A juggling act in the classroom: Managing different learning styles

Arthurs, Janet B.

doi:10.1016/j.teln.2006.10.002

Cited by 56 publications

(31 citation statements)

References 6 publications

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“…Auditory style was preferred by 29.5% of student, they like to sit in calm classroom and listen to the teacher, less power required. Table ( [4][5][6] shows that there is no significant difference between Nursing College / University of Kirkuk and Nursing College/ University of Mosul at P-Value (≤0.05) this mean that the students in two Nursing College have similar learning style preferences. Individuals differ by gender.…”

Section: Discussionmentioning

confidence: 99%

“…(Tatarintseva A., 2002). Table ( [4][5] shows that the majority of first stage student, second stage and third stage preferred visual learning style then kinesthetic, and auditory. In comparing with study of Terri A.…”

Section: Discussionmentioning

confidence: 99%

“…People use learning to adapt to and achieve everyday conditions, giving to increase to diverse styles of learning. The concept of learning styles has received huge attention in the pragmatic texts and various models have been suggested in order to enhanced appreciate the active manner of teaching (Arthurs, 2007). A variety of learning style theories and frameworks have been developed along with accompanying instruments that operationalize their learning style constructs (Dunn & Griggs, 2003;Loo, 2004).…”

Section: Introductionmentioning

confidence: 99%

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Assessment of visual, auditory, and kinesthetic learning style among undergraduate nursing students

Ibrahim

Hussein

2015

IJANS

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Background: Learning styles refer to the ability of learner to perceive and process information in learning situations. The ability to understand students' learning styles can increase the educational outcomes. VAK (Visual, auditory, kinesthetic) learning style is one of the learning style in which students use three of sensory perception to receive information. Teachers can incorporate these learning styles in their classroom activities so that students are competent to be successful in their courses. The purpose of this study is to assess Visual, Auditory, and Kinesthetic learning style among undergraduate nursing students. Methods: A descriptive study was carried out; the study was conducted during the period of 3rd. November, 2013-15, March, 2014 two Nursing Colleges at Universities of Mosul and Kirkuk. A stratified random sampling was used for data collection. The target population was an undergraduate nursing students (210) students (60 male and 150 female). Statistical Package for the Social Science (SPSS), Chi-square, Frequencies and Percentage was used for data analysis. The results: the findings reveal that Visual, Auditory, and Kinesthetic learning style of the study sample was (40.0%), (29.5%), and 30.5% respectively. Females preferred auditory learning style (30.3%) more than males (27.3%), while males preferred kinesthetic learning style (32.3%) more than females (29.8%). Recommendation: The researcher recommended that nurse educators should aware of learning styles of the students and provide teaching style to be matched with their learning style.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Assessment of visual, auditory, and kinesthetic learning style among undergraduate nursing students

Ibrahim

Hussein

2015

IJANS

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“…This can lead to student and instructor frustration, poor academic performance, and high attrition rates among nursing students (Arthurs, 2007). Therefore Huxham (2005) emphasized on attention should be focused on limiting time spent lecturing to students and encouraging thinking through interactive and reflective exercises.…”

Section: Discussionmentioning

confidence: 99%

Critical Thinking Dispositions and Learning Styles of Baccalaureate Nursing Students and its Relation to Their Achievement

Mahmoud

2012

IJLD

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Background: In a contemporary healthcare environment characterized by rapidly-changing developments and relentlessly-increasing knowledge, professional nurses need to develop critical thinking skills that will provide them with expertise in flexible, individualized, situation-specific problem solving. Therefore, nursing education strives to facilitate the development of students" critical thinking through the appropriate instructional approaches. Developing critical thinking and knowledge of different learning styles among the student population are important in designing curricula, and adopting teaching methods that to promote student learning is a crucial part of ensuring that students engage positively with content and develop the deep learning skills needed for lifelong learning. Assessment of LS and CTD should be given more attention by nurse educators because teaching students according to their learning ability will nurture their CTD, increase their ability to process information, and enhance academic performance. Aims: The present study aims to determine baccalaureate nursing students" critical thinking dispositions and learning styles and its relation to their achievement. Design: The study will use descriptive correctional study. Methods: The study was conducted at Faculty of Nursing at King Khalid University, Saudi Arabia. All nursing students, enrolled in the Faculty of Nursing from three levels of academic year, fourth, sixth, and eighth at the time of the study of the academic year

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“…Individuals use learning to adapt to and manage everyday situations, giving rise to different styles of learning. The concept of learning styles has received considerable attention in the empirical literature and many theories have been proposed in order to better understand the dynamic process of learning (Arthurs, 2007;Coffield, Moseley, Hall & Ecclestone, 2004). A variety of learning style theories and frameworks have been developed along with accompanying instruments that operationalise their learning style constructs (Dunn & Griggs, 2003;Loo, 2004).…”

Section: Literature Review Learning Stylesmentioning

confidence: 99%

Are learning style preferences of health science students predictive of their attitudes towards e-learning?

Brown

Zoghi

Williams

et al. 2009

AJET

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The objective for this study was to determine whether learning style preferences of health science students could predict their attitudes to e-learning. A survey comprising the Index of Learning Styles (ILS) and the Online Learning Environment Survey (OLES) was distributed to 2885 students enrolled in 10 different health science programs at an Australian university. A total of 822 useable surveys were returned generating a response rate of 29.3%. Using SPSS, a linear regression analysis was completed. On the ILS Active-Reflective dimension, 44% of health science students reported a preference as being active learners, 60% as sensing learners, and 64% as sequential learners. Students' attitudes toward e-learning using the OLES showed that their preferred scores for all 9 subscales were higher than their actual scores. The linear regression analysis results indicated that ILS learning styles accounted for a small percentage of the OLES actual and preferred subscales' variance. For the OLES actual subscales, the ILS Active-Reflective and Sensing-Intuitive learning style dimensions were the most frequent predictors of health science students' attitudes towards elearning. For the OLES preferred subscales, ILS Active-Reflective and Sequential-Global learning style dimensions accounted for the most frequent source of variance. It appears that the learning styles of health science students (as measured by the ILS) can be used only to a limited extent as a predictor of students' attitudes towards elearning. Nevertheless, educators should still consider student learning styles in the context of using technology for instructional purposes.

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A juggling act in the classroom: Managing different learning styles

Cited by 56 publications

References 6 publications

Assessment of visual, auditory, and kinesthetic learning style among undergraduate nursing students

Assessment of visual, auditory, and kinesthetic learning style among undergraduate nursing students

Critical Thinking Dispositions and Learning Styles of Baccalaureate Nursing Students and its Relation to Their Achievement

Are learning style preferences of health science students predictive of their attitudes towards e-learning?

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