Accommodating Diverse Learning Styles in an Online Environment

Arp, Lori; Woodard, Beth S.; Mestre, Lori S.

doi:10.5860/rusq.46n2.27

Cited by 36 publications

(10 citation statements)

References 17 publications

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“…Since our hypothesis was focused on humor and the type of medium, we did not go deeper into the single steps of the process. For example, it is possible that an accommodative learner who is known for being used to online learning (Moeller 2000) answers rather intuitively (Arp et al 2006) and fails. In our study, those with a converging style might have profited from their competency in decision-making (Kolb 2005).…”

Section: Limitationsmentioning

confidence: 98%

“…A further opportunity for another hypothesis was provided by research on learning styles (Arp et al 2006;Moeller 2000). As research on learning styles showed, they differ concerning the efficiency of different learning approaches and environments (Kolb 1981(Kolb , 1984.…”

Section: Research Questionmentioning

confidence: 99%

“…The findings about how learning styles and instructional design affect the preference of learning material and the learner's performance are ambivalent (Pashler et al 2008). However, according to research on online learning and learning styles, assimilation profits the most from reading articles, using Wikipedia, and watching videos (Arp et al 2006). This style lies between the reflecting observations (RO) side on the axis of perceiving and abstraction and conceptualization (AC).…”

Section: Learning Stylesmentioning

confidence: 99%

“…In this vein, the current article was based on findings about learning in foreign languages (e.g., Leucht et al 2010;Perkins 1983;Rubin 1990;Sawaki et al 2008Sawaki et al , 2009, instructional design (e.g., Kozma 1994;Low and Sweller 2005;Mayer and Moreno 2003;Paas et al 2003;Sweller 1994Sweller , 1999, and the role of humor in learning (e.g., Schacht and Stewart 1990;Stambor 2006). Moreover, we took into account current findings on inter-individual differences, such as on the concept of learning styles (e.g., Arp et al 2006;Atherton 2013;Kolb 2005;Kolb 1981;Wehner 2014) and on metacognitive evaluation (e.g., Antonietti and Colombo 2014;Boekaerts 1999;Costelloe et al 2006;Flavell 1979;Pintrich 2002).…”

mentioning

confidence: 99%

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Learning Online: A Comparison of Different Media Types

Kößler

Nitzschner

2015

Tech Know Learn

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Based on research about humor, foreign languages, and instructional design, in the current study we examined whether successful learning is related to using different types of media. We compared the comprehension of an economic concept in novices (N = 82) under three conditions: a Wikipedia article, a funny, and a serious YouTube video. The media were presented in English, which is a foreign language to most of the German-speaking sample. The funny video turned out to be the condition related to better success in learning while individual variables, namely learning styles and metacognitive evaluation, were controlled. Learning styles were assessed with a modified version of Kolb's learning style inventory. Regarding metacognition, it was further found out that answering by logical thinking correlated negatively, and that answering by processing the presented material correlated positively with the number of correct answers. The article concludes with possible explanations, practical implications, limitations, and hints for future research.

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Section: Limitationsmentioning

confidence: 98%

Section: Research Questionmentioning

confidence: 99%

Section: Learning Stylesmentioning

confidence: 99%

mentioning

confidence: 99%

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Learning Online: A Comparison of Different Media Types

Kößler

Nitzschner

2015

Tech Know Learn

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“…The quick integration of the internet and information technologies into educational systems instigated significant changes in learning frameworks and the application of new pedagogical strategies. The growth in the use of technologies and communication networks in courses in general and in academic courses specifically, raises the necessity of constant research of the factors which affect the effectiveness of instruction processes and learning utilizing these tools [1], [5], [20] and [22].…”

Section: Introductionmentioning

confidence: 99%

Impact of Thinking Styles on Learning Functions in the Online Environment

Bouhnik¹,

Carmi²

2014

IJI

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In this study we examine the connection between thinking styles and learning function and satisfaction of students participating in academic E-learning courses. We also examined the connection between computer experience/skills and gender differences to these variables. The research included 188 B.A. students using the HighLearn system. The data was collected using questioners which examined thinking styles, prior experience with computer/internet applications, and views regarding on-line learning. Furthermore, interviews were held with a sample group of students. The research results show an influence of thinking styles on learning function, personal opinions and satisfaction. A positive influence was also found with regard to prior experience with computer/internet applications and gender. The results show that although virtual courses offer a variety of learning possibilities, these are utilized mostly by students with certain thinking styles. Gender and previous experience with computer/internet applications affect the amount of success in the virtual course.

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A Journey of Discovery: SoTL in Physician Assistant Education

Kelly

2014

New Drctns for Teach & Learn

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Before I plunge right into the Scholarship of Teaching and Learning project that I developed in physician assistant (PA) education at my previous institution, I would first like to explain what physician assistants are and their role in health care in the United States. A physician assistant is a nationally board-certified medical provider who is licensed to practice medicine with the supervision of a practicing physician. They are trained in the medical model much like a physician. PAs deliver a broad range of medical and surgical services to diverse rural and urban populations. They can elicit patient histories, perform physical examinations, order and interpret labs and diagnostic tests, treat patients with acute illness and chronic disease, write hospital orders, write prescriptions, make referrals, provide patient education, perform specific clinical procedures, and assist with surgical procedures. PAs practice in every discipline of medicine and are employed in medical offices, hospitals, community health centers, surgical centers, hospice, home health care, correctional facilities, industrial work sites, armed forces, public and Indian health service, federal government, medical sales, research, education, and international medicine.Physician assistant education generally encompasses 25-30 months of educational training and culminates with a graduate-level professional degree. Generally, the first 12-15 months is didactic or classroom-based education and the last 15-18 months is clinical-based training in a combination of inpatient and outpatient medical facilities. The didactic phase begins with some basic science and basic medical courses involving pharmacology, anatomy, physiology; and then progresses to more advanced coursework including clinical medicine, diagnostic interpretation, emergency medicine, surgical medicine, and pharmacotherapy. The clinical phase of the program entails students working with practicing physicians and physician assistants in medical disciplines like family practice, internal medicine, NEW DIRECTIONS FOR TEACHING AND LEARNING, no. 139, Fall 2014

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Accommodating Diverse Learning Styles in an Online Environment

Cited by 36 publications

References 17 publications

Learning Online: A Comparison of Different Media Types

Learning Online: A Comparison of Different Media Types

Impact of Thinking Styles on Learning Functions in the Online Environment

A Journey of Discovery: SoTL in Physician Assistant Education

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