Determining the learning preferences of the students of the faculty of health sciences in Cyprus International University

Çetin, Sümeyye; Erel, Suat

doi:10.1051/shsconf/20184801026

Cited by 4 publications

(5 citation statements)

References 13 publications

(25 reference statements)

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“…Similarly, kinaesthetic mode of learning is highly preferred by Gen Z undergraduates in most of the programmes of study except BHMS and B. Pharm undergraduates. In conjunction with this study, a previous study among Physical Therapy and Rehabilitation and Nursing students also found a preference for kinaesthetic learning, however, in the same research, the researchers found that the Nutrition and Dietetic students preferred the auditory style (Cetin & Erel, 2018).…”

Section: Influence Of Programme In Learning Preferencessupporting

confidence: 73%

Learning Preferences of Generation Z Undergraduates at the University of Cyberjaya

Ishak

Ranganathan

Harikrishnan³

2022

JL4D

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A new generation (Generation Z) of learners has entered universities/colleges. They were raised in an environment full of technology and high access to the online world which well affected their preferences for receiving information. It is indispensable to know their preferred learning style, which could aid in enhanced content delivery. The main aim of this study was to infer the Gen Z undergraduates’ learning preferences. In this cross-sectional study, convenience sampling was applied. The VARK questionnaire link was forwarded through the student WhatsApp groups. Descriptive and group comparisons were inferred using the chi-square test with p < 0.05 as level of significance. Three hundred Gen Z undergraduates from University of Cyberjaya participated in this study. There is a statistically significant higher preference for multimodal learning (75.7%) with higher preference among male Gen Z undergraduates. There is a statistically significant difference in the preference for various learning styles among the undergraduates who preferred unimodal learning style. Gen Z undergraduates at the University of Cyberjaya preferred the multimodal form of learning while the kinaesthetic mode of learning was highly preferred by both unimodal and multimodal learners.

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Section: Influence Of Programme In Learning Preferencessupporting

confidence: 73%

Learning Preferences of Generation Z Undergraduates at the University of Cyberjaya

Ishak

Ranganathan

Harikrishnan³

2022

JL4D

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“…Similar results were found in some of the previously conducted studies (AlKhasawneh, 2013;Braakhuis et al, 2015;Türker, 2017). Although learning styles differed in terms of the faculties the students were studying in, their dominant learning styles were found to be aural and kinesthetic learning styles in general (Cetin & Erel, 2018;Powers, 2016;Wong, Siow, Kumarasamy, & Suhaimi, 2017).…”

Section: Discussionmentioning

confidence: 99%

Learning Style Preferences of Prospective Teachers of Physical Education and Sport

Bostancı¹

2020

Asian Journal of Education and Training

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The aim of this study is to find out the VARK learning styles of students receiving sport sciences education and to investigate their relationship with different variables. 169 undergraduate students studying at Ondokuz Mayıs University Yaşar Doğu Sport Sciences Faculty participated in this cross-sectional study voluntarily. VARK learning style questionnaire, which was developed by Fleeming (2009) and which was adapted into Turkish by Kalkan (2008) was used to find out learning preferences. In data analysis, descriptive statistics and Chi-square test were used. According to the average scores obtained, it was found that the students preferred kinesthetic learning style the most (7.08±2.74). In addition, it was found that 142 (84%) students preferred unimodality learning model, while 27 (16%) students preferred multimodality learning model. When learning style model preferences were analyzed according to all variables, no statistically significant difference was found (p>0.05); however, it was found that multimodality learning style was preferred more intensely in all variables. As a result, it was found that dominant learning style of the faculty of sport sciences students was kinesthetic learning style and that multimodality learning style was preferred more in all variables. It is thought that the emergence of this result is due to students' sport background and their applied lessons. It is predicted that as a result of determining the learning styles of sport sciences students and conducting studies related to these, academic quality and achievement can be increased.

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“…McGraw-Hill Education [53]; Rogowski et al [54]; Vagg et al [55]; Severiens and Ten Dam [56]; Keri [57]; Francis [58]; Alkhasawneh et al [59]; Demirbas and Demirkan [60]; Sarabi-Asiabar et al [61]; Al-Saud [62]; Cetin and Erel [63]; Dalmolin et al [64]; Othman et al [65]; Demirkan [66]; Matthews [67]; Garber [68]; Yousef [69]; Gappi [70]; Kolb [71]; Felder and Soloman [72].…”

Section: Studies On Online Learning and Knowledge-based Educational Environmentmentioning

confidence: 99%

“…There is very little information on the learning preferences of students related to gender and education level that could be extrapolated into generic managerial strategies through the lenses of knowledge management. Previous studies on students learning preferences are older [56][57][58][59][60], do not cover current digital preferences or are individualized to specific fields of activity, such as medicine and health [61][62][63][64], mathematics [65], interior architecture [66], etc. Matthews revealed a significant difference among learning styles according to the discipline of study [67], while Severiens and Dam [56] emphasized the context's role in influencing the learning preferences of female and male students.…”

Section: Studies On Digitally Driven Student Transformationmentioning

confidence: 99%

Integrating Business Students’ E-Learning Preferences into Knowledge Management of Universities after the COVID-19 Pandemic

2021

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The COVID-19 pandemic forced many universities to close doors and keep students completely online—a phenomenon that raised unprecedented challenges with lessons learned that should be integrated into future educational knowledge management strategies and practices. Special attention should be given to students’ learning habits. This paper presents the results of a semi-systematic literature review on the research problem and a survey of a sample of business students regarding their learning habits and preferences. Learnings of the research can be useful for the transition to an entirely online distance education, integrated in the framework of knowledge management strategies regarding e-learning in universities. The primary quantitative research was conducted before the start of the lockdown, and the results give useful insights that can be translated into mandatory elements for any strategy designed to assure a smooth and effective passage from in-class education to online teaching and learning. Students’ pre-epidemic learning habits, their use of communication tools and their preferences for solutions usable in distance education, with a special focus on gender and education level, have been investigated. Results are correlated in the paper with possible knowledge management strategies in universities as part of an approach with both academic and practical implications.

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Determining the learning preferences of the students of the faculty of health sciences in Cyprus International University

Cited by 4 publications

References 13 publications

Learning Preferences of Generation Z Undergraduates at the University of Cyberjaya

Learning Preferences of Generation Z Undergraduates at the University of Cyberjaya

Learning Style Preferences of Prospective Teachers of Physical Education and Sport

Integrating Business Students’ E-Learning Preferences into Knowledge Management of Universities after the COVID-19 Pandemic

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