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1.
The emergence of numerous learning style models over the past 25 years has brought increasing attention to the idea that students learn in diverse ways and that one approach to teaching does not work for every student or even most students. We have reviewed five learning style instruments (the Kolb Learning Style Indicator, the Gregorc Style Delineator, the Felder–Silverman Index of Learning Styles, the VARK Questionnaire, and the Dunn and Dunn Productivity Environmental Preference Survey) in this article in order to describe the learning style modes or dimensions measured in the instruments; find the common measures and the differences; report on research on instrument validity, reliability, and possible improvement in student performance; suggest classroom activities that work with the different student learning styles; and recommend selection of models under several conditions. We also review one additional learning style instrument, the Revised Approaches to Studying Inventory, as a complementary approach to using one or more of the first five learning style instruments. 相似文献
2.
This study compares learning approaches of local English-speaking students and students from Asian countries studying at an Australian metropolitan university. The sample consists of students across 13 different countries. Unlike previous studies, students from Asian countries are subdivided into two categories: students from Confucian Heritage Cultures (CHC) and students from Asia-based non-Confucian Heritage Cultures (non-CHC). The rich diversity of student background enables meaningful comparison between cultural groups. There are three key findings. Firstly, CHC and non-CHC students are more likely to adopt a deep learning approach than local English-speaking (LES) students. Secondly, CHC students show a strong tendency to simultaneously adopt surface and deep approaches to learning. This tendency also exists with non-CHC students, albeit not as strongly as in as the former group. The LES students show the least tendency to adopt this mixed approach. Thirdly, memorisation appears correlated with deep learning across all three groups. The study is exploratory in nature but, if confirmed with larger samples, points to the need for further research beyond the traditional focus on CHC students on the role that memorisation and culture play in learning. 相似文献
3.
The deep versus surface learning approach dichotomy has dominated recent research in student learning approach dimensions. However, the achievement dimension may differ in importance in non-Western and vocational tertiary settings. The aim was to assess how Emirati tertiary students could be characterized in terms of their learning approaches. The study looked into emergent learning factors that may be important in Emirati students. The students were Emirati men in a first-year English for academic purposes programme at a tertiary college (N?=?252). The students completed the Revised Two-Factor Study Process Questionnaire (R-SPQ-2F) to determine learning orientation along the deep and surface approach dimensions. A factor analysis was carried out to assess emergent dimensions in the data. The results on the deep and surface dimensions were inconclusive. However, the factor analysis suggested a disposition towards a construct that we characterize as ‘attainment of satisfaction from learning’. In addition, the factor analysis suggested the possibility of the achieving domain emerging as a separate construct from the surface domain in this context, contrasting with previous research employing the R-SPQ-2F. The results suggest that the deep versus surface learning approach model may not sufficiently represent the complexity of student motivations and strategies in the current context. In addition, student affect tied to outcomes is discussed as an important though perhaps overlooked dimension in non-Western contexts. The implications of the results to future research are considered. 相似文献
4.
Responses to the Learning Process Questionnaire (Biggs, 1992) of three hundred one 14- to 15-year-old Malaysian students were compared both to those of three hundred one older peers and to those of like-age samples of Australian and Hong Kong junior high school students reported by Biggs (1992). The Malaysian (and the Hong Kong) students tended to report deeper level learning motivation and strategies than the Australians. This supported earlier research questioning the "Asian learner as a rote learner" stereotype. The older Malaysians and the females were more likely to report utilizing superficial learning strategies. Further research using culture as a unit of analysis will be necessary to determine whether these findings are due to significant differences in cultural dimensions such as individualism-collectivism and masculinity-femininity. 相似文献
5.
