In-Depth Analysis of the Felder-Silverman Learning Style Dimensions

Graf, Sabine; Viola, Silvia Rita; Leo, T.; Kinshuk, Kinshuk

doi:10.1080/15391523.2007.10782498

Cited by 206 publications

(139 citation statements)

References 8 publications

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“…Entre as teorias de EAs, o modelo criado por Felder and Silverman 1988 (Felder and Silverman Learning Style Model -FSLSM) esta entre os mais utilizados nos trabalhos daárea [Graf et al 2007, Dorça et al 2013. Nele, foi identificado que cada estudante tem sua forma de receber e processar informações com eficiência.…”

Section: Modelo De Felder-silvermanunclassified

OntAES: Uma Ontologia para Sistemas Adaptativos Educacionais Baseado em Objetos de Aprendizagem e Estilos de Aprendizagem

Carvalho¹,

Araújo²,

Ferreira³

et al. 2017

Anais Do XXVIII Simpósio Brasileiro De Informática Na Educação (SBIE 2017)

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Abstract. This study aims to present an ontology that supports adaptive systems for education based on a relationship between Learning Objects and a Learning Styles model. The ontology, called OntAES, follows the entire teaching process, from the insertion of OAs and students into the system, to classification and ranking in a personalized and automatic way. In addition, it presents a comparative approach between how to calculate the OA ranking for each student.Resumo. Este estudo tem o objetivo de apresentar uma ontologia que auxilia sistemas adaptivos para educação, baseada num relacionamento entre Objetos de Aprendizagem e em um modelo de Estilos de Aprendizagem. A ontologia, denominada OntAES acompanha todo o processo de ensino, desde a inserção de OAs e estudantes no sistema, até a classificação e ranqueamento de forma personalizada e automática. Além disso, apresenta uma abordagem comparativa entre forma de calcular o ranking de OAs para cada estudante. IntroduçãoO uso de sistemas computacionaisé cada vez mais comum no ensino, onde oferecem apoio tanto ao instrutor quanto ao estudante. Esses sistemas utilizam de Objetos de Aprendizagem (OAs) como tecnologia de conteúdo e em muitos casos fornecem personalização e adaptabilidade com o objetivo de adequar o cursoà cada aprendiz de forma individual.Utilizar OAs como objeto de conhecimentoé uma abordagem consistente no contexto do ensino, visto que podem ser definidos como quaisquer recursos virtuais de aprendizagem como vídeos, imagens e textos que tenham como objetivo trazer informação a ser assimilada pelo aprendiz. Além disso, os OAs acompanham metadados que os descrevem para garantir a sua acessibilidade, interoperabilidade e a capacidade de serem reusados por diversos sistemas e autores como, por exemplo, o padrão IEEE-LOM [IEEE 2002].Em geral, esses sistemas possuem algum grau de personalização, o queé necessário, pois, cada estudante vivencia o processo de aprendizagem de forma diferente, demonstrando aspectos cognitivos que dãoênfase em suas melhores habilidades. A

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Section: Modelo De Felder-silvermanunclassified

OntAES: Uma Ontologia para Sistemas Adaptativos Educacionais Baseado em Objetos de Aprendizagem e Estilos de Aprendizagem

Carvalho¹,

Araújo²,

Ferreira³

et al. 2017

Anais Do XXVIII Simpósio Brasileiro De Informática Na Educação (SBIE 2017)

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“…For example, for the statement "I understand something after I"…, an active learner would mark 'a -try it out' and a reflective learner would mark 'b -think it through' (Soloman & Felder, 2014). Every 'a' response counts as +1 whereas a 'b' response counts as -1; this scoring method dictates the range of -11 to +11 for each dimension (Felder & Spurlin, 2005;Litzinger et al, 2005;Graf, Viola, Leo, & Kinshuk, 2007).…”

Section: Index Of Learning Styles (Ils)mentioning

confidence: 99%

About the Match of Trainees’ Learning Styles to Their Tutors’ Instructional Strategies and the Correlation of This Match with the Trainees’ Academic Achievements

Krisher¹,

Sabag²

2016

IRHE

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The match between students' learning styles (LS) and their teachers' instructional strategies (IS) and the correlation of this LS-IS match with students' academic achievements was studied in earlier research. However, there is no report of research where one-on-one education is implemented. Moreover, there are no references relating the match of a trainees' LS to their tutors' IS and the correlation of this LS-IS match with the trainees' achievements. Accordingly, the current paper presents a study designed to investigate the correlation between a trainees' achievements and the LS-IS match. Two different methods were used to measure the LS-IS match. First, calculating the correlation between trainees' LS and tutors' IS (LS-IS correlation); second, calculating the LS-IS distance. Forty-two trainees with learning disabilities were paired with 39 tutors (three tutors had two trainees each) during the 2016 academic year. Thus, 42 pairs of trainees and tutors worked to help the trainees achieve better academic grades. The Felder-Soloman Index of Learning Styles (ILS) was used to measure the trainees' preferred LS and the tutors' preferred IS. In the first method, the LS-IS correlations were correlated with the trainees' grades; then, in the second method, the LS-IS distances were correlated with trainees' grades. If the LS-IS match influences the trainees' achievements, significant positive correlations in the first method and significant negative correlation in the second method must appear. However, the results show no significant correlation (positive or negative, accordingly) between the LS-IS match and students' achievements at the end of the first semester of 2016. A replication of the above study was made in the second semester of 2016 and similar results were obtained.

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“…Learning styles can be defined as how a student pays attention, processes and maintains information while learning [28]. Learning styles have a few levels of tendencies [29], and these tendencies are evaluated based on the learning levels of a student, whether it is high, medium or low [30]. Hence, the development of instructional material needs to commensurate with the tendency to ensure maximum learning effectiveness [31], [32].…”

Section: Learning Stylesmentioning

confidence: 99%

Multimedia Instructional Message (MIM) and Simulation-Aided Learning: A Conceptual Framework

Elias¹,

Ali²

2016

IJIET

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Abstract-Simulation-aided learning has the ability to attract the attention and interest of students to learn. However, the effectiveness of simulation-aided learning requires adequate instructional support to sufficiently achieve the learning objectives. Multimedia Instructional Message (MIM) serves as an instructional support in building this meaningful learning, especially in helping the exploration of complex simulation application, abstract learning content delivery and delivery of learning that requires a combination of skills. Effective MIM strategy depends on the selection of images and the medium of communication used in the delivery of teaching and learning strategies. The effectiveness of the image depends on the form of the graphics used either printed static graphics, digital static graphics or animated digital graphics apart from other factors such as learning styles and students' prior knowledge. Taking these into consideration, this paper proposes a conceptual framework for research related to simulation-aided learning.

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In-Depth Analysis of the Felder-Silverman Learning Style Dimensions

Abstract: Abstract

Cited by 206 publications

References 8 publications

OntAES: Uma Ontologia para Sistemas Adaptativos Educacionais Baseado em Objetos de Aprendizagem e Estilos de Aprendizagem

OntAES: Uma Ontologia para Sistemas Adaptativos Educacionais Baseado em Objetos de Aprendizagem e Estilos de Aprendizagem

About the Match of Trainees’ Learning Styles to Their Tutors’ Instructional Strategies and the Correlation of This Match with the Trainees’ Academic Achievements

Multimedia Instructional Message (MIM) and Simulation-Aided Learning: A Conceptual Framework

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