Instructional methods and cognitive and learning styles in web‐based learning: report of two randomised trials

Research in individual differences and in particular, learning and cognitive style, has become a basis to consider learner preferences in a web-based educational context. How learner’s learning style influences his/her navigation behavior has been investigated by several studies, which indicate that we can deduce the learning style from the navigation behavior. In this paper, we propose an indicator of “navigation typology”. We detail the way in which this indicator is calculated, based on tracks analysis, which are aggregated into low and intermediate level indicators to determine the value of the navigation typology.

Personality and learning style: A study of three instruments

The effect of Cognitive Style Analysis (CSA) test on achievement: A meta-analytic review

Aim. To study the long-term knowledge retention in medical genetic disciplines and its reference to teaching format and learning styles.Material and methods. Knowledge retention was assessed in General Medicine students (n=63; men, 16%; women, 84%). The data was obtained in the 4th year full-time students and 1st year mixed (in-person and distance) students (retrospectively). Knowledge retention was assessed by analyzing academic performance tests. Learning styles were studied using the Learning Styles Questionnaire (LSQ).Results. When comparing the knowledge retention in medical and biological disciplines studied in person (Genetics in year 1) and online (Parasitology in year 1), no significant difference was found. At the same time, after updating the genetics knowledge obtained in year 1 in the 4th year, students showed better results in the Medical and Biological Consulting course than in "factual" reproduction of knowledge. Reflective and theoretician learning styles dominated in 4th year students.Conclusion. It is necessary to develop professional thinking associated with the logic of professional activity and allowing one to quickly update what has been studied and supply the deficient knowledge. The assumption about the favorable influence of the theoretician and reflective learning styles needs verification in further studies.

Preview This chapter introduces you to the concepts of learning styles and learning strategies. These are important concepts that we will refer to throughout this book and have, in fact, made allusion to in chapters 1 and 2. Learning styles and learning strategies affect the nature and quality of learning, whether or not the learner knows anything about these concepts or not. Therefore, it is better to have an understanding of them, so that you can consciously use this information to good advantage. Topics in this chapter include: Definitions of learning styles and learning strategies . Learning styles . Learning styles are habitual patterns of perceiving, processing, or reacting to information. Learning strategies . Learning strategies are the specific actions one takes and/or techniques one uses in order to learn. Kinds of learning styles . This chapter divides learning styles into the following categories: Sensory preferences . Sensory preferences refer to the channels through which we perceive information which consist of visual, auditory, and motor modalities, as a minimum. Cognitive styles . Cognitive styles refer to individualized ways of processing of information. Many models of cognitive styles have been proposed. This chapter presents the EL this particular model organizes most of the work on cognitive styles into one system of cognitive profiles. Personality types . These are another kind of learning style. Since they involve affective (emotional) factors, they are discussed in chapter 4, along with other affective variables. Learning strategies . In addition to memory strategies, which were discussed in chapter 2, and communication strategies, which will be discussed in chapter 10, there are comprehension strategies and production strategies. This part of the chapter is divided into the following subtopics:

Matching learning style to instructional format penalizes learning

Asynchronous e-learning allows for targeted teaching, particularly advantageous when bedside and didactic education is insufficient. An asynchronous e-learning curriculum has not been studied across multiple centers in the context of a clinical rotation. We hypothesize that an asynchronous e-learning curriculum during the pediatric emergency medicine (EM) rotation improves medical knowledge among residents and students across multiple participating centers. Trainees on pediatric EM rotations at four large pediatric centers from 2012 to 2013 were randomized in a Solomon four-group design. The experimental arms received an asynchronous e-learning curriculum consisting of nine Web-based, interactive, peer-reviewed Flash/HTML5 modules. Postrotation testing and in-training examination (ITE) scores quantified improvements in knowledge. A 2 × 2 analysis of covariance (ANCOVA) tested interaction and main effects, and Pearson's correlation tested associations between module usage, scores, and ITE scores. A total of 256 of 458 participants completed all study elements; 104 had access to asynchronous e-learning modules, and 152 were controls who used the current education standards. No pretest sensitization was found (p = 0.75). Use of asynchronous e-learning modules was associated with an improvement in posttest scores (p < 0.001), from a mean score of 18.45 (95% confidence interval [CI] = 17.92 to 18.98) to 21.30 (95% CI = 20.69 to 21.91), a large effect (partial η(2) = 0.19). Posttest scores correlated with ITE scores (r(2) = 0.14, p < 0.001) among pediatric residents. Asynchronous e-learning is an effective educational tool to improve knowledge in a clinical rotation. Web-based asynchronous e-learning is a promising modality to standardize education among multiple institutions with common curricula, particularly in clinical rotations where scheduling difficulties, seasonality, and variable experiences limit in-hospital learning.