Marcus A. Henning Susan J. Hawken Christian Kr?geloh Yipin Zhao Iain Doherty 《Asia Pacific Education Review》2011,12(3):437-445
Issues linked with the notions of quality of life (QOL) and motivation to learn among Asian medical students have not been
well documented. This is true in both the international and the New Zealand contexts. Our paper addresses this lack of research
by focusing on the QOL of international and domestic Asian students studying in New Zealand, where Asian students form a significant
proportion of tertiary students. Although there is evidence to suggest that Asian students do well academically, it was felt
that an investigation into their QOL would be instructive as QOL will likely have an impact on cognition, behavior, general
well-being, and motivation. The present study surveyed fourth- and fifth-year medical students to examine the relationship
between QOL and motivation to learn and to consider how Asian medical students compare against European medical and non-medical
student peers. The study utilized the World Health Organization—Quality of Life questionnaire (BREF version) and a shortened
version of the Motivated Strategies for Learning Questionnaire. The results show that the Asian medical students in this study
generated significantly lower scores in terms of their satisfaction with social relationships compared with their non-Asian
peers. In addition, international Asian medical students appear to be more at risk than domestic Asian students with respect
to test anxiety. The paper considers the findings and the implications for quality of life, motivation to learn, medical education,
and the Asian student community. 相似文献
6.
Richard Tucker 《高等教育研究与发展》2009,28(2):195-207
This paper investigates the relationship between learning style, as determined by Kolb's Learning Style Inventory, age and one measure of academic performance in design assignments for two cohorts of first‐ and third‐year architecture students. The paper focuses on the results of a cross‐curriculum learning style survey conducted as part of a project aimed at resolving the learning difficulties of students collaborating in multi‐disciplinary and multi‐cultural team assignments. The research was conducted to determine how learning style differences in heterogeneous teams might be addressed through pedagogy. In light of evidence in student cohorts of learning style changes towards the learning styles of design teachers as students progress through their studies, this paper demonstrates how these changes reflect a statistically significant relationship between learning styles and academic performance in design assignments. 相似文献
7.
Drawing on research on both engagement in learning and approaches to learning, we examine the associations between international students’ approaches to learning, factors in the teaching/learning environment and self-assessed academic outcomes. A total of 307 students responded to our survey. Their experience of the purposefulness of their course assignments and the relevance of their studies was related to students having a deep approach to learning and being organised in their studies. Moreover, students applying a deep approach to learning and being organised in studying seemed to perceive their study success more positively. Furthermore, the better students’ perception of how well their courses were organised and aligned with other studies, the lower their stress level was. The Asian students in our study exhibited a slightly more surface approach to learning, and were more organised in their studies than the European students, but the differences were very small. 相似文献
8.
目的 了解三年制高职学生学习风格,为学习任务分析和教学策略制定提供依据.方法 采用Felder学习风格问卷,对我院2007级三年制高职学生进行自填式问卷调查.结果 经Quick Cluster和Hierarchical Cluster分析,我院2007级2075名三年制高职学生学习风格相当一致,有63.33%的学生以积极主动型、感觉型和视觉型为主体学习风格.结论 喜欢通过一些活动和尝试来学习的学生多于通过思考来学习的学生;倾向于学习事实性内容的学生多于喜欢发现事物的发展可能性及相互关系的学生;善于通过情境记忆的学生多于通过口头语言来记忆的学生. 相似文献
9.
The present study examined the association between students’ perceived general learning environment and their thinking styles (a specific term for ‘intellectual styles’). Seven hundred and fifty-two undergraduates in Shanghai responded to the Thinking Style Inventory-Revised II and the Inventory of Students’ Perceived Learning Environment. Results indicated that students’ perceived learning environment statistically predicted their thinking styles beyond gender, grade, major, and socio-economic status. Specifically, constructivist-oriented teaching, as well as peer morale and identities, were mainly associated with thinking styles that are characterised by cognitive complexity, nonconformity, autonomy and low degrees of structure (known as Type I styles), while clear goals and coherence of curricula mainly statistically predicted thinking styles that are characterised by cognitive simplicity, conformity, authority, and high degrees of structure (known as Type II styles). Student–student cooperation, the nature of assessment and assignments and learning facilities also statistically contributed to thinking styles to varying extents. The implications and limitations of the present findings are discussed. 相似文献
10.
学习风格作为个体差异的最重要变量之一在二语习得领域备受重视,但国内实证研究较少,且偏重个别层面。本研究采用Oxford的学习风格调查表(SAS)对4个班168名大学生的学习风格进行了调查;使用社会科学统计软件SPSS19对数据进行分析,了解学生英语各项能力和学习风格变量之间的相关性;并在实验班针对性地实施了为期16周的教学改革。本研究旨在提高教师和学生对英语学习过程中学习风格重要性的认识,分别采取多样化的学习策略和教学策略,激发学生的学习动机,实现最佳教学效果。 相似文献
11.
