Learning styles and task preferences in online language courses: Match or mismatch?

Hosseini, Hamed Mohammad; Mehraein, Sepideh

doi:10.18844/cjes.v17i1.6683

Cited by 5 publications

(4 citation statements)

References 13 publications

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“…The results of this research, however, differ with those of (Hosseini & Mehraein, 2022) who found that learners were mostly favored by auditory. Moreover, (Pagalilauan, 2023) said in his finding that auditory was more popular, followed by kinesthetic and visual learning.…”

Section: Findings and Discussioncontrasting

confidence: 99%

Preferred Learning styles among Junior High School students Using non Cognitive Diagnostic Assessment

Rahmatika,

Azmar,

Fajriawan

2024

edulangue

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Every student possesses individual learning styles, making it crucial to examine their preferred approaches as a means of designing courses and implementing effective instructional methods. The aim of this research endeavor was to identify the predominant learning style among junior high school students, along with discerning any gender-related associations with specific learning styles. Employing a descriptive quantitative research methodology, data were collected from 97 participants via non-cognitive diagnostic assessments. The results revealed that the visual learning style emerged as the most favored choice, with a prevalence rate of 60.8%. It was followed by the auditory style (12.4%), kinesthetic style (9.3%), visual-auditory style (7.2%), visual-kinesthetic style (7.2%), and auditory-kinesthetic style (3.1%). In terms of gender distribution, a significant majority of male students exhibited a preference for the visual style (42.3%), while the visual style also predominated among female students (18.6%). These findings hold valuable implications for fostering pedagogical excellence. Based on these results, educators are strongly advised to embrace diverse teaching methods and design multifaceted activities that encompass and accommodate the different learning styles exhibited among students.

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Section: Findings and Discussioncontrasting

confidence: 99%

Preferred Learning styles among Junior High School students Using non Cognitive Diagnostic Assessment

Rahmatika,

Azmar,

Fajriawan

2024

edulangue

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“…In addition, G1 also found another didactic obstacle: giving teachers many assignments during online learning. The assignment is widely considered adequate for online learning (Hosseini & Mehraein, 2022). However, in reality, most junior high school students do not understand the assignments given online, so they cannot complete the tasks given by the teacher properly (Sousa, 2021).…”

Section: Discussionmentioning

confidence: 99%

Prospective teachers' perceptions of didactic obstacles in the online mathematics learning

Murniasih

Suwanti²,

Syaharuddin³

et al. 2022

jel

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The spread of the coronavirus has caused learning that was previously carried out offline to be online. It causes didactic obstacles in learning when implementing online learning. Research related to didactic obstacles has been widely studied from the perceptions of teachers and students but has not been widely studied from the point of view of prospective teachers. The purpose of this study is to investigate the didactic obstacles that arise in terms of the perceptions of prospective teachers in online mathematics learning. The method used in this research is descriptive qualitative. The research subjects were 18 prospective teachers divided into six groups, each consisting of three prospective teachers. The research locations were taken in two locations: East Java and Nusa Tenggara Timur (NTT). The instruments used include assignment sheets, field notes, field observations, and sheets for interviews with mathematics teachers in junior high schools. The triangulation technique compares the data from observations, interview recordings, and descriptions of answers. The research findings show that the biggest didactic obstacle occurs in the giving of too many assignments by the teacher to students. Giving too many assignments makes the quality of student work low. This result implies that teachers think giving students many assignments is natural so that all material is conveyed during the pandemic. It contradicts the perception of prospective teachers.

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“…The Open and Distance Learning (ODL) system has significantly improved access to quality higher education in India [9]. Therefore, recognising the learning style is extremely important in an Open and Distance Learning (ODL) environment where students learn separately at home and feel alienated from their friends and teachers [10]. Different learning styles are adopted by students in distance learning systems depending on their individual backgrounds and the inputs they receive from their teacher [4].…”

Section: Introductionmentioning

confidence: 99%

Understanding the Learning Style Preferences of ODL Students Using VARK Model: Implications for Individualized Pedagogy and Student Success

Dey,

Panda

2024

AJESS

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Aims: The study aims to assess the learning styles among ODL students in higher education, and propose practical strategies for integrating personalized learning approaches to enhance student engagement and educational outcomes. Place and Duration of Study: Research was carried out among the higher education students who enrolled in different ODL programs under the dual-mode universities. Survey was administered during Personal Contact Programme (PCP) for the academic session of 2023-2024. Methodology: Descriptive survey design was employed to gather quantitative data on higher education students learning styles under ODL mode of study and provides a deeper understanding of ODL students' learning preferences based on VARK model. The sample comprised of 246 post-graduate ODL students from various disciplines. A simple random sampling technique was employed to ensure representation from diverse academic backgrounds of ODL students. Results: Study revealed significant variations in learning style preferences among the ODL students. There are 89 (36.18%) ODL students with single preference of learning style and 157 (63.82%) ODL students with multimodal preference of learning style. Statistically significant difference found between male and female ODL students concerning their learning styles. Visual learning style is the most preferred learning style, followed by aural, kinesthetic, and read/write learning style respectively. Majority of ODL students preferred to learn by multiple sensory modalities. Conclusion: Integrating learning style assessments into distance learning practices holds immense promise for enhancing the effectiveness and efficiency of distance education. Designing course curriculum for distance education based on multiple sensory modalities is crucial for enhancing learning outcomes and student engagement. Incorporating various sensory channels such as visual, auditory, kinesthetic, and read/write, ODL professionals can cater to diverse learning styles and preferences, ultimately promoting a deeper understanding of the subject matter and academic success.

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Learning styles and task preferences in online language courses: Match or mismatch?

Cited by 5 publications

References 13 publications

Preferred Learning styles among Junior High School students Using non Cognitive Diagnostic Assessment

Preferred Learning styles among Junior High School students Using non Cognitive Diagnostic Assessment

Prospective teachers' perceptions of didactic obstacles in the online mathematics learning

Understanding the Learning Style Preferences of ODL Students Using VARK Model: Implications for Individualized Pedagogy and Student Success

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