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The construction and evaluation of a normative learning style preference questionnaire  [cached]
M. J. Viljoen,J. M. Schepers,K. van Zyl
South African Journal of Industrial Psychology , 2001, DOI: 10.4102/sajip.v27i3.27
Abstract: Various authors have indicated the need for and value of identifying the learning style preferences of individual learners. Similar needs have been voiced in the South African context.The focal point of this study was the development of a normative instrument for predicting the preferred learning styles of individuals. Secondary aims were to determine whether there are differences between groups formed on the basis of gender, academic qualifications and functional disciplines as far as their learning style preferences are concerned. Based on a review of the literature and an existing questionnaire, namely the Learning Style Inventory (LSI 85), the Learning Style Preference Questionnaire (LSPQ) consisting of 136 items was developed and administered to respondents (N= 542) in a large organisation. The LSPQ was subjected to a principal factor analysis and six factors were obtained.The six factors were rotated to simple structure by means of the Direct Oblimin procedure. The matrix of intercorrelations of the six factorswas subjected to a second-order factor analysis and yielded a single factor. Opsomming Verskeie outeurs het na die behoefte aan asook die waarde van identi¢kasie van leerstylvoorkeure van individuele leerders verwys. Soortgelyke behoeftes is ook in Suid-Afrikaanse verband geopper.Die fokus van hierdie studie was die ontwikkeling van ’n normatiewe instrument om die leerstylvoorkeure van individue te meet. Sekondere doelwitte was omte bepaal of daar verskille tussen groepe is wat saamgestel is op grond van geslag, akademiese kwalifikasies en funksionele dissiplines wat hul leerstylvoorkeure betref. Gegrond op ’n oorsig van die literatuur en ’n bestaande vraelys, tewete die ‘‘Learning Style Inventory’’ (LSI 85), is die ‘‘Learning Style PreferenceQuestionnaire‘‘ (LSPQ), bestaande uit 136 items, gekonstrueer en op 542 respondente in’n groot organisasie toegepas. Die LSPQ is aan ’n hoo aktorontleding onderwerp en ses faktore is verkry. Die ses faktore is deur middel van die Direct Oblimin-prosedure na eenvoudige struktuur geroteer.
Learning style and learning strategies  [cached]
Pat Paterson,John Robottorn
Research in Learning Technology , 1995, DOI: 10.3402/rlt.v3i1.9587
Abstract: Two important factors need attention when contemplating how and where to use the new computer-based learning technologies. Firstly, in order to select the right kind of software, it is necessary to have a clear picture of the desired outcomes of a particular learning situation. There are many varieties of interactive multimedia available, and matching the tool to the job should be an early consideration. Of equal, if not greater importance, is the question of whether, for a particular learner, interactive multimedia is the most appropriate learning tool. If there is too great a mismatch between the learning styles and strategies of a particular learner and the given learning environment, learning may be inhibited rather than enhanced.
Concept of Learning
Malik Ghulam Behlol,Hukam Dad
International Journal of Psychological Studies , 2010, DOI: 10.5539/ijps.v2n2p231
Abstract: This study explains the concept of learning in the light of the opinions of behaviourists, connectivists and humanists. The researcher focused on key points of difference among the behaviourists themselves and other schools of thought on the topic. For this purpose, the qualitative paradigm of research was used and method of content analyses was applied. According to the behaviourists learning is not an active but passive process of memorizing information that requires external reward. Understanding is merely seeing relationship or patterns and applications requires not more than transfer of training. According to the humanists learning is a personal act of individual to fully utilize his potential. It is essential that instructional activities should be based on the learners’ basic needs for the success of the learning process. It is an unending curiosity that includes identifying, discovering, drawing in from the outside world and making that which is drawn in a real part of Me. Learning situation must allow the learner to move at a pace that best suited to him. It should provide opportunities for continuous assessment and utilization of the feedback as a part of learning. Connectivists believe that learning is a way of being. It is an ongoing pattern of attitudes and actions by individuals and groups which they employ to deal with the surprising, new/novel, messy, obtrusive events and situations. It occurs in different of ways from the practicing communities, personal networks, and through completion of work-related tasks. It is a continuous process for a lifetime without separation from work related activities. They present a model of learning which recognizes that learning is no longer an internal, individualistic activity. It provides an insight and skills to the learners how to flourish and progress in a digital era of technology.
