Learning styles and supervision: A critical review

Tangen, Jodi L.

doi:10.1080/07325223.2017.1388897

Cited by 6 publications

(3 citation statements)

References 59 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Some of the criticisms are related to the effectiveness of incorporating learning styles in education, and the way learning styles should be used in education [103,232]. The author in Tangen [255] singles out a lack of clarity in definitions, models and guidelines for application as one of the primary limitations of learning styles. Hattie [120] thinks that learning styles could label students in such a way as to limit their potential for learning [168].…”

Section: Adaptation To Learning Modalitiesmentioning

confidence: 99%

Personalisation methods in e‐learning‐A literature review

Mikić¹,

Ilić²,

Kopanja³

et al. 2022

Comp Applic In Engineering

View full text Add to dashboard Cite

Over the years, personalisation in e‐learning has evolved as a promising paradigm for matching learners' specific requirements. Although many literature reviews on personalised e‐learning have been conducted, there are still voids and limitations in the comprehensive literature survey regarding how personalisation might occur in e‐learning environments and benefit the teaching and learning process. In addition, no design guidelines, frameworks, or tools to guide its implementation exist, so practice can vary widely. The principal purpose of this literature review is to examine the subject, provide insights into the use of personalised techniques and systems in e‐learning, and investigate its impact on the engagement and success of the students. This study applies methods of precise selection criteria to determine which of the selected publications have the strongest interconnection and relevance with the topic of e‐learning personalisation. It also categorises the personalisation techniques employed by each identified system and highlights new perspectives and advances in the area.

show abstract

Section: Adaptation To Learning Modalitiesmentioning

confidence: 99%

Personalisation methods in e‐learning‐A literature review

Mikić¹,

Ilić²,

Kopanja³

et al. 2022

Comp Applic In Engineering

View full text Add to dashboard Cite

show abstract

“…On the other hand, convergent learners use logic to come up with a solution to a problem. On a general perspective, students have more than one learning style [7,8]. These methods of learning correspond to the various characteristics that define them.…”

Section: Learning Process Teaching and Learning Stylesmentioning

confidence: 99%

COVID-19 and Learning Styles: GCET as Case Study

Malik¹,

Amjed²,

Hasani³

2021

Computers, Materials &Amp; Continua

View full text Add to dashboard Cite

The COVID-19 pandemic has caused higher educational institutions around the world to close campus-based activities and move to online delivery. The aim of this paper is to present the case of Global College of Engineering and Technology (GCET) and how its practices including teaching, students/staff support, assessments, and exam policies were affected. The paper investigates the mediating role of no detriment policy impact on students' result along with the challenges faced by the higher educational institution, recommendations and suggestions. The investigation concludes that the strategies adopted for online delivery, student support, assessments and exam policies have helped students to effectively cope with the teaching and learning challenges posed by the COVID-19 pandemic without affecting their academic results. The study shows that 99% of students were able to maintain the same or better level of performance during the 1st COVID-19 semester. One percent of students had shown a slight decrease in their performance (about 1%-2%) with respect to their overall marks pre-COVID-19. The no detriment policy has succoured those 1% of the students to maintain their overall performance to what it used to be pre-COVID-19 pandemic. Finally, the paper provides the list of challenges and suggestions for smooth conduction of online education.

show abstract

“…A. C. Miller and Luke (2018) extended the lesbian, gay, bisexual, transgender, and queer or questioning responsive model for supervision of group work to include a quantitative exploration of its application to supervision of classroom guidance among school counselors in training. Conceptual applications included a critical review of application of learning style frameworks for supervision (Tangen, 2018), application of Mezirow’s transformative learning theory to counselor development in supervision (Watkins, Davis, & Callahan, 2018), integration of the discrimination model within supervision of adventure‐based counseling (Christian & Perryman, 2018), and a competencies framework for supervision in social service agencies (Jamshidi, Aubry, Vandette, Valiquette‐Tessier, & Fenn, 2018).…”

Section: Supervisionmentioning

confidence: 99%

Counselor Education and Supervision: 2018 Annual Review

Minton

Hightower

2020

Couns Edu & Supervision

View full text Add to dashboard Cite

The authors reviewed 114 articles regarding counselor education and supervision published in professional counseling journals during 2018. The articles represented a range of methodologies, providing insight into current supervision, teaching and training, stakeholder experiences, and professional issues. Implications include a need for research regarding online teaching and learning as well as exploring supervision’s influence on counseling skill and effectiveness.

show abstract

Learning styles and supervision: A critical review

Cited by 6 publications

References 59 publications

Personalisation methods in e‐learning‐A literature review

Personalisation methods in e‐learning‐A literature review

COVID-19 and Learning Styles: GCET as Case Study

Counselor Education and Supervision: 2018 Annual Review

Contact Info

Product

Resources

About