The Relationships of Learning Style Balance and Learning Dimensions to Self-Directed Learning Propensity Among Adult Learners

The purpose of this study was to examine the relationships of learning style characteristics to self-directed learning propensity among adult learners. The learning style characteristics investigated were learning style balance as measured by a scoring method developed by Mainemelis, Boyatzis, and Kolb (2002) and learning style dimensions as measured by the Kolb Learning Style Inventory (LSI). The Oddi Continuous Learning Instrument (OCLI) was used to measure self-directed learning propensity. A questionnaire was used to collect descriptive information about the participants for age, gender, years of professional work experience, and graduate degree program in the categories of business, education, health, and other. The subjects were adult graduate students enrolled in a public, comprehensive university in the southeastern United States. Pearson product moment correlations at the .05 significance level were used to analyze the data. The findings in this study indicate that learning style balance is not significantly related to self-directed learning propensity. However, self-directed learning propensity was found to be significantly related to the transformation learning dimension (activereflective) in the direction of the reflective mode. No significant relationship was found between the prehension learning dimension (abstract-concrete) and self-directed learning. An ancillary finding was that age and gender were significantly related to self-directed learning. Females and respondents in the age category 46-55 scored significantly higher on the OCLI than did males and respondents in three other age groups

Learn Smarter, Not Harder – Exploring the Development of Learning Analytics Use Cases to Create Tailor-Made Online Learning Experiences

Our world is significantly shaped by digitalization, fostering new opportunities for technology-mediated learning. Therefore, massive amounts of knowledge become available online. However, concurrently these formats entail less interaction and guidance from lecturers. Thus, learners need to be supported by intelligent learning tools that provide suitable knowledge in a tailored way. In this context, the use of learning analytics in its multifaceted forms is essential. Existing literature shows a proliferation of learning analytics use cases without a systematic structure. Based on a structured literature review of 42 papers we organized existing literature contributions systematically and derived four use cases: learning dashboards, individualized content, tutoring systems, and adaptable learning process based on personality. Our use cases will serve as a basis for a targeted scientific discourse and are valuable orientation for the development of future learning analytics use cases to give rise to the new form of Learning Experience Platforms

The Influence of Personality Traits and Language Learning Strategies toward Students’ Speaking Ability at Language Development Center of UIN SUSKA Riau.

The main purpose of this research was to find out the influence of student’s personality traits and language learning strategy toward their speaking ability at the second level students of Language Development Center of UIN SUSKA Riau. This research was a Correlational Research which consisted of three variables; two independent variables, which were students’ personality traits and language learning strategy, and one dependent variable which was the students’ speaking ability. The respondents of the research were 124 students of psychology faculty of UIN SUSKA Riau. The sampling technique used in this research was total sampling technique. The instruments used to obtain the data were two questionnaires to measure students’ personality traits and language learning strategy and an interview to measure their speaking ability. The data presented were extroversion which was the most dominant personality trait and metacognitive which was found to be the most dominant strategy used by the students. Besides, the students’ speaking ability was in medium level. After analysing the data by using simple regression, the finding showed that conscientiousness and metacognitive had a major influence toward speaking ability. It also indicated that there was a significant influence of students’ personality traits and language learning strategy toward their speaking ability, in which F= 5.734, p=0.004<0.05. Then the percentage of the influence of students’ personality traits and language learning strategy was R 2 =0.087 (8.7% ). Therefore, an alternative hypothesis was accepted and the null hypothesis was rejected

Interplaying factors of students personal characteristics in online learning modality: evidence in asian context

Mapping the multidimensional impact of learner attributes on behavior demonstrates the importance of models in learning. To this purpose, we examined the correlations between strategies and student characteristics and utilized regression analysis to determine how learner attributes affect strategy selection. A cross-sectional study of 258 students demonstrated widespread strategy use, as well as statistically significant connections within and between the Strategy Inventory for Language Learning and Student Characteristics of Learning measures. Regression analysis found distinctions in the types of learner characteristics associated with strategy adoption, most notably between direct and indirect strategies. Instrumental motivation predicted both direct and indirect Strategy Inventory for Language Learning scores, but self-efficacy affected memory, cognitive, and compensatory strategies, and perseverance predicted reported metacognitive and emotional strategy choice levels. Additionally, a negative route coefficient occurred between persistence and compensation techniques and between competition and memory strategies, implying mediation and a high degree of complexity in the way learner traits impact behavior. The present study's findings have implications for prospective instructor techniques for motivating students to become fully involved in language learning via the online procedure.Campus At