On the assessment of cognitive style: four red herrings

Technology, learning environment, and e-sources have shifted learners’ learning styles in academic reading courses. The study aimed to explore tertiary Indonesian EFL learners’ learning styles in reading hypermedia material since it benefits teachers in determining teaching approaches, assessments, and tasks in teaching reading courses. This study answered the research questions about tertiary Indonesian EFL learners’ learning styles and gender differences in their learning styles in reading hypermedia material., Seventy-one first-grade learners were selected randomly as the sample from the 141 learners who enrolled in the Academic Reading course. The four types of learning styles, concrete, analytical, communicative, and authority-oriented, were employed as the categories in this study. Descriptive statistics and t-tests were applied for the data analysis. The study revealed that the tertiary EFL learners’ learning styles were concrete and authority-oriented. Concrete and authority-oriented styles were the highest, the communicative style was the second, and the analytical style was the lowest. The t-test result showed no significant difference in learning styles between gender. The successful implementation of this descriptive quantitative research and the design of research instruments for learning styles contribute to expanding the research methodology in this digital era. The research result can help tertiary Indonesian EFL learners understand their learning styles. It also allows teachers to develop classroom activities, tasks, reading material, and media. Specifically, the use of hypermedia material and the changes in the learning environment mode has changed learners’ learning styles in Reading courses, which lead to a change in teachers’ teaching approaches.

هدف البحث الحالي إلى دراسة أثر التفاعل بين أنماط التعلم داخل بيئة الواقع المعزز المعروض بواسطة الأجهزة الذکية: الحواسيب اللوحية والهواتف الذکية والأسلوب المعرفي على جانبي: التحصيل المعرفي لدى طلاب التربية الخاصة المعلمين بکلية التربية، واتجاهم نحو استخدام تقنيات التعلم الإلکتروني لذوي الاحتياجات الخاصة؛ وذلک للخروج بأسس تفيد في بناء المحتوى الرقمي ببيئات الواقع المعزز المعروض بواسطة الأجهزة الذکية: الحواسيب اللوحية والهواتف الذکية، وفق الأسلوب المعرفي للمتعلمين، کما هدف أيضا إلى توفير المعالجة الملائمة لطلاب کليات التربية بما يدعم التحصيل المعرفي والاتجاه نحو التعامل مع التقنيات ببيئات التعلم المختلفة، وقد تکونت عينة البحث من (64) طالبا من طلاب مقرر التعليم الإلکتروني لذوي الاحتياجات الخاصة بنظام الساعات الدراسية المعتمدة (Credit Hours) بکلية التربية جامعة الحدود الشمالية بالمملکة العربية السعودية، وقد قسمت على أربع مجموعات بالتساوي: المجموعة الأولى: الاسلوب المعرفي المستقل/ نمط التعلم داخل بيئة الواقع المعزز الحدسي، المجموعة الثانية: الاسلوب المعرفي المستقل/ نمط التعلم داخل بيئة الواقع المعزز التتابعي، المجموعة الثالثة: الاسلوب المعرفي المعتمد/ نمط التعلم داخل بيئة الواقع المعزز الحسي، المجموعة الرابعة: الاسلوب المعرفي المعتمد/ نمط التعلم داخل بيئة الواقع المعزز النمطي، کما أعتمد البحث الحالي المنهج الوصفي لدراسة بيئات التعلم الإلکتروني القائم على الواقع المعزز المعروض باستخدام الأجهزة الذکية وخصائصها وآلياته، والقاء الضوء على انماط التعلم والأساليب المعرفية، والمنهج التجريبي لدراسة العلاقة السببية بين المتغيرات المستقلة والتابعة، وتوصلت نتائج البحث إلى تأثير إيجابي ودال إحصائيا عند مستوى (0.01) للتفاعل بين أنماط التعلم داخل بيئة الواقع المعزز المعروض بواسطة الأجهزة الذکية: الحواسيب اللوحية والهواتف الذکية والأسلوب المعرفي على التحصيل المعرفي لدى طلاب التربية الخاصة المعلمين بکلية التربية، واتجاهاتهم نحو استخدام تقنيات التعلم الإلکتروني لذوي الاحتياجات الخاصة. The current research aim to study the effect of interaction between learning styles within the augmented reality environment presented by smart devices: tablets, smart phones and cognitive style. In order to establish the basis for building digital content in the augmented reality environments offered by smart devices: tablets and smartphones, according to the cognitive method of learners, also provided appropriate treatment educational faculties for students. So study sample consistent of (64) students of course: e learning for special needs in the Credit Hours system at the Faculty of Education, Northern Border University in Saudi Arabia. It has divided into four groups As follows: GroupI: Independent cognitive style / learning style within an augmented reality environment. Group II: Independent cognitive style / learning style within an augmented reality environment. Group III: Cognitive style learning style within an augmented reality environment. The current research relied on the descriptive approach to the study of e-learning environments based on augmented reality environment presented by smart devices, their characteristics and mechanisms. So patterns of learning and cognitive methods, and the experimental method. To study the causal relationship between the independent and dependent variables. The results of study reached that: there is a positive and statistically significant effect at (0.01). for the interaction between :the learning styles within the augmented reality environment which presented by smart devices: And cognitive style, on the cognitive achievement of students of special education teachers at faculty of education, and their attitudes towards the use of e-learning techniques for people with special needs.

