Adapting instruction in search of ‘a significant difference’

Gilbert, Juan E.; Han, Chia Y.

doi:10.1006/jnca.1999.0088

Cited by 100 publications

(47 citation statements)

References 5 publications

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“…In presenting the material for a course, the Arthur system [10] uses four styles of learning: auditive, visual, kinesthetic, and a combination of the three. When a student enters the system for the first time, course contents are presented at random; then, the system monitors the student's learning process and makes a detailed evaluation in order to determine the student's learning style (auditive, visual, kinesthetic, or a combination of the three.)…”

Section: B Adaptive Hypermediamentioning

confidence: 99%

Effects of a Centered Virtual Teaching Environment on Learning Styles in the Academic Performance of College Students

Díaz-Granados¹,

Domínguez²,

Barreto³

et al. 2009

Int. J. Emerg. Technol. Learn.

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* This essay was carried out thanks to the financial support of the Instituto Colombiano para el Desarrollo de la Ciencia y la Tecnología (COLCIENCIAS).Abstract-Based on the concept of adaptive hypermedia, the webCT platform was used to design a learning virtual environment that would allow students' interaction of different support materials with their usual styles of learning. GA Latin Square design was used to determine the role that environment and learning styles, along with intrinsic motivation, played on academic performance, navigation patterns, and number of visits to the support materials.The study showed an important difference in academic performance in favor of the Balanced group. Intrinsic motivation was the main explicative factor for the differences found beyond learning styles. The conclusion was that there are differences in the way of using the objects of learning, and that there are differentiated patterns to access the support material, depending on the students' learning styles.

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Section: B Adaptive Hypermediamentioning

confidence: 99%

Effects of a Centered Virtual Teaching Environment on Learning Styles in the Academic Performance of College Students

Díaz-Granados¹,

Domínguez²,

Barreto³

et al. 2009

Int. J. Emerg. Technol. Learn.

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“…By considering individual differences in the way people prefer to learn the adaptation can be further improved. Some of this was tried in [23] and [24] for instance. An overview of possibilities and problems in using learning styles in adaptive hypermedia can be found in [25].…”

Section: Adapting To Learning Stylesmentioning

confidence: 99%

“…Alternatively the system can offer access to the different types of content and deduce the media preference from the choice the learner makes. ARTHUR [23] is an example of a system that uses media preferences. It distinguishes between the visual-interactive, autidory-lecture and text styles.…”

Section: Adapting To Learning Stylesmentioning

confidence: 99%

Adaptive Web-Based Educational Hypermedia

2004

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The Web has revolutionized the way information is delivered to people throughout the world. It did not take long for learning material to be delivered through the Web, by using electronic textbooks. The use of hypertext links gives the learner a lot of freedom to decide on an order in which to study the material. This leads to problems in understanding the textbook, which can be solved by using methods and techniques. In this chapter we describe how the field of educational hypermedia benefits from and . We also show that the information gathered about the learners and their learning process can be used to improve the quality of the electronic textbooks.

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“…Adapting the course to the learning style of the student changes the point of view of the learning process from teacher's perspective to learner's perspective. In this sense, it is necessary to mention the experience of Arthur [2]. It is one of the first systems which incorporates learning styles as a significant feature to their student models.…”

Section: Motivationmentioning

confidence: 99%

Considering Sensing-Intuitive Dimension to Exposition-Exemplification in Adaptive Sequencing

Paredes¹,

Rodríguez²

2002

Lecture Notes in Computer Science

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Abstract. This paper shows a way of using sensing-intuitive dimension of learning styles of students in order to improve the efficiency of adaptive learning systems. Firstly, it introduces the procedure of extracting information about sensing-intuitive students from the Felder-Soloman ILS questionnaire. Then, it presents a mechanism of application of sensing-intuitive dimension to exposition-exemplification sequencing. The example used to explain the adaptation effects is taken from a chess course developed with TANGOW, Task-based Adaptive learNer Guidance On the Web. MotivationThe theory of learning styles states that people have different approaches to learning and studying [1]. We all have learning preferences that enable us to learn more effectively. Adapting the course to the learning style of the student changes the point of view of the learning process from teacher's perspective to learner's perspective. In this sense, it is necessary to mention the experience of Arthur [2]. It is one of the first systems which incorporates learning styles as a significant feature to their student models.There are a large number of learning styles models: The Myers-Briggs Type Indicator (MBTI) derived from the theory of psychologist Carl Jung [3]; Kolb's Learning Style Model classifies students depending on how they perceive and process information [4]; Herrmann Brain Dominance Instrument (HBDI) is based on four different task-specialized quadrants of the brain [5]. Felder-Silverman Learning Style Model categorizes an individual's preferred learning style along a sliding scale of five dimensions [6] [7]. One of them is called the sensing-intuitive dimension.Sensing learners prefer learning first concrete and practical information oriented toward facts and procedures while intuitive learners prefer conceptual and innovative information oriented toward theories and meanings. In this paper we propose an adaptation procedure for moderate and strong sensing-intuitive learners, as detected by means of the Felder-Soloman ILS questionnaire. In our approach, adaptation lies in presenting examples before expositions to sensing learners and quite the opposite to intuitive learners. In doing so, it makes use of this adaptation in TANGOW [8] [9].

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Adapting instruction in search of ‘a significant difference’

Cited by 100 publications

References 5 publications

Effects of a Centered Virtual Teaching Environment on Learning Styles in the Academic Performance of College Students

Effects of a Centered Virtual Teaching Environment on Learning Styles in the Academic Performance of College Students

Adaptive Web-Based Educational Hypermedia

Considering Sensing-Intuitive Dimension to Exposition-Exemplification in Adaptive Sequencing

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