Information systems for interactive learning: Design perspective

This paper aims to present and discuss educational issues and relevant research to universities and colleges in the Arabian Gulf Region. This include cultural, students’ learning preferences and the use of information and communication technology. It particularly focuses on interactive learning through the consideration of learning styles. It explores the sequential-global learning styles profile of undergraduate students as part of a continuous research in Information Systems design with a particular focus on the design of Interactive Learning Systems (ILSs). A study to examine the learning style profile of undergraduate students in a cohort of Management Information Systems at a UAE university has been conducted, and a discussion and recommendations on how these findings can be reflected on the design of ILSs are provided

Individual learner differences and distance language learning: an overview

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Finding the relationship between Instructional strategies and Student Learning Styles in Online learning

Researchers investigated differences in learner preferences for different types of instructional strategies and learning styles in online environments. Results suggested that matches between students’ learning styles and instructional strategies did not affect their perception of their own learning outcomes, level of effort and involvement, and level of interactions in the course. Data also indicated that no single instructional strategy, among three instructional strategies tested, emerged as superior for high and low field dependent online students

Accommodating the Needs of Field Dependent Learners in Simulation Gaming Environments

The field dependency and independency cognitive style affects the academic performance of students. It has been generally accepted that the needs of field dependent students could be accommodated in learning environments. The purpose of this study was to examine the effects of two instructional support features (model transparency and feedback) on the performance of field dependent and field independent students in a Web-based simulation environment. In this study, there were two treatment groups. One group, consisting of 14 participants, received a black-box simulation (no model transparency) with no feedback (black-box + no feedback), and another group, consisting of 8 participants, received a glass-box simulation (with model transparency) with feedback feature (glass-box + feedback). The model transparency was provided in text-only format. The feedback was diagnostic and immediate. To assess the participants’ cognitive style, the Group Embedded Figures Test (GEFT) was implemented. The participants’ achievements were evaluated with a performance assessment method that showed the near-transfer skills. The results of this study revealed that the simulation performance was similar for both the participants interacting with the glass-box simulation with feedback feature and the participants interacting with the black-box simulation with no feedback feature. There was no statistically significant correlation between participants’ degree of field independency (GEFT scores) and their simulation performance. Finally, there was no interaction between the treatments and the cognitive style of participants. Significant performance differences were reported in the literature for field dependent and field independent students in learning environments. The results of this study were contradictory to the literature review. Directions for future research are discussed

INVESTIGATING THE RELATIONSHIPS BETWEEN TEACHING STRATEGIES AND LEARNING STYLES IN HIGHER EDUCATION

Within this paper, we are focusing on the relationships between teaching strategies, learning styles, and the students’ academic achievement in higher education. The main objective of this study is to compare three groups of pre-service teachers having different majors (i.e., Educational Sciences, Economic Sciences, and Foreign Languages) in order to identify the potential differences in their academic achievement. More precisely, we attempt to highlight the categories of teaching strategies that lead to the best academic achievement for students having the same learning style, and different fields of study. A sample of 269 pre-service teachers from three faculties belonging to Transilvania University of Braşov participated in the study. The data was collected through a survey method and the one-way analysis of variance was used to determine the differences among the groups. Significant differences among the three categories of students with different majors occurred in relation with the most effective teaching strategies corresponding to each learning style category

MI as a predictor of students’ performance in reading competency

The purpose of this study was to examine whether performance in MI could predict the performance in reading competency. The other objectives were to identify the components of MI which are correlated with the reading test scores, and to determine the relationship between the multiple intelligences and reading proficiency. A descriptive and ex post facto design was employed to ascertain relationships among the variables. The participants were 128 randomly chosen pre-university students (grade12, 18-19 years old) of both genders studying in Tehran in the academic year 2008-2009. Three instruments were utilized in this study: 1) a demographic questionnaire; 2) the Persian version of Mckenzie’s MI Inventory; and 3) a standardized reading proficiency test which was selected from retrieved paper-based TOEFL® tests. Results of the correlation analysis revealed no significant relationship between the two variables of MI and reading scores of the students. Furthermore, the results of the correlation analysis revealed that there was a low significant, negative relationship between musical-rhythmic intelligence and reading which suggests that when the reading score of a student increases, musical-rhythmic intelligence of the same student decreases and vice versa. Overall, three categories of MI (musical-rhythmic, verbal-linguistic, bodily-kinesthetic) were found to be predictive of reading proficiency

