Effects of Learning Styles on Undergraduates’ Attitudes, Navigational Patterns, and Use of Navigational Tools in Hypermedia‐Based Learning

Sam, Hong Kian; Ling, Chan Kun

doi:10.1002/j.1681-4835.2000.tb00010.x

Cited by 4 publications

(3 citation statements)

References 5 publications

(6 reference statements)

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“…Conversely, previous studies in other disciplines, including nursing sciences (D'Amore et al 2012), education sciences (Magdalena 2015), cognitive sciences (Sam and Ling 2000) and business sciences (Budeva et al 2015;Ghaffari et al 2013;Goorha and Mohan 2009) have found that accommodation was the least displayed learning style. In these studies, undergraduate students were found to emphasise either the converging learning style or assimilating learning style.…”

Section: Discussion Of the Resultsmentioning

confidence: 82%

Assessing learning styles of undergraduate logistics students using Kolb's learning style inventory: A cross-sectional survey

Mpwanya

Dockrat

2020

SAJHE

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Understanding students' learning styles and adapting instructional strategies to the variety of student learning styles are determinants for effective learning and enhance learning performance. Using Kolb's learning style inventory (LSI) and demographic questions, this study assesses the learning styles of undergraduate logistics university students by identifying their dominant learning style and by exploring whether students' demographic factors influence their learning styles. To this end, a cross-sectional survey involving 429 undergraduate logistics university students in South Africa was conducted. The results show that accommodating learning style as the most predominant learning style among undergraduate logistics university students, followed by students with assimilating learning style. The combined proportion of these two groups of students represents more than two-thirds of the sampled population. The study's findings show that gender and learning styles were significantly related. While the majority of male logistics students displayed the diverging learning style, their female counterparts exhibited the converging learning style. On the other hand, learning styles and age group; learning styles and type of high school attended; and learning styles and nationality were found not to be related. This study has implications for practice and extends the literature on learning styles and demographic factors in the unexplored logistics discipline.

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Section: Discussion Of the Resultsmentioning

confidence: 82%

Assessing learning styles of undergraduate logistics students using Kolb's learning style inventory: A cross-sectional survey

Mpwanya

Dockrat

2020

SAJHE

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“…We believe that the way in which students perceive this cycle may influence their navigation (or interaction) with the interface. Researchers identified differences in navigational patterns between learners, but did not link this to instructional design [17]. The cyclic navigation tool provides learners with an inviting interface that encourages multiple entry points into the learning experience.…”

Section: Apply (A)mentioning

confidence: 90%

Instructional design and interaction style for educational adaptive hypermedia

Assis

Danchak

Polhemus

2005

Proceedings of the 2005 Latin American Conference on Human-Computer Interaction - CLIHC '05

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Learning styles have been attracting the attention of many researchers in educational adaptive hypermedia. We define educational adaptive hypermedia as a learning system designed to tailor online presentations of content for individuals over time. The general approach is based on learning styles psychometric instruments to categorize students and adapt the system accordingly. However, the validity of such assessment instruments is questionable, which might compromise the whole adaptation process. We investigate a cyclical instructional design able to satisfy different learning styles. Observing individuals' interaction styles with this learning cycle revealed to us some hints on how to personalize lessons so that individual learning is improved.

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“…We believe that the way in which students perceive this cycle may influence their navigation (or interaction) with the interface, thereby influencing their learning behavior. Researchers identified differences in navigational patterns between learners, but did not link this to instructional design [14]. The cyclic navigation tool provides learners with an interface that encourages multiple entry points into the learning experience.…”

Section: How People Learn Onlinementioning

confidence: 91%

Optimizing Instruction Using Adaptive Hypermedia

Assis

Danchak

Polhemus

Sixth IEEE International Conference on Advanced Learning Technologies (ICALT'06)

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How do you optimize instruction in an adaptive hypermedia learning environment? We believe instruction is optimized when adaptivity is grounded in good instructional design. To respect diverse talents and ways of learning, our cyclic approach to instructional design is the basis upon which inference techniques can be applied to continuously adapt instruction according to learning behavior and performance. We define an individual's learning behavior in terms of how they interact with the environment (i.e links activated, pages visited, time spent, and frequency of visits). This paper describes the OctoPlus cycle and presents results of an experiment comparing two groups interacting with OctoPlus-formatted tutorials: a control and an adaptive group, to whom adaptive navigation, presentation and content features were added over time. Results indicated reduction in time spent for the adaptive group with comparable performance in the fully adaptive tutorial.

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Effects of Learning Styles on Undergraduates’ Attitudes, Navigational Patterns, and Use of Navigational Tools in Hypermedia‐Based Learning

Cited by 4 publications

References 5 publications

Assessing learning styles of undergraduate logistics students using Kolb's learning style inventory: A cross-sectional survey

Assessing learning styles of undergraduate logistics students using Kolb's learning style inventory: A cross-sectional survey

Instructional design and interaction style for educational adaptive hypermedia

Optimizing Instruction Using Adaptive Hypermedia

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