Learning Styles in the e-Learning Environment

Doulík, Pavel; Škoda, Jiřı́; Šimonová, Ivana

doi:10.4018/ijdet.2017040104

Cited by 4 publications

(3 citation statements)

References 27 publications

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“…"Life informatization" imposes new demands on using ICT (information and communication technologies) at each level of the educational system (Baş, Kubiatko & Sünbül, 2016;Fedina, Burmykina, Zvezda, Pikalova, Skudnev & Voronin 2017). Technical and technological development has induced changes in every sphere of society, including education (Doulík, Škoda & Šimonová, 2017). In a similar way, Krause, Pietzner, Dori, and Eilks (2017, p. 4406) state that "[w]ith the development of technology changing both people's lives and people's relations within societies, education is also undergoing innovations and necessary reforms".…”

Section: Introductionmentioning

confidence: 99%

The Effects of Watching Authentic English Videos with and without Subtitles on Listening and Reading Skills of EFL Learners

Metruk

2018

EURASIA J MATH SCI T

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Watching English videos can be considered as a powerful and popular tool with regard to learning English as a foreign language, and ought to be devoted serious attention by teachers and researchers. The present study attempts to explore the potential effects of watching authentic English videos (movies, TV shows, etc.) with subtitles (English and Slovak) and without subtitles on listening and reading skills. A total of thirty Slovak university EFL learners were divided into three groups according to their viewing preference: English subtitle group (ESG), Slovak subtitle group (SSG), and no subtitle group (NSG). Afterwards, the participants in each group underwent listening and reading tests, and their scores were subsequently examined. The test results were analyzed and compared using the Analysis of Variance (ANOVA) statistical method and the Bonferroni post-hoc test. Overall, neither listening nor reading test scores exhibit statistically significant differences between the three groups, although the post-hoc test, which was used for comparing the groups with each other, revealed that a significant difference was detected between the ESG and SSG within the analysis of reading test scores.

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Section: Introductionmentioning

confidence: 99%

The Effects of Watching Authentic English Videos with and without Subtitles on Listening and Reading Skills of EFL Learners

Metruk

2018

EURASIA J MATH SCI T

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“…Application of the approach described in the article shows promise not only for learning with due account for psychological and pedagogical peculiarities of both students and student groups in traditional education. The proposed technology can be used to organise effective interaction of users with the interface of electronic learning resources when creating adaptive educational products and distance learning platforms [18], which, under conditions of the information society, is one of the critical tasks of educational development.…”

Section: Activementioning

confidence: 99%

Optimisation of Selection of Electronic Learning Resources According to Student Group Composition

Derkach

2018

ITLT

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The technology of integration of learning methods, forms and means of information and communication technologies is described with due regards for psychological and pedagogical characteristics of student groups. The results of theoretical and experimental research conducted on the basis of two Ukrainian universities with the participation of 341 students in the "Chemistry" training area and 18 lecturers of basic chemical disciplines are highlighted. Both students and lecturers were polled in a specially designed questionnaire to show their attitude to the use of various electronic learning resources in learning and teaching basic chemical disciplines. Students’ preferences in learning styles were estimated on the basis of a self-scoring questionnaire for assessing preferences on four complementary dimensions, such as perception (sensitive or intuitive), input (visual or verbal), processing (active or reflective) and understanding (sequential or global) of chemical information. Such an approach is known as the method of Felder-Soloman, and it allows one to calculate Indices of Learning Style which assess qualitatively available preferences of all respondents in each of the four available directions. The developed technology allows lecturers to qualify an optimal set of electronic learning resources for the teaching of individual sections of chemistry, taking into account preferences in their use of students with different learning styles. The technology under development is based on the calculation of average resource scores as assessed by all students in the group, as well as on the expert evaluation of the feasibility of their application in the teaching of basic chemical disciplines. The taxonomy of the optimal selection of electronic learning resources and teaching methods is developed for each type of students’ learning preferences. Advantages and disadvantages of all available variants of the application of the developed technology are discussed for student groups of different compositions. An example of the application is given for studying the discipline "Inorganic Chemistry".

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“…"It is a fact that technology is in every part of our lives" [15, p. 2587]. Thus, technologies affect most aspects of our daily work as they have produced changes in every sphere of society [16], [17], including education [18], [19]. Moreover, they help EFL learners enhance their language abilities [20], [21].…”

Section: Introductionmentioning

confidence: 99%

Using English Movies and Tv Programs for Developing Listening Skills of Efl Learners

Metruk

2019

ITLT

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The skill of listening has always been regarded as one of the primary skills in foreign language teaching. The article attempts to investigate the effects of employing ICT, namely extensive viewing of movies and TV programs, on listening skills of EFL (English as a foreign language) learners. A total of 18 students of Teaching English Language and Literature study program were targeted for this preliminary study. Based on the data acquired by a questionnaire, they were divided into three groups: those who watch movies and TV programs in the original in English on a daily basis 1 hour a day, 2 hours a day, and 3 and more hours a day. Afterwards, all the participants took a listening test, and the obtained data were subsequently analyzed using the Friedman ANOVA non-parametric statistical test and a post-hoc test. The preliminary results illustrate that despite the fact that some differences in the mean scores were observed, no statistically significant difference was detected in the listening test scores between the three groups (p = 0.31). In a similar way, the post-hoc test yielded the same results (p = 0.68; p = 0.22; p = 0.22). Thus, the amount of daily exposure to watching English movies and TV programs in the original did not seem to occupy a substantial role in relation to listening skills of EFL learners. It is vital that further research, on a larger sample of respondents, be conducted, also due to the fact that the exploration of this field of English language teaching and learning is still in its infancy. Extensive listening (extensive viewing) represents a useful and popular way of improving listening skills, which requires attention of teachers and students, and this preliminary study explores whether higher exposure to viewing movies and TV programs results in better listening skills of EFL learners.

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Learning Styles in the e-Learning Environment

Cited by 4 publications

References 27 publications

The Effects of Watching Authentic English Videos with and without Subtitles on Listening and Reading Skills of EFL Learners

The Effects of Watching Authentic English Videos with and without Subtitles on Listening and Reading Skills of EFL Learners

Optimisation of Selection of Electronic Learning Resources According to Student Group Composition

Using English Movies and Tv Programs for Developing Listening Skills of Efl Learners

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