Use of Learning Style Based Approach in Instructional Delivery

Vaidya, Ravindra; Joshi, Manish

doi:10.1007/978-981-10-6916-1_18

Cited by 3 publications

(11 citation statements)

References 5 publications

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“…According to the conducted literature review, the main reason behind the preferences of most researchers for the Felder Silverman model concerning the rest lies mainly in the fact that a questionnaire has been developed that is very effective and easy to use for adaptive (Abech et al, 2016), (Ali et al, 2019), (Almeida et al, 2019), (Alsobhi & Alyoubi, 2019), (Anantharaman et al, 2019), (Andaloussi et al, 2019), (Apoki et al, 2020), (Araújo et al, 2020), (Arsovic & Stefanovic, 2020a), (Alshammari et al, 2015), (Alshammari & Qtaish, 2019), , (Boussakuk, 2020), (Budiyanto et al, 2017), (Christudas et al, 2018), (Dwivedi et al, 2018), (El Guabassi et al, 2018), (Elkot, 2019), (Fasihuddin et al, 2016), (Hurtado et al, 2018), (Karagiannis & Satratzemi, 2020), (Kolekar et al, 2018), (Kolekar et al, 2019), (Kurilovas, 2019), (Lakkah et al, 2017), , (Sunil & Doja, 2019), (Supangat & Bin Saringat, 2020), (Sweta & Lal, 2017), (Tarus et al, 2017), (Tortorella & Graf, 2017), (Vaidya & Joshi, 2018) VARK 4 (10%) (Aeiad & Meziane, 2019), (Bradáč & Smolka, 2020), (Hassan & Qureshi, 2018), (Nalintippayawong et al, 2017) Honey and Mumford 3 (7%) (Baharudin et al, 2017), (Drissi & Amirat, 2016),…”

Section: Critique On Learning Style Usagementioning

confidence: 99%

“…However, apart from the prediction techniques selected, these studies do not share much in their approaches. (Abech et al, 2016), (Ali et al, 2019), (Aljojo et al, 2016), (Almeida et al, 2019), (Alsobhi & Alyoubi, 2019), (Apoki et al, 2020), (Araújo et al, 2020), (Arsovic & Stefanovic, 2020a), (Alshammari & Qtaish, 2019), (Baharudin et al, 2017), , (Boussakuk, 2020), (Bradáč & Smolka, 2020), (Budiyanto et al, 2017), (Dwivedi et al, 2018), (Drissi & Amirat, 2016), (El Guabassi et al, 2018), (Elkot, 2019), (Fasihuddin et al, 2016), (Hafidi & Bensebaa, 2015), (Hassan & Qureshi, 2018), (Hurtado et al, 2018), (Lakkah et al, 2017), (Nalintippayawong et al, 2017), (Papanikolaou, 2015), , (Siddique et al, 2019), (Supangat & Bin Saringat, 2020), (Tarus et al, 2017), (Tortorella & Graf, 2017), (Vaidya & Joshi, 2018) Implicit or automatic modeling (Dynamic) (Sunil & Doja, 2019), (Kolekar et al, 2019) It becomes pretty clear that there is a need to move into implicit techniques, providing greater flexibility and allowing the learner to change and evolve along with her skills. However, even the studies that have been made that way have differing outlooks on how this automation should be achieved, resulting in multiple approaches with no standard anchors.…”