Designing learner-controlled educational interactions based on learning/cognitive style and learner behaviour

This empirical study examines the relationship between individual psychological differences and English language learning outcomes among university students. A sample of 80 students (mean age = 19.8 years, SD = 1.2) from a large urban university participated in this research. The study utilized standardized instruments including the Eysenck Personality Questionnaire (EPQ) to assess temperament, the Riding Cognitive Style Analysis to measure cognitive styles (verbal-imagery and wholist-analytic dimensions), and Cambridge English Placement Test to evaluate language proficiency. Results indicate significant correlations between extraversion and speaking performance (r = 0.42, p &lt; 0.01), between imagery cognitive style and vocabulary acquisition (r = 0.38, p &lt; 0.01), and between analytic style and grammar comprehension (r = 0.44, p &lt; 0.01). Multiple regression analysis revealed that cognitive style dimensions predicted 31% of variance in overall English proficiency (R² = 0.31, p &lt; 0.001). Based on these findings, we propose a framework for personalized language instruction that considers learner temperament and cognitive preferences. The study demonstrates that individual differences significantly impact language learning processes and outcomes, suggesting the need for differentiated pedagogical approaches in EFL contexts.

The present investigation sought to explore the relationship between learning styles and writing behaviors of EFL learners in a blended environment. It also aimed to identify the learning style types best predicting writing behaviors. Initially, the participants' preferred learning styles were identified through the Kolb’s learning style inventory (Kolb, 1984). Secondly, data were obtained through analyzing the Stat counter and Input log data to reveal the pausing, revising and switching behaviors of the participants who attended a writing course in which they developed their writing texts using an online module. The results indicated a negative and significant correlation between the accommodator learning style and the revision behavior. A statistically significant and positive relationship was also found between the converger learning style and the pausing behavior, and between the converger learning style and the revision behavior Furthermore, a positive and significant relationship between the accommodator learning style and the switching behavior was revealed. The accommodator learning style was found as the best predictor for the switching behavior and the converger learning style turned to predict the revision and pausing behavior at an optimal level. The findings suggest that internal factors, cognitive and learning styles, play a significant role in the learning behaviors of English writing learners. The results encourage writing educators to take into account students’ learning style and provide more flexible and rigorous learning environment in which all learners can take benefit.

The interest in individual differences in perception led to research into cognitive learning styles in the 1950s and 60s. The aim of this review is to show the background to the early developments in cognitive style theory and to point out how the concept has changed today. From an early emphasis on cognition, more recently attempts have been made to develop more integrated learning styles which encapsulate the multidimensional nature of the learning process. It has become an educational aim to make learners aware of their own learning styles, i.e. to make the processes underlying language learning explicit in order to enable them to gain some control over their learning procedures. Factors involved in raising learners’ awareness are presented and difficulties are pointed out (also see the reviews by Gardner and by Hamayan in Volume 4).

Introduction: Individual differences arise from several factors like affect, behavior, reflective thinking, cognition, and motivation which can crucially bring differences among learners. Ego state and learning style are among these differences. The present study aimed to investigate the interrelationships of Iranian EFL learners’ reflective thinking, ego state, and learning style. Methodology: To conduct the study, 200 male and female English learners from different universities in Mashhad, Iran, were selected based on convenience sampling. The instruments of the study were three questionnaires, namely Reflective Thinking Questionnaire (Kember et al., 2000), Learning Style Questionnaire (Honey &amp; Mumford, 1986b), and Ego State Questionnaire (Hay, 1996). Results: The analysis of data revealed that the proposed model had a perfect fit with the empirical data after modification. Moreover, the results of the Pearson correlation indicated that total learning style correlated positively and significantly with students’ reflective thinking. Moreover, learning style correlated positively and significantly with internal parent and internal adult. Conclusion: The findings indicated that internal adult is a significant positive predictor of all four learning styles.