Appropriate Learning Management for Studentswith Different Learning Styles within a Multicultural Society at State-run Universities in Thailand

Churngchow, Chidchanok; Rorbkorb, Narongsak; Petch-urai, Ontip; Tansakul, Jirawat

doi:10.5430/ijhe.v9n2p200

Cited by 10 publications

(10 citation statements)

References 14 publications

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“…Possessing extensive knowledge, teachers become skilful mentors who use teaching strategies to eliminate the gaps between graduate IT students and create a favourable learning environment based on techniques, methods and learning practices that provide the students with everything they need for lifelong learning. At the same time, teachers should include course activities that promote the five learning styles, focusing on reflection and evaluation for reflectors, group projects, brainstorming, learning by “doing” and by “solving” problems, facilitating the acquisition of knowledge from theories and models, practising abstract thinking and conceptualization through case studies, examples, and explicit connections with business practice (Churngchow, 2020). In belonging to the knowledge society, a teacher must always be able to personally adapt and innovate, as well as cope with changes and reforms in the educational system (Altan, 2018).…”

Section: Resultsmentioning

confidence: 99%

“…Various learning styles can be identified depending on social contexts, and on students’ own experience and skills at solving problems and accomplishing tasks. These were developed by Kolb (1984) and reinvented by Honey and Mumford (1992) who identified four separate learning styles based on students’ attitudes and behaviour: activist (learns from experience), reflector (learns from reflective observation), theorist (learns by exploring associations and interrelations between ideas, contexts and events) and pragmatist (learns by seeking practical advantages) (Churngchow, 2020). Certainly, learning styles differ according to culture and social and political context (Yousef, 2018).…”

Section: Literature Reviewmentioning

confidence: 99%

“…Certainly, learning styles differ according to culture and social and political context (Yousef, 2018). However, the relation between learning styles and social learning contexts (Drugău-Constantin, 2019), so useful in identifying study programmes promoting the rapid and effective conversion of students into practitioners, has scarcely been dealt with in the literature (Aksoy and Baran, 2020; Churngchow, 2020; Durukan et al , 2021).…”

Section: Literature Reviewmentioning

confidence: 99%

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Community of practice: converting IT graduate students into specialists via professional knowledge sharing

Stanca

Dabija

Păcurar

2021

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Purpose The paper aims to highlight how an applied learning framework or “community of practice” (CoP) combined with a traditional theoretical course of study enables the identification of teaching-learning processes which facilitate knowledge transfer from practitioners to graduate information technology (IT) students for quicker integration in the labour market. Design/methodology/approach CoPs are identified based on cluster analysis according to Kolb’s Learning Style Inventory (1984), with data obtained through a survey. Empirical research is applied to the CoP developed within a non-formal learning framework, principal new actors being IT specialists linked to graduate IT students and teachers on a traditional university course. Graduate IT students can gain knowledge of the ideal employee and the social and emotional skills needed to integrate with the IT labour market. Findings The K-Means algorithm helps to identify clusters of graduate IT students displaying necessary knowledge acceptance behaviour to convert them into specialists. The results of the cluster analysis show different learning styles of the labour force, providing an overview of candidate selection methods and the knowledge, skills and attitudes expected by users. Research limitations/implications Although the research adds value to the existing literature on learning styles and the knowledge and core skills needed by IT specialists, it was limited to an emerging market. Originality/value The study provides a preliminary overview of graduate IT students’ attitudes from an emerging market to the re-engineering of academic learning contexts to facilitate professional knowledge transfer, converting them into IT practitioners and integrating them in the labour market of an emerging economy.

