same VARK style (83.43%). Individual learning produced the lowest average score (69.79%). The results of this study suggest that creating a successful heterogeneity team based on the preferred learning styles is an effective teaching method in toxicology. It might be useful to toxicology educators and research studies from a wide range of disciplines to enhance student performance.

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Section: Introductionmentioning

confidence: 99%

Enhancing Toxicology Achievement by the VARK and the GRSLSS-mixed Models in Team-Based Learning

Khamphaya

Pouyfung

Yimthiang

2022

Front. Public Health

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Integration of the ASSURE Model for Bachelor of Nursing Training: An International Project

Kasimovskaya

Chabrera

Laaksonen

et al. 2021

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Introduction. The active integration of digital technologies into the modern educational process is an urgent task for the global education ecosystem. In this paper, within the framework of the joint international educational project “Digital Toolbox for Innovation in Nursing Education (I-BOX)”, conducted under the Erasmus+ Programme of the European Union, we present a new instructional design of the educational process using digital technologies on an electronic platform, based on the ASSURE model. The aim of the study is to design digital educational process using the ASSURE model with a view of its integration into electronic platforms. Materials and Methods. The development of the ASSURE model for instructional design was based on three stages. The first stage involved the analysis of available instructional models in order to determine the feasibility of application for the project. The second stage included the adaptation of the ASSURE model for instructional design as consistent with the project objectives. The third stage covered the definition and integration of modern digital technologies in the process of instructional design following the ASSURE model. Results. Based on the results of the study, the participants of the I-BOX Strategic Partnership Consortium developed an ASSURE model that can be applied for the instructional design in educational process when the use of digital technologies (video, audio, podcasts) and the placement of learning materials on an electronic platform are required. Project participants developed a guide “ASSURE MODEL: Conceptual Structure of the Project and Assessment” based on the results of the study with a step-by-step description of the ASSURE model for the e-learning process. The developed educational and audiovisual e-learning materials based on the ASSURE model will be available on the electronic platform. Discussion and Conclusion. The materials of the paper will be useful when designing the educational process on an electronic platform or in an online format. The presented ASSURE model will increase the possibilities and effectiveness of teaching students from different countries using digital technologies on electronic platforms.

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Learning Style Instruments: Implications of Content

Cited by 2 publications

References 13 publications

Enhancing Toxicology Achievement by the VARK and the GRSLSS-mixed Models in Team-Based Learning

Enhancing Toxicology Achievement by the VARK and the GRSLSS-mixed Models in Team-Based Learning

Integration of the ASSURE Model for Bachelor of Nursing Training: An International Project

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