The influence of learning styles, enrolment status and gender on academic performance of optometry undergraduates

Prajapati, Bhavna; Dunne, Mark; Bartlett, Hannah; Cubbidge, Robert P

doi:10.1111/j.1475-1313.2010.00798.x

Cited by 25 publications

(22 citation statements)

References 29 publications

(34 reference statements)

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“…Accommodating hypermedia systems in accordance with learning styles are not recommended due to the weak correlation between learning styles, perceived satisfaction, and technology acceptance. This supports literature that pointed out learning styles did not influence academic performance as well (Al-Azawei, Al-Bermani, & Lundqvist, 2016;Gomes & Mendes, 2010;Prajapati, Dunne, Bartlett, & Cubbidge, 2011); 2. Educational institutions should consider other factors to enhance student satisfaction and behavioural intention towards LMS rather than exerting time and effort into integrating learning styles; 3.…”

Section: Implications Recommendations and Limitationssupporting

confidence: 80%

Investigating the effect of learning styles in a blended e-learning system: An extension of the technology acceptance model (TAM)

Al-Azawei

Parslow

Lundqvist

2016

AJET

171

157

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This study assesses learner perceptions of a blended e-learning system (BELS) and the feasibility of accommodating educational hypermedia systems (EHSs) according to learning styles using a modified version of the technology acceptance model (TAM). Recently, Moodle has been adopted by an Iraqi university alongside face-to-face (F2F) classrooms to provide flexible learning and improve understanding. Based on TAM, individual differences and perceptions were explored in relationships between learner satisfaction and technology adoption. The model was extended to include e-learning self-efficacy, perceived satisfaction, and learning styles. Although other variables can be integrated, the proposed framework is to investigate the effect of learning styles in predicting satisfaction and BELS acceptance. A total of 210 undergraduate students voluntarily took part in the research. Data was gathered using a survey instrument and the Index of Learning Styles (ILS) Questionnaire. Partial least squares structural equation modelling (PLS-SEM) technique was used to examine the path associated between dependent and independent constructs. Unlike prior TAM literature, this research highlights the integration of perceived satisfaction and technology acceptance in accordance with psychological traits and learner beliefs. Overall, the model achieved an acceptable fit and successfully integrated intention to use (ITU) and perceived satisfaction (PS). However, psychological differences did not indicate positive impacts on learner satisfaction and e-learning adoption.

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Section: Implications Recommendations and Limitationssupporting

confidence: 80%

Investigating the effect of learning styles in a blended e-learning system: An extension of the technology acceptance model (TAM)

Al-Azawei

Parslow

Lundqvist

2016

AJET

171

157

View full text Add to dashboard Cite

show abstract

“…In other words, there was likely a dependency on visual aids as a supplement to verbal content. The female preference for reflective learning and support using visual aids is consistent with other recent related research (Prajapati, Dunne, Bartlett, & Cubbidge, 2011). Female preference for reflective and visual learning could be attributed to the fact that males were found to have a preference for rational evaluation and logic.…”

Section: Discussionsupporting

confidence: 90%

Concrescent Conversation as a Group Communication Tool in a Chinese University MBA Course

Akan

Andres

Medley

2014

Journal of Teaching in International Business

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In order to be more competitive in the global marketplace, China has adopted a long-term plan to reform their higher education system. One specific aim of this plan is to facilitate the achievement of China's goal of building a world-class market-driven economy through the development of an adequate supply of MBA-trained professional managers to lead their organizations. This case study presents an exploratory and descriptive research approach to assess the effects of an instructional delivery scenario in which concrescent conversation was used as a communication tool to create a cooperative learning setting in a mainland Chinese MBA course. The Index of Learning Styles (ILS) model was used to determine the learning style preference of the Chinese students. The study also investigated the relation between a student's preferred learning style with gender and major (business, engineering, math, and science). Sensing-intuitive was the only ILS subscale with a significant difference across gender and major. Females exhibited a moderate preference for sensing learning while males exhibited a mild preference for sensing learning. Among majors, only business and engineering were significantly different from each other. Business majors tended to prefer the moderate sensing learning style and engineering majors indicated a preference for mild sequential learning style. Contrary to the literature on learning style differences attributed to specific cultural orientation, additional observations and results revealed that the Chinese MBA students accepted the instructional delivery scenario in which concrescent conversation was used to implement a student-centered learning setting.

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“…As a next step, we sought to determine whether students’ learning styles predict a change in research self‐efficacy following the training. Keefe defined learning styles as specific “cognitive, affective, and psychological behaviors that serve as relatively stable indicators of how learners perceive, interact with, and respond to the learning environment.” While they have clear limitations, learning styles are potentially important predictors of short‐term outcomes in training programs that offer individually tailored instruction such as mentored research experiences . Commonly used learning style models have been used successfully to help teachers develop effective instruction methods (http://www.oncourseworkshop.com/Learning046.htm).…”

Section: Introductionmentioning

confidence: 99%

“…We also explored the association of specific learning styles with trainees' gender and research ranking of their medical school. There is inconsistent evidence in the literature about gender differences in learning styles . There also is a possibility that trainees coming from schools with high research ranking may have greater research self‐efficacy at baseline and/or may benefit more from a summer research training program than their peers from lower ranked medical schools.…”

Section: Introductionmentioning

confidence: 99%

Association of Learning Styles with Research Self‐Efficacy: Study of Short‐Term Research Training Program for Medical Students

Dumbauld

Black

Depp

et al. 2014

Clinical Translational Sci

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Purpose With a growing need for developing future physician scientists, identifying characteristics of medical students who are likely to benefit from research training programs is important. This study assessed if specific learning styles of medical students, participating in federally funded short-term research training programs, were associated with research self-efficacy, a predictor of research career success. Method Seventy-five first-year medical students from 28 medical schools, selected to participate in two competitive NIH-supported summer programs for research training in aging, completed rating scales to evaluate learning styles at baseline, and research self-efficacy before and after training. We examined associations of individual learning styles (visual-verbal, sequential-global, sensing-intuitive, and active-reflective) with students’ gender, ranking of medical school, and research self-efficacy. Results Research self-efficacy improved significantly following the training programs. Students with a verbal learning style reported significantly greater research self-efficacy at baseline, while visual, sequential, and intuitive learners demonstrated significantly greater increases in research self-efficacy from baseline to post-training. No significant relationships were found between learning styles and students’ gender or ranking of their medical school. Conclusions Assessments of learning styles may provide useful information to guide future training endeavors aimed at developing the next generation of physician-scientists.

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The influence of learning styles, enrolment status and gender on academic performance of optometry undergraduates

Cited by 25 publications

References 29 publications

Investigating the effect of learning styles in a blended e-learning system: An extension of the technology acceptance model (TAM)

Investigating the effect of learning styles in a blended e-learning system: An extension of the technology acceptance model (TAM)

Concrescent Conversation as a Group Communication Tool in a Chinese University MBA Course

Association of Learning Styles with Research Self‐Efficacy: Study of Short‐Term Research Training Program for Medical Students

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