Concept mapping enhances learning of biochemistry  [cached]
Krishna M. Surapaneni,Ara Tekian
Medical Education Online , 2013, DOI: 10.3402/meo.v18i0.20157
Abstract: Background: Teaching basic science courses is challenging in undergraduate medical education because of the ubiquitous use of didactic lectures and reward for recall of factual information during examinations. The purpose of this study is to introduce concept maps with clinical cases (the innovative program) to improve learning of biochemistry course content. Methods: Participants were first year medical students (n=150) from Saveetha Medical College and Hospital (India); they were randomly divided into two groups of 75, one group attending the traditional program, the other the innovative program. Student performance was measured using three written knowledge tests (each with a maximum score of 20). The students also evaluated the relevance of the learning process using a 12-item questionnaire. Results: Students in the innovative program using concept mapping outperformed those in the traditional didactic program (means of 7.13–8.28 vs. 12.33–13.93, p<0.001). The students gave high positive ratings for the innovative course (93–100% agreement). Conclusion: The new concept-mapping program resulted in higher academic performance compared to the traditional course and was perceived favorably by the students. They especially valued the use of concept mapping as learning tools to foster the relevance of biochemistry to clinical practice, and to enhance their reasoning and learning skills, as well as their deeper understanding for biochemistry.
Reliability and validity study of parental feeding style questionnaire  [cached]
Mustafa ?z?etin,Resul Y?lmaz,ünal Erkorkmaz,Haluk Esmeray
Turk Pediatri Ar?ivi , 2010,
Abstract: Aim: We aimed to confirm the validity and internal reliability of Parental Feeding Style Questionnaire (PFSQ) which was a parent-report measure and was designed to assess variations in parent’s feeding styles.Material and Method: For this cross sectional study, PFSQ was translated to Turkish and conducted among parents of both preschool students and patients who applied to the pediatric outpatient clinic. 468 of 650 responded questionnaires were examined for factor structure. The data were analyzed by PASW ver.18 and SPSS program.Results: The questionnaire was conducted among parents of 243 boys and 225 girls, the mean age was 5.84±1.28 Reliability coefficients (Cronbach Alphas) of subscales ranged from 0.54 to 0.83 Factor structure, internal reliability and subscale correlations were similar to original PFSQ.Conclusions: Evidence for associations between parental feeding style and subsequent weight trajectory of children needs to be established through longitudinal follow-up studies.Given the dramatic increase in obesity that has been observed in recent years, and particularly the increase in childhood obesity, investment in research in the development of obesity in childhood should be given a high priority. (Turk Arch Ped 2010; 45: 124-31)
On the Impacts of Perceptual Learning Style and Gender on Iranian Undergraduate EFL Learners’ Choice of Vocabulary Learning Strategies  [cached]
Saeedeh Zokaee,Elaheh Zaferanieh,Mahdieh Naseri
English Language Teaching , 2012, DOI: 10.5539/elt.v5n9p138
Abstract: Students’ learning styles and vocabulary learning strategies are among the main factors that help determine how students learn second language vocabulary. This work examined the extent to which choice of vocabulary learning strategies is affected by students’ perceptual learning style. In this research, the participants were 54 EFL learners atTarbiatMoallemUniversity majoring in English literature, ranging in age from 20 to 22, and they consisted of both males and females. TOEFL test, Schmitt’s (1997) vocabulary learning strategies questionnaire including 5 categories (Determination, Social, Memory, Cognitive, Metacognitive), and Joy Reid’s (1987) perceptual learning style preference questionnaire were used in present study. After collecting the data, a number of descriptive and inferential analyses were conducted on the data. The findings of the study revealed there was a relationship between learners’ perceptual style and vocabulary learning strategies they use so that learners’ perceptual styles make statistically significant contribution to the prediction of vocabulary learning strategies. The results showed that specific learning styles correlated with specific vocabulary learning strategies. Descriptive statistical analyses showed that the most frequent learning style was visual style. Kinesthetic and auditory styles ranked the second and third styles. Also it was shown that group style with the average of 16.0741 was the least frequent. Moreover, it was indicated that the most preferred vocabulary learning strategy category of all was related to metacognitive strategies. Determination strategies ranked the second. Cognitive, memory and the social strategies ranked the third to the fifth. Concerning the gender differences in both vocabulary learning strategies, and perceptual learning styles of the participants, an independent samples t-test was conducted, and the results showed that there was no statistically significant difference between the vocabulary strategy preferences or learning styles of the two genders. The research emphasized assessing styles and vocabulary learning strategies in the L2 classroom, attuning L2 instruction and vocabulary learning strategy instruction to learners’ style preferences, and remembering that no single L2 instructional methodology fits all students.