"一带一路"沿线国家具有巨大的来华留学需求,"一带一路"沿线国家是我国来华留学生主要生源国.本研究采用扎根理论的研究策略,对26位"一带一路"沿线国家来华留学生进行深度访谈,通过对其留学动因、人际互动、学习投入、留学变化的探讨,获得"一带一路"沿线国家来华留学生就读经验图景.留学生就读经验包括四个维度,即行动选择性经验、互动性经验、实践性经验和反思性经验.提升来华留学生就读经验,需要国家、高校、教师多方通力合作. 相似文献
12.
Wendy Green 《高等教育研究与发展》2007,26(3):329-344
This paper investigates the approaches taken to essay writing by five Asian international students at an Australian university. Analysis of their in‐depth interviews reveals links between their perceptions of learning, their perceptions of essay writing, their motivation for completing the task, and their awareness of the structural conventions of the essay as a genre. These links are apparent, irrespective of whether the students were taking a deep or a surface approach to the task. In addition, analysis of the interviews shows that the students who were taking a deep approach to writing had developed high levels of cross‐cultural awareness, specifically in relation to the learning cultures, and the discursive structures of academic writing in Australia and their home country. Implications for the practice of teaching academic writing within the context of increasing cultural diversity in higher education are discussed. 相似文献
13.
The concept and existence of learning styles has been fraught with controversy, and recent studies have thrown their existence into doubt. Yet, many students still hold to the conventional wisdom that learning styles are legitimate, and may adapt their outside of class study strategies to match these learning styles. Thus, this study aims to assess if undergraduate anatomy students are more likely to utilize study strategies that align with their hypothetical learning styles (using the VARK analysis from Fleming and Mills, 1992 , Improve Acad. 11:137–155) and, if so, does this alignment correlate with their outcome in an anatomy course. Relatedly, this study examines whether students’ VARK learning styles are correlated with course outcomes regardless of the students’ study strategies, and whether any study strategies are correlated with course outcomes, regardless of student-specific VARK results. A total of 426 anatomy students from the 2015 and 2016 Fall semesters completed a study strategies survey and an online VARK questionnaire. Results demonstrated that most students did not report study strategies that correlated with their VARK assessment, and that student performance in anatomy was not correlated with their score in any VARK categories. Rather, some specific study strategies (irrespective of VARK results), such as use of the virtual microscope, were found to be positively correlated with final class grade. However, the alignment of these study strategies with VARK results had no correlation with anatomy course outcomes. Thus, this research provides further evidence that the conventional wisdom about learning styles should be rejected by educators and students alike. Anat Sci Educ. © 2018 American Association of Anatomists. 相似文献
14.
This study starts with investigating the relation of perceived workload, motivation for learning and working memory capacity (WMC) with students’ approaches to learning. Secondly, this study investigates if differences exist between different student profiles concerning their approach to the learning and the influence of workloads thereon. Results show a relation for workload and motivation but not for WMC. By means of a cluster analysis, three student profiles were identified based on WMC and motivation. Students characterised by high WMC and average motivation scored higher on surface approaches and lower on deep approaches than students with high autonomous motivation. These latter students also score higher on deep approaches than students characterised by low WMC. Finally, it was found that all student profiles responded the same to the influence of workload. In contrast with prior research, deep approaches were higher when the workload was higher. 相似文献
15.
Enrollment in online remedial mathematics courses has increased in popularity in institutions of higher learning; however, students unskilled in self-regulated learning (SRL) find online remedial mathematics courses particularly challenging. We investigated the role of SRL, specifically motivation, emotion, and learning strategies, in students’ learning experiences in a remedial online mathematics course. With an online survey of 229 college students, we found that student motivation explained a small portion of variance in achievement; whereas student motivation and emotion explained a significant portion of variance in satisfaction. In addition, significant differences in motivation and emotion were found in passing and nonpassing students; however, learning strategies did not influence student achievement and satisfaction. Implications for teaching and learning in self-paced online remedial mathematics courses are discussed. 相似文献
16.
