Creativity, Criticality and Engaging the Senses in Higher Education: Creating Online Opportunities for Multisensory Learning and Assessment

Sinclair, Stefanie

doi:10.1007/978-3-319-78298-0_6

Cited by 3 publications

(3 citation statements)

References 9 publications

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“…In another study, it was revealed that they had positive impacts when multisensory learning model-based activities were performed in addition to oral expression skills (Fifer et al, 2013). In the study performed by Sinclair (2018), it was concluded that multisensory learning facilitated learning processes, multidimensional evaluation was made possible, and attitudes toward learning increased. Similarly, in the research carried out by Yıldırım (2020), it was concluded that it improved the students' attitudes towards reading and writing positively, increased their selfefficacy for reading and writing, and made the acquired knowledge more permanent when learning was performed using multiple stimuli.…”

Section: Discussionmentioning

confidence: 99%

“…In the research conducted by Lian et al (2017) examining the impact of multisensory learning on academic writing skills acquisition, it was concluded that there was an increase in the success of the individuals. Sinclair (2018) examined the impact of learning activities with multisensory learning characteristics on creativity and criticism of the individuals and revealed as outcomes of the research that multisensory learning provided such advantages as increasing creativity in teaching processes, facilitating learning processes, and establishing multidimensional evaluation. In addition, it was determined that it heightened the motivation for learning by increasing the students' interest in electronic learning tools.…”

Section: Multisensory Learning and Educationmentioning

confidence: 99%

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The impact of multisensory learning model-based tale-telling on listening skills and student opinions about it

Gazioğlu,

Karakuş

2023

Front. Educ.

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This study aims to reveal the impact of multisensory learning model-based tale-telling on listening skills. The research was carried out under a hybrid research design using both quantitative and qualitative research methods together. The study group of the research consists of 13 fifth-grade students in total who were studying in a public school during the 2020 to 2021 academic year. Students were involved in the research voluntarily and with parental permission. The following data collection tools were used in the research: “Attitude Scale Towards Improving Listening Skills with Tales,” which was created by the researcher, tale diaries, and tale self-evaluation forms. Quantitative and qualitative data analysis methods were used to analyze the research data. T-test analysis was applied to the quantitative data after transferring them to the SPSS data analysis program; on the other hand, content analysis was used to analyze the qualitative data. As a result of the research, it was concluded that the multisensory learning method-based tale-telling has a positive impact on the attitudes of the fifth-grade students towards tale listening. In light of the results, it was concluded that parents were satisfied with the activities for multisensory tale-telling, students have understood the plots of the tales correctly, themes were remembered correctly by the students most of the time, and parents have shown a positive attitude towards tale listening.

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Section: Discussionmentioning

confidence: 99%

Section: Multisensory Learning and Educationmentioning

confidence: 99%

The impact of multisensory learning model-based tale-telling on listening skills and student opinions about it

Gazioğlu,

Karakuş

2023

Front. Educ.

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“…We also hoped that the creative elements of the process of selecting texts, objects and sounds, taking photographs and recording sounds would impact positively on students' learning experience, in light of the fact that creativity has been linked to increased levels of wellbeing, resilience, student engagement and depth of learning at all levels of education (Gauntlett, 2011;Robinson 2011;Sinclair, 2018;Watts and Blessinger, 2017, 226).…”

Section: 'Open Studio' Activitiesmentioning

confidence: 99%

Take a picture of religion: Engaging students in the multisensory study of lived religion

Sinclair

Maiden²

2020

JBASR

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This article investigates how different media (including digital photography and sound recordings) can facilitate students’ creative engagement with complex concepts in the study of religion, particularly those associated with a ‘lived religion’ approach. In doing so, it explores possibilities for object-based learning and multisensory learning experiences in Higher Education (see also: Chatterjee et al., 2015; Innovating Pedagogy, 2020; Kelly and Sihite, 2018; Medina, 2009). It adopts a case study approach, focused on the critical evaluation of a range of assessed and unassessed activities that form part of the undergraduate second year (Level 5) Religious Studies course ‘A227 Exploring Religion: Places, Practices, Texts and Experiences’ offered at The Open University (UK). These activities ask students to take photographs and make sound recordings of aspects of religion in their local environment and then share and discuss these with other students on an online platform. The findings of this study are of particular relevance to blended and distance learning settings (including socially distanced settings in the context of the Covid19-pandemic) in Higher Education, where opportunities for object-based, multisensory learning have been especially underexplored. However, they will be of interest to anyone looking for creative ways to engage students in the study of religion.

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The Impact of Multisensory Instruction on Geosciences Learning and Students’ Motivation

Ferreira

Vasconcelos

2020

Geosciences

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We live in a multisensory world. However, in classrooms, unisensory approaches are preferred, although they are unnatural and usually demotivating for youngsters. We conducted this mix-method study to investigate the possible effects of a multisensory approach on geosciences learning among students at a primary school in Porto, Portugal. The cognitive outcome was assessed using a pre/post-test design, while motivation and other attitudinal parameters were studied using an anonymous questionnaire. The results revealed a higher mean score in post-tests for students attending multisensory classes and high levels of motivation. Therefore, we consider that multisensory instruction has a positive impact on geosciences learning and motivation, and proper measures should be adopted to propel its full and optimal application in schools.

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Creativity, Criticality and Engaging the Senses in Higher Education: Creating Online Opportunities for Multisensory Learning and Assessment

Cited by 3 publications

References 9 publications

The impact of multisensory learning model-based tale-telling on listening skills and student opinions about it

The impact of multisensory learning model-based tale-telling on listening skills and student opinions about it

Take a picture of religion: Engaging students in the multisensory study of lived religion

The Impact of Multisensory Instruction on Geosciences Learning and Students’ Motivation

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