Task complexity and learning styles in situated virtual learning environments for construction higher education

Wang, Rui; Lowe, Russell; Newton, Sidney; Kocatürk, Tuba

doi:10.1016/j.autcon.2020.103148

Cited by 48 publications

(28 citation statements)

References 35 publications

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“…Learning styles are important for the learning process, adjusting learning styles with learning methods will have an impact on learning outcomes because students will learn according to their respective styles. Learning style is a characteristic of the cognitive and psycho-social behavior of students in the learning process (Ghofur et al, 2016;Wang et al, 2020). Everyone has different learning styles which are not the same depending on age, learning achievement and experience (Huang, 2019;Magdalena, 2015;Zahri et al, 2017).…”

Section: Resultsmentioning

confidence: 99%

Contribution of Learning Style, Learning Creativity and Exploratory Interest to Students' Simulation and Digital Communication Learning Outcomes during the Covid-19 Pandemic

Ida¹,

Maksum

2021

JET

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Many problems occur when online learning is carried out, this problem is for most students prefer face-to-face learning. Online learning is not fun because the methods used in learning are monotonous and online learning causes students to experience stress. This study aims to reveal the contribution of learning styles, creativity, and exploratory interest to the learning outcomes of simulation and digital communication during the COVID-19 pandemic. This type of research is quantitative with correlational research methods. The population of this study was students of class X. The sampling technique was proportional random sampling, with a total sample of 80 students. The data analysis technique used is quantitative data analysis techniques. Based on the research results, it was found that the data were normal, linear, and did not occur multicollinearity. The test results at a significance level of α 0.05 (95% confidence level) obtained a rx1y value of 0.380 with an r table of 0.220 because rcount> rtable, the first hypothesis was accepted. Then the rx2y value is 0.695 with rtable 0.220, because rcount> rtable, the second hypothesis is accepted. Then the rx3y value is 0.770 with r table 0.220, because rcount> rtable, the third hypothesis is accepted. Furthermore, the value of rx1x2x3y is 0.772 with rtable 0.220, because rcount> rtable, the fourth hypothesis is accepted. And supported by the value of Fcount = 37.262 and Ftable = 2.723 to obtain Fcount> Ftable. (37,262> 2,723). So, it can be concluded that there is a contribution of learning style, creativity, and exploratory interest to the learning outcomes of simulation and digital communication during the 19 covid pandemics

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Section: Resultsmentioning

confidence: 99%

Contribution of Learning Style, Learning Creativity and Exploratory Interest to Students' Simulation and Digital Communication Learning Outcomes during the Covid-19 Pandemic

Ida¹,

Maksum

2021

JET

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“…Future lines of research include other dimensions related to the teaching-learning situation such as study time or motivation, or aspects such as exam anxiety. Likewise, another future line is to incorporate the effect of different teaching methodologies on the associations found, for example, collaborative methods or the use of virtual environments [59][60][61]. Teachers should also be involved in the study of learning styles.…”

Section: Discussionmentioning

confidence: 99%

The Relationship between Learning Styles and Academic Performance: Consistency among Multiple Assessment Methods in Psychology and Education Students

2021

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Universities strive to ensure quality education focused on the diversity of the student body. According to experiential learning theory, students display different learning preferences. This study has a three-fold objective: to compare learning styles based on personal and educational variables, to analyze the association between learning styles, the level of academic performance, and consistency of performance in four assessment methods, and to examine the influence of learning dimensions in students with medium-high performance in the assessment methods. An interdisciplinary approach was designed involving 289 psychology, early childhood education and primary education students at two universities in Spain. The Learning Style Inventory was used to assess learning styles and dimensions. The assessment methods used in the developmental psychology course included the following question formats: multiple-choice, short answer, creation-elaboration and an elaboration question on the relationship between theory and practice. Univariate analysis, multivariate analysis, and binomial logistic models were computed. The results reveal Psychology students to be more assimilative (theoretical and abstract), while early childhood and primary education students were evenly distributed among styles and were more divergent and convergent (practical) in absolute terms. In addition, high scores in perception (abstract conceptualization) were associated with a high level of performance on the multiple-choice tests and the elaboration question on the relationship between theory and practice. Abstract conceptualization was also associated with medium-high performance in all assessment methods and this variable predicted consistent high performance, independent of the assessment method. This study highlights the importance of promoting abstract conceptualization. Recommendations for enhancing this learning dimension are presented.

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“…Follow the deadlines to complete the task assigned at the right time since virtual learning is time-bounded. The inclusion of project-based learning, problem-based learning, and task-based learning [14][15][16] makes the learning more engaged. The continuous and routine feedback keeps the student highly motivated and committed.…”

Section: Provide Routine Feedbackmentioning

confidence: 99%

Peer Interaction Teaching-Learning Approaches for Effective Engagement of Students in Virtual Classroom

Rajalingam

Kanagamalliga

Karuppiah³

et al. 2021

JEET

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The virtual classroom teaching-learning, online meetings, and discussions are becoming most popular throughout the world due to the COVID-19 pandemic event. There is a need to enhance the engagement and thinking ability of the students during a virtual classroom using suitable tools. This study explores the perspective of engineering students and staff members towards virtual classroom teaching-learning in India and Ghana-West Africa. This study also proposes teaching-learning approaches to motivate students for effective engagement and thinking. As an outcome, problem-solving skills and necessary graduate attributes of the students will be developed and accomplished. The participants involved in the survey include 194 students and staff members from engineering colleges and universities in India and Ghana-West Africa. The questionnaire-based research method is used to collect the perspective of students and staff. The disciplines in engineering such as Electrical and Electronics Engineering, Mechanical Engineering, Civil Engineering, and Computer Engineering are considered for analysis. The survey gives the challenges and benefits of virtual learning faced by the students and staff members. It also gives the expectation of the students and staff doing a virtual meeting. The research findings show that peer interaction teaching-learning methodologies such as brainstorming, role plays, group discussion, case studies, animated videos, games, and activities are best suitable in a virtual classroom to overcome the challenges addressed by the students and staff members. Based on the analysis of the survey, ICTbased tools, and applications for incorporating interactive teaching-learning methodologies have been listed with strategies and approaches to motivate and engage the students effectively in a virtual classroom environment.

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Task complexity and learning styles in situated virtual learning environments for construction higher education

Cited by 48 publications

References 35 publications

Contribution of Learning Style, Learning Creativity and Exploratory Interest to Students' Simulation and Digital Communication Learning Outcomes during the Covid-19 Pandemic

Contribution of Learning Style, Learning Creativity and Exploratory Interest to Students' Simulation and Digital Communication Learning Outcomes during the Covid-19 Pandemic

The Relationship between Learning Styles and Academic Performance: Consistency among Multiple Assessment Methods in Psychology and Education Students

Peer Interaction Teaching-Learning Approaches for Effective Engagement of Students in Virtual Classroom

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