Adaptation and Validity of the Spanish Version of the Emotional Style Questionnaire  [PDF]
Leticia Guarino
Universitas Psychologica , 2011,
Abstract: The present paper reports the results of the Spanish adaptation and va- lidation of the Emotional Style Questionnaire conducted with a sample of Venezuelan university students. The original 56 items scale (Roger & Najarian, 1989; Roger & Nesshoever, 1987) measured four dimensions of emotional styles: rumination, emotional inhibition, aggresion control and benign control. However, based on the resivion of the scales, Roger, Guarino and Olason (2000) propused a shorter version of 39 items, where only the rumination and emotional inhibition scales were maintained. The Spanish version of this scale, jointly with other personality questionnaires and health vmeasures, was administered to a sample of 419 Venezuelan university students and results showed the structure of the scale to be nearly identical to the English version, with adequate internal consistency. The concurrent and predictive validation study supports the theoretical structure for each dimension.
Development and validation of the Team Learning Questionnaire
Bresó,Irene; Gracia,Francisco Javier; Latorre,Felisa; Peiró,José María;
Comportamento Organizacional e Gest?o , 2008,
Abstract: nowadays the organizational scenario is changing in several aspects that affect organization commitment. team learning construct has emerged as a tool to deal with these changes and the dynamic nature of this situation. although team learning has acquired importance in recent years, instruments to measure team learning should be developed. the aim of this paper is to develop and validate a team learning scale, the team learning questionnaire, attending to four dimensions of team learning: continued improvement seeking, dialogue promotion and open communication, collaborative learning, and strategic and proactive leadership that promote learning. results provide evidence of the reliability and validity of the scale.
Some students learning style particularities  [PDF]
Adriana PETRUS-VANCEA
Analele Universitatii din Oradea, Fascicula Biologie , 2009,
Abstract: The investigation aimed two objectives, namely to study the relationship between the learning styles, strategies, motivation, orientations and opinions with regard to learning, of Biology Domain students, comparative with those from double domain Biology – Chemistry, and particular learning styles of students from different specialties, which are in the first year of study, comparative with those which are in the last year of cycle I (age III of study), under the Bologna system. A version adapted by Trif, in 2007 [1], of the Learning Style Inventory (ILS), designed by Vermunt and Rijswijk (1998), was administrated to the total number of 77 students. Students of Biology specialization (Bologna system) were largely learning style oriented to understanding and at those of the Biology-Chemistry (last generation of the old system) we identified a style based on reproduction, but the differences of learning strategies and motivations, orientations and opinions were not statistically significant between the two groups of students. The second hypothesis formulated by us proved to be true, identifying significant statistically differences between the strategies, motives and opinions about learning of first academic year students, who prefer step by step learning or external guidance, learning orientation being to note, to obtain a degree, wishing much more support from teachers or colleagues (expressing an undirected learning style), compared with third academic year students, which use concrete processing of information, with getting a job motivation.
The stability of, and relationship between, learning orientation and learning style  [cached]
C. J. H. Blignaut,H. Kriel
South African Journal of Industrial Psychology , 1987, DOI: 10.4102/sajip.v13i2.463
Abstract: The stability of learning orientation, as formulated by Knowles, and of learning style, as conceptualised by Kolb, was investigated. Attempts were also made to determine whether a relationship exists between orientation and style. The results showed that significant changes in learning style occurred. Under acceptable task conditions an andragogical orientation dominated whilst under unacceptable task conditions significant shifts to a pedagogical orientation were discerned. Although learning style changed significantly, no significant relationship between learning orientation and learning style could be found. Theoretical and practical implications of the findings are briefly discussed. Opsomming Die stabiliteit van leerorientasie, soos deur Knowles geformuleer, en van leerstyl, soos deur Kolb gekonsep- tualiseer, word in die studie ondersoek. Daar is ook 'n poging aangewend om te bepaal of daar 'n verband tussen orientasie en styl is. Die resultate dui daarop dat leerorientasie betekenisvol verander het. By 'n aanvaarbare leertaak was 'n andragogiese orientasie dominant, terwyl 'n betekenisville verandering na 'n pedagogiese orientasie by 'n onaanvaarbare leertaak waargeneem is. Ofskoon leerstyl ook betekenisvol verander het, kon 'n beduidende verband nie tussen leerorientasie en leerstyl gevind word nie. Die teoretiese en praktiese implikasies van die bevindinge word kortliks bespreek.
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