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Section: Resultsmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

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Community of practice: converting IT graduate students into specialists via professional knowledge sharing

Stanca

Dabija

Păcurar

2021

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“…An online instructor can use the information generated to design and develop appropriate instructional materials matching appropriate LS and CT preferences. According to Churngchow et al (2020), learners from different disciplines have different learning styles. Such learners need the instructional materials matching their learning preferences.…”

Section: Discussionmentioning

confidence: 99%

Identifying learning styles and cognitive traits in a learning management system

Lwande

Muchemi

Oboko

2021

Heliyon

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Investigating learner behavior is an increasingly important research topic in online learning. Learning styles and cognitive traits have been the subjects of research in this area. Although learning institutions use Learning Management Systems such as Moodle, Claroline, and Blackboard to facilitate teaching, the platforms do not have features for analyzing data and identifying behavior such as learning styles and cognitive traits. Instead, they only produce certain statistical reports from the daily access records. Even though complex models have been proposed in the literature, most studies are based on a single behavior such as learning styles or cognitive traits but not both. Only a few have investigated a combination of cognition-based theories such as working memory capacity and psychology-based ones such as learning styles. Thus, this study sought to answer the research question of whether it was possible to establish a methodology for the estimation of learning styles and cognitive traits from a learning management system. The study combined the Felder-Silverman Learning Style Model and Cognitive Trait Model as theoretical frameworks to identify behavior in a Learning Management System. This study designed a model for extracting records from Learning Management Systems access records to estimate learning style and cognitive traits. From this, a prototype was developed to estimate the learning style and cognitive traits for each student. The model was evaluated by administering manual tools to students in a classroom environment then comparing the results gathered against those estimated by the model. The results analyzed using Kappa statistics demonstrated the interrater reliability results were moderately in agreement. Taken together, these results suggest that it is possible to estimate the learning styles and cognitive traits of a learner in a Learning Management System. The information generated by the model can be used by tutors to provide a conducive online learning environment where learners with similar behavior ask each other for help. This can reduce the teaching load for online tutors because learners themselves act as a teaching resource. Information on learning styles and cognitive styles can also facilitate online group formation by isolating the individual factors that contribute to team success.

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“…In understanding the lesson, each student has different characteristics of brain abilities (Widayanti, 2013). Students also have different learning styles in receiving information (Churngchow, et al, 2020). According to Brown (in Wiedarti, 2018, p. 1), learning style is the manner in which someone receives and processes information.…”

Section: Introductionmentioning

confidence: 99%

The effectiveness of the Think Pair Share (TPS) method on explanatory text writing skills in terms of learning styles

Erawati

Ramadhan

2021

Bahastra

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Penelitian ini bertujuan untuk meninjau efektivitas metode think pair share terhadap keterampilan menulis teks eksplanasi ditinjau dari gaya belajar. Jenis penelitian ini adalah kuantitatif dengan metode eksperimen faktorial 2x2. Populasi dalam penelitian ini adalah seluruh siswa kelas VIII SMP Negeri 1 Kinali. Data penelitian dikumpulkan menggunakan angket dan tes unjuk kerja. Berdasarkan hasil analisis data, dapat disimpulkan (1) keterampilan menulis teks eksplanasi siswa yang belajar dengan metode think pair share lebih tinggi daripada siswa yang yang belajar dengan metode konvensional, (2) keterampilan menulis teks eksplanasi siswa yang memiliki gaya belajar tinggi yang belajar dengan metode think pair share lebih tinggi daripada siswa yang yang belajar dengan metode konvensional, (3) keterampilan menulis teks eksplanasi siswa yang memiliki gaya belajar rendah yang yang belajar dengan metode think pair share lebih tinggi daripada siswa yang yang belajar dengan metode konvensional, dan (4) terdapat interaksi antara metode think pair share dan gaya belajar dalam mempengaruhi keterampilan menulis teks eksplanasi.

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Appropriate Learning Management for Studentswith Different Learning Styles within a Multicultural Society at State-run Universities in Thailand

Cited by 10 publications

References 14 publications

Community of practice: converting IT graduate students into specialists via professional knowledge sharing

Community of practice: converting IT graduate students into specialists via professional knowledge sharing

Identifying learning styles and cognitive traits in a learning management system

The effectiveness of the Think Pair Share (TPS) method on explanatory text writing skills in terms of learning styles

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