The experience of contrasting learning styles, learning preferences, and
                    personality types in the community college English classroom

Lawrence, William K.

doi:10.17760/d20004841

Cited by 8 publications

(8 citation statements)

References 88 publications

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“…In line with Xu, et al (2018), the study of Kudinov et al (2018) [58] identifies types of axiological orientations in students' personalities, highlighting the people's types of value-semantic orientations as pragmatic-professional, social-communicative, and individual-egoistic. A personality type could identify associated learning preferences or styles according to various studies, in which have people were observed in different learning situations to understand the way they chose to learn and ascertain that there are types that lean towards distinctive learning style preferences that cannot be clarified by other factors [59]. A study by Dosch (2006) determined an effective approach to teaching clinical dentistry in an attempt to identify the most communal personalities among undergraduate dental students and their learning preferences [60].…”

Section: Research Hypothesesmentioning

confidence: 99%

Bloom’s Taxonomy Student Persona Responses to Blended Learning Methods Employing the Metaverse and Flipped Classroom Tools

Kilipiris,

Avdimiotis,

Christou

et al. 2024

Education Sciences

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The paper aims to identify and analyze the correlation between student personality types and the use of metaverse and flipped classroom blended learning methods (BLMs) and tools by formulating a series of research hypotheses. Using Bloom’s Taxonomy, the most influential and standard theory of learning in the education cognitive field and toward this objective, the authors extracted the personality types of students and employed a mixed-methods research methodology JASP software (v.0.17.1) involving both qualitative and quantitative tools. The qualitative component involved direct observation of synchronous classroom teaching to students, while the quantitative aspect utilized structured questionnaires administered to 634 students of the International Hellenic University enrolled to attend the “Human Resource Management” course. The acquired qualitative data were processed using (a) network analysis JASP software (v.0.17.1) software in order to address the student personas through nodes, connections, and centralities and (b) structural equation software in order to identify the correlations between types of students and the variables of the metaverse and flipped classroom methods. The findings reveal that the four types of students identified have a direct and strong correlation with the use of flipped classroom and metaverse teaching methods.

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Section: Research Hypothesesmentioning

confidence: 99%

Bloom’s Taxonomy Student Persona Responses to Blended Learning Methods Employing the Metaverse and Flipped Classroom Tools

Kilipiris,

Avdimiotis,

Christou

et al. 2024

Education Sciences

View full text Add to dashboard Cite

show abstract

“…However, the current offerings are usually relatively standard without any differentiation; as such, they are not necessarily pedagogically beneficial if each individual student's level of knowledge and preferred learning style is unknown. Existing research into learning styles indicates that incorporating an understanding of a student's learning style in the instruction provided enhances the success of learning experiences [23]. As such, creating learning materials that can be adapted to a student's preferred learning style represents a powerful means of personalizing education that delivers optimal results.…”

Section: Research On Learning Stylesmentioning

confidence: 99%

“…The Felder-Silverman learning style dimensions are neither original nor comprehensive. For example, the first-dimension sensing / intuition is one of four dimensions of a well-known model based on Jung's theory of psychological types [23]. The fourth dimension active/reflective processing is a component of a learning style model developed by Kolb [24].…”

Section: Index Of Learning Stylesmentioning

confidence: 99%

Learning Styles and Dyslexia Types – Understanding Their Relationship and its Benefits in Adaptive E-learning Systems

Alsobhi

Alyoubi

2020

Int. J. Interact. Mob. Technol.

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Learning is a fundamental element of people’s everyday lives. Learning experiences can take the form of our interactions with others, through attending an educational establishment, etc. Not everyone learns in the same way, and even people who are considered to have a similar standard of abilities or proficiency will exhibit different learning styles. This does not necessarily mean that some students are better than others; it means that students are different from one another. Adaptive e-learning system should be capable of adapting the content to the user learning style, abilities and knowledge level. In this paper, we investigate the benefits of incorporating learning styles and dyslexia type in adaptive e-learning systems. Adaptivity aspects based on dyslexia type and learning styles enrich each other, enabling systems to provide learners with materials which fit their needs more accurately. Besides, consideration of learning styles and dyslexia type can contribute to more accurate student modelling. In this paper, the relationship between learning styles, the Felder–Silverman learning style model (FSLSM), and dyslexia type, is investigated. These relationships will lead to a more reliable student model.

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“…The SSQ is not the first approach aiming to utilise the MBTI model with respect to children and adolescents. (Kiersay, 1998;Lawrence, 1993). What the SSQ does differently, is to re-name some type descriptors to promote clarity and improve communication, more user-friendly, more congruent with everyday language (Oakland, Horton, & Glutting, 1996).…”

Section: •Temperament Research In Australiamentioning

confidence: 99%

Temperament in Context: The Student Styles Questionnaire as a Measure of Temperament: An Australian Study

Faulkner

2002

J. Psychol. Couns. Sch.

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This paper overviews temperament research and its relationship to context. It provides an introduction to the Student Styles Questionnaire as a temperament measure and its educational value. It presents Australian SSQ data, based on a sample of 308 students, aged 9, 11, 13 and 15, from a regional city. Both quantitative and qualitative findings are included as a means of illustrating the value of this instrument. Comparisons are made with the United States SSQ normative sample.

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The experience of contrasting learning styles, learning preferences, and personality types in the community college English classroom

Cited by 8 publications

References 88 publications

Bloom’s Taxonomy Student Persona Responses to Blended Learning Methods Employing the Metaverse and Flipped Classroom Tools

Bloom’s Taxonomy Student Persona Responses to Blended Learning Methods Employing the Metaverse and Flipped Classroom Tools

Learning Styles and Dyslexia Types – Understanding Their Relationship and its Benefits in Adaptive E-learning Systems

Temperament in Context: The Student Styles Questionnaire as a Measure of Temperament: An Australian Study

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