作为“互联网+”时代全新的教育理念和学习方式变革,深度学习成为地方本科院校学生学习质量的重要表征。深度学习是高阶思维的认知重构过程,是深度参与的交往互动过程,也是积极投入的主体成长过程。地方本科院校学生从浅层学习到深度学习的演进经历了接受学习、参与学习和创造学习三个阶段。从认知内容、学习动机和社会互动三个维度来看,地方本科院校学生深度学习的实现机制和发展价值是:从原理记忆到项目实践的认知内容高阶化,促进学生文化性发展;从被动接受到主动创新的学习动机内化,促进学生自主性发展;从主客体互动到实践共同体的社会交往深化,促进学生社会性发展。基于此,促进地方本科院校学生深度学习的实践策略为:重视价值观引导和生涯规划、重构充满“获得感”的课程体系、创建学习实践共同体、打造智慧学习生态。 相似文献
17.
The purpose of this study was to investigate whether significant group, gender, and grade differences existed in the learning style preferences of students with learning disabilities and students who are gifted, using the Learning Style Inventory (LSI) (Dunn, Dunn, & Price, 1987). Subjects consisted of 53 students with learning disabilities and 64 gifted students randomly selected from two large public high schools. They were 10th-, 11th-, and 12th-grade students, aged 15 to 17. A three-way analysis of variance on the LSI raw scores revealed significant group differences in preferences for light, design, and kinesthetic modality, and in motivation, persistence, responsibility, parent motivation, and teacher motivation. Significant gender and grade differences were found in preferences for mobility and learning in the afternoon, respectively. A stepwise discriminant analysis revealed six variables that significantly discriminated between the two groups. Findings imply that incorporating the learning styles of students with learning disabilities and students who are gifted is important for individualizing educational programming. 相似文献
18.
F.R. Kappe L. Boekholt C. den Rooyen H. Van der Flier 《Learning and individual differences》2009,19(4):464-467
Multiple and specific learning criteria were used to examine the predictive validity of the Learning Style Questionnaire (LSQ). Ninety-nine students in a college of higher learning in The Netherlands participated in a naturally occurring field study. The students were categorized into one of four LSQ dimensions, namely, Activists, Theorists, Pragmatists, and Reflectors, and they were also graded on five different learning criteria throughout their four year education: classroom lectures, skills training, group projects, on-the-job training, and a written thesis. Although learning styles were matched to correspondingly suitable learning criteria, the LSQ revealed no predictive validity, however we can report good test–retest reliabilities over a two year time period. Given the lack of positive findings, using the LSQ to stimulate learning in college students is debatable. 相似文献
19.
This study describes the effects on student motivation and cognitive learning strategies of an approach involving an undergraduate learner-centered community of learners approach to instruction. Six learning communities were created using the following objectives: integrated courses, active and collaborative learning, and opportunities for learning through information technology and library resources. Instructors attended ten workshops designed to assist them in developing the learning communities according to the objectives of the program. Results indicate significant changes in motivation and cognitive strategy use by the end of participation in the learning community. Within the motivation subscales, students in the learning communities reported significantly higher levels of intrinsic and extrinsic motivation, more internal control of their learning, and self-efficacy, along with significantly lower levels of test anxiety and task value. Within the learning strategies subscales, students reported increases in their use of rehearsal strategies, organization strategies, critical thinking, time management, and the use of peer learning and help-seeking behaviors. 相似文献
20.
Sophie Arkoudis Kim Watty Chi Baik Xin Yu Helen Borland Shanton Chang 《Teaching in Higher Education》2013,18(3):222-235
A feature of Australian Higher Education over the last 10 years has been the increased numbers of international students. This feature has been perceived to have great potential for enhanced learning for all students – both international and domestic. Yet, student surveys and research clearly indicate that there is very little interaction occurring between domestic and international students. This article reports on a study that investigated the extent to which university teaching can promote interaction between students from diverse cultural and linguistic background. Using an innovative video-analysis methodology, the research found that academics engage in a variety of activities to encourage interaction between student groups. In order to assist academics in planning interaction, one of the main findings of the study was the development of ‘The Interaction for Learning Framework (ILF)’, that identifies key dimensions for curriculum design that can be used by academics to inform ways that they can enhance interaction between diverse student groups within teaching and learning contexts. 相似文献