Section: Learning Style Prediction Techniquesmentioning

confidence: 99%

“…Two (2) studies combined Learning Styles, prior knowledge, learning goals, cognitive style, and two (2) other studies combined Learning style, Prior Knowledge, Learner's Device Information, Behavioural data. Lastly, the following combination was only adopted by one (1) paper each, a) Learning style, Learning style only 3 (Alshammari et al, 2015), (Kolekar et al, 2018), (Vaidya & Joshi, 2018) Learning style & Prior Knowledge 14 (Ali et al, 2019), (Alshammari & Qtaish, 2019), (Anantharaman et al, 2019), (Arsovic & Stefanovic, 2020a), , (Bradáč & Smolka, 2020), (Budiyanto et al, 2017), (Drissi & Amirat, 2016), (Karagiannis & Satratzemi, 2020), (Lakkah et al, 2017), , (Supangat & Bin Saringat, 2020), (Sunil & Doja, 2019), (Tarus et al, 2017) Learning style & Behavioral data 7 (Elkot, 2019), (Fasihuddin et al, 2016), (Hurtado et al, 2018), (Kolekar et al, 2019), (Kurilovas, 2019), (Nalintippayawong et al, 2017), (Sweta & Lal, 2017) Learning style, Prior Knowledge & Behavioral data 5 (Andaloussi et al, 2019), (Baharudin et al, 2017), (Christudas et al, 2018), (Hafidi & Bensebaa, 2015), (Papanikolaou, 2015) Learning style, Prior Knowledge & Learning goals 4 (Aljojo et al, 2016), (Apoki et al, 2020), (Boussakuk, 2020), (Dwivedi et From a total of fifteen (15) studies that utilized Behavioral data, seven (7) combined it with learning style only. At the same time, the rest used prior knowledge and/or learner's device information.…”

Section: Factors Comprising the Learner Modelmentioning

confidence: 99%

“…Table 4 allows us to get meaningful insight into the correlation of learner modeling types and the data resources used. Having explicit modeling will mean no data source past the initial data (Ali et al, 2019), (Aljojo et al, 2016), (Almeida et al, 2019), (Alsobhi & Alyoubi, 2019), (Apoki et al, 2020), (Arsovic & Stefanovic, 2020), (Alshammari et al, 2015), (Araújo et al, 2020), , (Baharudin et al, 2017), (Boussakuk, 2020), (Bradáč & Smolka, 2020), (Budiyanto et al, 2017), (Drissi & Amirat, 2016), (Elkot, 2019), (Fasihuddin et al, 2016), (Hassan & Qureshi, 2018), (Lakkah et al, 2017), (Papanikolaou, 2015), (Siddique et al, 2019), (Supangat & Bin Saringat, 2020), (Tortorella & Graf, 2017), (Vaidya & Joshi, 2018) Implicit or automatic modeling learning process tracking 11 (Abech et al, 2016), (Aeiad & Meziane, 2019), (Anantharaman et al, 2019), (Andaloussi et al, 2019), (Christudas et al, 2018), (El Guabassi et al, 2018), (Hurtado et al, 2018), (Kolekar et al, 2018), (Kolekar et al, 2019), (Kurilovas, 2019), (Nalintippayawong et al, 2017) Assessment 4 (Aeiad & Meziane, 2019), (Sunil & Doja, 2019), (Hafidi & Ben...…”

Section: User Model Information Retrievalmentioning

confidence: 99%

See 3 more Smart Citations

Adaptive e-learning systems through learning styles: A review of the literature

Katsaris¹,

Vidakis

2021

Adv Mobile Learn Educ Res

116

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The domain of education has taken great leaps by capitalizing on technology and the utilization of modern devices. Nowadays, the established term "one size fits all" has begun to fade. The research focuses on personalized solutions to provide a specially designed environment on the needs and requirements of the learner. The adaptive platforms usually use Learning Styles to offer a more effective learning experience. This review analyzes the learner model, adaptation module, and domain module, originating from the study of 42 papers published from 2015 to 2020. As more modern techniques for adaptation get incorporated into e-learning systems, such techniques must be compliant with educational theories. This review aims to present the theoretical and technological background of Adaptive E-learning Systems while emphasizing the importance and efficiency of the utilization of Learning Styles in the adaptive learning process. This literature review is designated for the researchers in this field and the future creators and developers of adaptive platforms.