Effective online learning experiences: exploring potential relationships between Voice-over-Internet-Protocol (VoIP) learning environments and adult learners’ motivation, multiple intelligences, and learning styles

This study was a 360 degree exploration of the effectiveness of online learning experiences facilitated via Voice-over-Internet-Protocol (VoIP) by incorporating the insights afforded by students, their lecturers, and the administrator responsible for a VoIP trial in an Australian university. Also examined were the teaching considerations in designing effective online learning experiences and institutional rationale for adopting VoIP. This research investigated potential relationships between the adult learners’ motivations to engage with the Voice-over-Internet- Protocol learning environment and their multiple intelligences (Gardner’s theory) and learning management styles (Lessem’s Spectral Management theory)A pragmatic paradigm underpinned the mixed methods approach whereby questionnaires and inventories were used to ascertain students’ multiple intelligences, learning management styles, and their perceptions of the learning experiences. An interpretive orientation was represented in the use of in-depth interview data, content analysis of reflective journals, and open-ended data from the questionnaires. These data enabled richer insights into students’ perceptions of their learning environment and motivations, and academics’ perceptions of teaching and administrative imperatives.The conceptual framework (Figure 2.1) paid homage to the university student as the central figure in the teaching and learning cycle. Teaching and learning should remain a cyclical process whereby students learn from the academics’ knowledge and their design of sound pedagogical experiences; contrastingly, lecturers learn about the effectiveness of their practice from student feedback and achievement. Lecturers are able to improve their pedagogical practice through professional development activities. Hence, good teaching and learning are the two key aspects in the literature identified as appropriate in this study. Student focus is on their learning; hence, the domains of adult learning and motivation are important inclusions. Additionally, it is useful to explore the knowledge-base related to learning styles and multiple intelligences. As this study has educational technology as a significant theme, it is important to include literature relating to teaching with technology. The Business capstone course in this case was designed by pedagogical and content experts and utilised a team approach as the core teaching strategy. Therefore, cooperative learning, good teaching, and an outline of the context of university teaching in Australia provided insights into this case.A significant finding in this study was that students preferred face-to-face and blended learning over purely online delivery. Good teaching was a major issue for students and they were articulate in describing what assisted them in their learning and were critical of poor pedagogical practices. Students desired positive relationships with their lecturers, and needed instructor-guidance and clear coursework structures. Students’ priorities were good teaching, having control over their learning, and working effectively in collaborative teams. Students were motivated by facilities such as VoIP which increased the convenience factor in their studies. Learning communities were established by the students within face-to-face modes but were not as successfully established within the VoIP medium. They were motivated by working together in productive groups and enjoyed developing and refining their professional skills, such as leadership, communication, and teamwork. They were motivated by aspects of the course (including the VoIP) which they perceived to be directly relevant to career-oriented, pragmatic knowledge and skills.From the academic perspective, VoIP was successful in creating online interactive environments, although more professional development was needed so that the full power of the medium could be utilised. Administratively, it was also found to be effective in providing a stable teaching and learning medium ensuring against potential disruptions due to global instability.Students’ multiple intelligences were distributed across the eight intelligences, with the three predominant being musical/rhythmic, kinaesthetic, and visual/spatial, respectively. A similar distribution was found for the seven learning management styles with the predominant being “indigo” with a ‘developmental’ management and ‘intuitive’ learning style; “green” with an ‘enterprising’ management and ‘energising’ learning style; and, third, “orange” with a ‘people-oriented’ management and ‘responsive’ learning style.VoIP was found to be suitable for all students regardless of their multiple intelligences and learning management styles. There was no statistical correlation found linking students’ learning management styles, with multiple intelligences and their motivation to engage with the VoIP environment. Learning management styles and multiple intelligences were found to be distinct constructs with no interrelationships. There were weak relationships found though between individuals who were ‘people-oriented’; ‘energised’ and ‘enterprising’; and/or ‘managers of change’ with an enthusiasm for things ‘experimental’ in terms of their learning management style, whereby they had greater affinity for, and motivation to engage with VoIP learning experiences. Similarly, those whose multiple intelligences were people-, interpersonally-, and verbally-oriented were more receptive to this synchronous interactive (VoIP) environment. Even so, all students reported VoIP as being a positive experience.Australian universities have become an essential economic export commodity in a competitive global market. Therefore, university administrators and their government counterparts are understandably focused on enhancing institutional reputations to ensure the ongoing sustainability of this lucrative market. A key performance indicator of the quality of universities is students’ satisfaction with their learning experiences, which relates to word-of-mouth marketing of programmes. Business, industry and other employers make judgements about the institutional quality based upon perceptions of graduates’ knowledge and professional skills. Hence, graduate performance in the workplace can positively influence future enrolment, demand for graduates from particular institutions, and research funding opportunities. This highlights the importance of quality teaching and learning to institutional reputation. This means university leaders must set realistic goals for their staff and actively support teaching and learning priorities.Two models, Webs of Enhanced Practice and the Webs of Enhanced Learning, have been developed as a result of the findings of this research. The first model focuses on the macro context and relates to the professional development of academics with the view to improving teaching practice. It is a blended networking model which encompasses academics, their leaders, technologists, content and pedagogical experts, and students. In this multi-modal interaction model, professional development is reconceptualised as a more flexible, technologically-blended, and holistic approach. The second model, Webs of Enhanced Learning, is a micro model which articulates how the impact of the first model relates to good learning and teaching within the university classroom. This model describes how academic development can translate to better learning and assessment for students. It also identifies the potential for more student-to-student interaction and the learning which can be facilitated as a result of these collaborations. These models, working in concert, aim to facilitate better learning and teaching at the student level, academic professional development level, and to further organisational goals for quality teaching and learning and institutional reputation