Research on autonomous English-learning strategies of American culture and language students

This study will serve as a guideline for adult second-language learners who want to strengthen the effectiveness of self-directed learning outcomes or develop their self-directed learning strategies. Through the understanding of learning factors, fossilized language elements, and their own learning strategies, learners will be more confident and motivated to pursue their personal second-language acquisition goals and aspirations. These strategies are designed to help Taiwanese second-language learners

Learning styles as correlates of Grade 6 learner’s Mathematics performance in Buffalo City municipality in South Africa

The poor academic achievement and negative attitude of learners towards Mathematics are not only influenced by teaching styles but the learning styles as well. In other words, the mismatches between teaching and learning styles have a way of raising its ugly head in affecting effective classroom interaction and hence leads to poor performance in Mathematics. Therefore, this study investigated the correlation between learning styles and Grade 6 Mathematics performance. The study adopted correlational research design of quantitative approach. The target population for this study are Grade 6 learners in Buffalo City education district. Stratified sampling was used to select 1225 Grade 6 learners. The finding shows that Grade 6 learners with visual learning style ( = 13.242, SD = 5.565) had the best performance in Mathematics at Buffalo City, followed by learners with auditory learning style ( = 12.996, SD = 3.883), and learners with Kinaesthetic learning style ( = 11.525, SD =3.800). It is recommended that teachers should be trained to know the different type of learning style exhibit by their learners to use them to impact knowledge and disseminate information to them since learning style could be described as a set of factors, behaviours and attitudes that facilitate learning for an individual in a given situation

A CORRELATIONAL STUDY: PERSONALITY TYPES AND FOREIGN LANGUAGE ACQUISITION IN UNDERGRADUATE STUDENTS

The purpose of this study was to investigate the relationship between personality types and second language acquisition. The study addressed a problem that is inadequately investigated in foreign language acquisition research; specifically, personality traits as predictors of language learning in college students studying Spanish as a foreign language. The researcher conducted one sample t-tests to assess statistically significant differences between mean personality type score and the test value, as well as, a multiple linear regression analysis. A convenient sample of college students (n=52) completed the Neris Personality Type Indicator at the beginning of the course, and took several examinations throughout the semester. Personality traits were correlated with examination grades. The results of the analysis indicated that personality types were not related to second language acquisition. The results of the multiple linear regression analysis were not significant, F (5,46) = 0.39, p = .85, R2 = .04, indicating that the model consisting of the personality types contributed to 4% of the variance in test grade. Because the model was not statistically significant, the researcher did not evaluate the individual predictors

Analysis of McCarthy Learning Styles and Integration of Critical and Creative Thinking

Bernice McCarthy has devised an instructional and organizational model that has been used in the United States since 1979. The model addresses an experiential cycle of learning that takes one from personal meaning to creativity. The use of this model helps people to understand and respect others, to communicate, and to think at higher levels. This thesis offers the McCarthy model as a foundation for structuring learning experiences. It begins with a literature review which discusses the theoretical origins of McCarthy\u27s model. In evaluating this model for its inherent critical and creative thinking skills, however, the author finds several areas that could be improved. These areas are designing activities which intentionally teach specific thinking skills along with subject content and providing more opportunities for student metacognition along with identification of the thinking skills and processes. The author further recommends that the use of free/open ended exploration in the start of any activity or exercise, would improve self directed learning along with critical and creative thinking skills and organizational skills. This may lead to greater student interest and learning. Attention to these ideas is found in the author\u27s restructuring of a McCarthy sample lesson. The author also fashions general guidelines for the further integration of thinking skill practices concerning individual styles of learning. Further application is provided for the reader in the author\u27s development of one critical and creative thinking skills lesson that is imbedded in learning about chicken feathers. Lesson activities incorporate cooperative learning strategies that foster group decision making skills. The fundamental requirements of our democratic society provide an effective rationale for focusing on thinking. Democracy, rests on informed, thoughtful, creative citizens. Teaching for thinking and creativity is essential and must include all learning styles. Teaching to this end can result with skilled thinkers, who are able to cope better with personal and societal problems, and furthermore, live as innovative lifelong learners who remain open to new experiences and ideas throughout life