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Section: Critique On Learning Style Usagementioning

confidence: 99%

Section: Learning Style Prediction Techniquesmentioning

confidence: 99%

Section: Factors Comprising the Learner Modelmentioning

confidence: 99%

Section: User Model Information Retrievalmentioning

confidence: 99%

See 2 more Smart Citations

Adaptive e-learning systems through learning styles: A review of the literature

Katsaris¹,

Vidakis

2021

Adv Mobile Learn Educ Res

116

View full text Add to dashboard Cite

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“…Selain itu, kesesuaian antara gaya belajar dan moda penyampaian berdampak pada peningkatan hasil belajar siswa. Moda penyampaian itu termaktub dalam learning style based approach in instructional delivery (Vaidya & Joshi, 2018).…”

Section: Memaparkan Materi Pelajaranunclassified

Penerapan Problem-Based Learning untuk Meningkatkan Hasil Belajar di Sekolah Menengah Atas

Rumaidah¹,

Rahman

2020

jpii

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Traditional instruction limited students' autonomy to construct their knowledge. This condition enforces students' dependency on the teacher. Consequently, it affects their learning outcomes. an effort to improve the learning outcomes by applying a problem-based learning model is supported by several pieces of research. This study deployed an action research design carried in two circles. The result stated that there are improvements in three aspects i.e attitude, knowledge and skill. Average score of attitude aspect increase from 77,48 to 77,86; knowledge aspect from 77,26 to 77,98; skill aspect from 76,52 to 77,80. The number of students achieving classical mastery learning criteria increases 20% from the first circle i.e 64% of 25 students. Therefore, the criteria are achieved. The result also points out that learning tasks carried by small groups make knowledge transfer as a learning community possible.Abstrak: Pembelajaran tradisional kurang memberi otonomi bagi siswa untuk membangun pemahamannya, hal ini berimplikasi pada ketergantungan terhadap guru yang besar dan berimplimasi pada hasil belajar. Penggunaan problem based learning untuk meningkatkan hasil belajar telah didukung oleh hasil penelitian. Penelitian ini menggunakan penelitian tindakan, yang dilakukan dalam dua siklus. Hasil yang dicapai berdasarkan aspek, pengetahuan, sikap dan keterampilan dinyatakan ada peningkatan rata-rata skor pada ketiga aspek tersebut: aspek sikap dari 77,48 menjadi 77,86; aspek pengetahuan dari 77,26 menjadi 77,98; aspek keterampilan dari 76,52 menjadi 77,80. Sedangkan ketuntasan klasikal meningkat 20% dari siklus pertama, yaitu 64% dari 25 siswa. Dengan demikian, kriteria ketuntasan klasikal dapat terpenuhi. Hasil ini juga menunjukkan bahwa tugas belajar dalam kelompok memungkinkan terjadinya transfer pengetahuan sebagai komunitas belajar. Kata Kunci : problem-based learning; hasil belajar ………………………….………………………………………………………………………………... Pendahuluan

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The Effect of Problem-Based Learning on Learning Outcomes of Pendidikan Agama Islam

Rahman¹,

Zamili

Munawwaroh³

2021

jpii

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This study aimed to analyze and describe instructions applying problem-based learning in school. The research design is a systematic literature review conducted in seven steps. Data searched and retrieved from google scholar. Eligibility criteria for selected studies are articles published between 2017-2021 and written in the Indonesian language. This study concluded that applying problem-based learning in instruction positively affects learning outcomes, especially problem solving and critical thinking ability. PBL steps commonly used in classrooms are the teacher planning the lesson, stating the learning objectives, explaining the subject matter, dividing the group, students carrying out investigations, the teacher providing feedback. These steps are more of a learning activity than a sequence of learning activities.

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Use of Learning Style Based Approach in Instructional Delivery

Cited by 3 publications

References 5 publications

Adaptive e-learning systems through learning styles: A review of the literature

Adaptive e-learning systems through learning styles: A review of the literature

Penerapan Problem-Based Learning untuk Meningkatkan Hasil Belajar di Sekolah Menengah Atas

The Effect of Problem-Based Learning on Learning Outcomes of Pendidikan Agama Islam

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