Equity and access in music education: Conceptualizing culture as barriers to and supports for music learning.

A conceptual model designed specifically for the investigation of issues surrounding race, ethnicity and culture in relation to music learning will best serve our profession as we attempt to understand how these issues may impact music learning among diverse populations. This paper proposes such a model, depicted as a concept map, featuring five primary categories: teacher, student, content, instruction, and context. Focusing research according to this model will serve to categorize current knowledge, clarify factors and constructs involving music learning, and formulate predictions of specific learning outcomes, thereby facilitating the development of hypotheses and theories that support a research agenda devoted to examining the barriers to and support for music learning as influenced by race, culture and ethnicity

Adoption of Micro-blogging (Twitter) by Various Learner Types in an Information Systems unit: An Exploratory Study

A major obstacle in the practice of e-learning is the limited understanding of learners’ characteristics and perceptions about technology use. In this case, understanding the relationship between learning styles and Twitter usage could help educators to design better instructional strategies. This would also lead to better student experience and improved learning outcomes. Hence, in this study we investigate learning styles of an Information Systems undergraduate class and its influence on the use of micro-blogging (Twitter). The end of semester survey reveals that the majority of students were “well-balanced” on all learning style scales except ‘visual-verbal’ scale where visuals outclassed verbals. More importantly, active and visual learners emerged as the most significant adopters of Twitter. The study has implications for educators who wish to accommodate their students’ learning preferences and to enhance Web 2.0 usage in their teaching, in particular micro-blogging