This study investigates multiple intelligences in relation to online video experiences, age, gender, and mode of learning from a rural Australian university. The inter-relationships between learners' different intelligences and their motivations and learning experience with the supplementary online videos utilised in their subjects are investigated. These videos were accessed by students using a variety of digital devices, including mobile devices and in lecture theatres. Quantitative responses using online surveys were collected from 111 students. Measures included McKenzie's Multiple Intelligences Inventory and the Online Video Experience Inventory. The Online Video Experience Inventory resulted in two sub-scales, namely, motivation and learning experience. Overall multiple intelligences was significantly positively correlated with learning experience but not student motivation. Although the findings revealed a significant difference between the MI profiles of respondents and their age category, it was revealed that all students are lower in Existential intelligence. Further analyses between gender and the MI subscales also indicated significant differences between gender and Logical-Mathematical and Intrapersonal intelligences. However, a negligible significant relationship was found between the two sub-scales of the Learning Experience Inventory and age of the participants.Keywords: multiple intelligences, students' motivation, students' experience, rural university, video-assisted learning 168Multiple Intelligences, Motivations and Learning Experience … International Journal of Instruction, January 2018 • Vol.11, No.1 INTRODUCTIONDigital technologies, connected to the Internet and internal university networks as an aspect to increase the quality and reach of teaching and learning in higher education, have already changed the lives of learners around the world. Recent reforms in Australian tertiary education are a good case in point. Providing the students with the opportunity of complementing internal classes with online supplements has been one of the crucial developments. Traditionally, courses were offered in internal or face-to-face mode. Today, however, owing to the growth of technology and demand for alternative modes of delivery, some courses are offered fully or partially online. This use of the Internet follows the aim of government to improve the accessibility of tertiary education for all Australians. Also this mode of the Internet learning and teaching would be beneficial to those students who otherwise could not participate internally. Modes of delivery such as online or blended may never entirely replace direct face-to-face involvement, but they have the potential to augment traditional instruction. This has motivated researchers to direct their attention to the use of Information Communication Technology (ICT) to help learners become confident and active communicators. In addition, some researchers (Driscoll, Jicha, Hunt, Tichavsky, & Thompson, 2012;Keengwe, Onchwari, & Agamba, 2014) st...

Abstract:The purpose of this study was to examine the relationship between multiple intelligences (MI) and reading proficiency of Iranian EFL pre-university students and to look into the role that gender plays. To find out the relationships among the naturally occurring variables, the researcher employed a descriptive and ex post facto design. The participants were 128 randomly selected pre-university students. The researcher utilized three instruments, namely: 1) a demographic questionnaire; 2) the Persian version of Mckenzie's MI Inventory; and 3) a standardized reading proficiency test retrieved from paper-based TOEFL® tests. Analyzing the data using t-test, it was found that there was a statistically significant difference in the mean of musical-rhythmic intelligence scores of the low achievers and the high achievers which was positive and stronger among the low achievers. Accordingly, it seems that the high achievers may have lower musical intelligence, which also indicates that better readers may be less intelligent 'musically'. A statistically significant difference was also found between the mean bodily-kinesthetic intelligence scores of the two genders which was positive and stronger among the females. No significant difference was found between the male and female students in their reading proficiency scores.

According to the theory of multiple intelligences (MI) propounded by Gardner (1983Gardner ( , 1999aGardner ( , 1999b, each individual has a multitude of intelligences that are quite independent of each other and each individual has a unique cognitive profile. Having access to the MI profiles and learning strategies of learners could help the teachers in planning activities to connect both strategies and students' talents and provide students with the best possible instruction. Thus, this study attempts to find out the relationship between the MI profiles and language learning strategies used by Iranian EFL high school students. Two hundred and twenty-nine students (121 males, 108 females) participated in the study. The instruments used to elicit information for this study were McKenzie's (1999) MI inventory and the Strategy Inventory for Language Learning (SILL) Questionnaire. The findings revealed that there is a low, positive correlation between the two variables of MI and learning strategies, r = 0.24. In addition, it was found that there is a low, positive correlation between MI and different strategy types. The highest correlation was seen between meta-cognitive strategies and MI, followed by compensation and cognitive strategies. Furthermore, the findings reveal that Iranian students mostly use meta-cognitive strategies followed by social strategies.

No abstract

No abstract