Pandemic Portrayed: Learning Style in Online Learning

Learning style is one of the most important factors in determining how students learn and has a significant effect on student learning strategies, which in turn affects their learning outcomes. It refers to the methods by which students collect, store, and extract material. Since pandemic came to all over the world, all od aspect in teaching and learning process is changing. It is included to students’s learning style. Some issues were discovered during online learning, especially in English learning for students at the University of Muhammadiyah Jambi. By these issues, it seems that there is a doubt of how they really learn from online learning. The aim of this study is to report data on the types of students' learning styles used in their English online learning. Data were analyzed using The VARK Questionnaire by Neil Fleming. This research uses the qualitative descriptive method. The population of this research was 1st semester of Management Department students in the academic year 2020. There were three classes; R.B1, R.A7 and R.B3. The result shows that the majority of students in this research used kinesthetic learning style. Then audio learning is the next place, then followed by reading and writing learning style. And the last is visual learning style

LEARNING STYLE AND STUDENTS' ACADEMIC PERFORMANCE, IS THERE ANY RELATION?

When a pandemic hit the entire planet almost one year ago, every facet of the teaching and learning process changed. It is included in the learning styles of students. Some problems were observed during online learning, particularly for students at the University of Muhammadiyah Jambi. Some students seemed to not have a good preparation in studying. There were some distractions when the learning process occurred online at that time. For their task, they were late in submitting the task. Because of these concerns, it appeared that there was some dispute about how students truly learnt through online learning. The purpose of this study was to report statistics on the different types of learning styles utilized by students in their English online learning. Neil Fleming's The VARK Questionnaire was used to analyze the data. The qualitative descriptive method was applied in this study. This study's population consisted of first semester Management Department students in the academic year 2020. There were three different classes: R.B1, R.A7, and R.B3. The findings revealed that most students in this study used a kinesthetic learning style. Then came auditory learning, which was followed by reading and writing learning styles. The final was visual learning style. Nevertheless, there was not a significant correlation between academic performance and students’ styles of learning based on the test results

Linear and non-linear navigations of learning content

This paper reports a study concerning linear and non-linear navigations in WBI.The effects of the two navigations on students’ engagement aspects namely; control, focus, curiosity, and intrinsic interests were investigated. The study aimed to identify whether the linear and the non-linear navigations could be the factors that influence students’ engagement while learning in WBI environment.An exploratory experimental study was conducted on seventy-two students from a university in Malaysia using a web-based system for learning Basic Computer Networks.The study suggested that the types of navigations had affected the control aspect, but not the focus, curiosity, and intrinsic interests.Students’ engagement from the context of focus, intrinsic interests and curiosity was similar in both linear and non-linear.These findings are further discussed from cultural perspectives of Malaysian students

Challenges Encountered in Creating Personalised Learning Activities to Suit Students Learning Preferences

This book chapter reviews some of the challenges encountered by educators in creating personalised e-learning activities to suit students learning preferences. Technology-enhanced learning (TEL) alternatively known as e-learning has not yet reached its full potential in higher education. There are still many potential uses as yet undiscovered and other discovered uses which are not yet realisable by many educators. TEL is still predominantly used for e-dissemination and e-administration. This chapter reviews the potential use of TEL to provide personalised learning activities to suit individual students learning preferences. In particular the challenges encountered by educators when trying to implement personalised learning activities based on individual students learning preferences

Enhancing academic achievement and satisfaction by flipping the teacher preparation classroom

This study compared flipped classrooms versus online courses to study the effects of the two instructional methodologies on student achievement and satisfaction in an undergraduate Introduction to Education, EDUC 1301, course. Students self-matriculated in either traditional EDUC 1301 courses which were flipped or in EDUC 1301 online courses. Students\u27 final grades were used to assess student achievement in both teaching methodologies. An end-of-course student evaluation of instructor performance was used to assess students\u27 satisfaction in the courses. A casual comparative research design was used to examine the effectiveness of both teaching methodologies. There was no differences between the two instructional methodologies in student satisfaction. Students were equally satisfied in both teaching methodologies. Statistical significant differences were found, however, in the students\u27 achievement level. The percent of students in the flipped classroom who passed the courses was 92% compared with 75% achievement level in the students who passed the online courses. The number of students who passed the EDUC 1301 flipped classroom courses as presented in Table 1, page 44, and Figure 1, page 44, was 83 out of 90, resulting in an achievement level of 92%. On the contrary, 118 out of 157 students passed the EDUC 1301 online courses, as shown in Table 1, page 44, and Figure 1, page 44, representing an achievement level of 75%. The Pearson chi-square test of association yielded a chi2 of 10.99, a df = 1, and a p value of 0.0001 which was statistically significant at the 95% confidence level (p \u3c .05), Table 3, page 45. Students who self-enrolled in the flipped classrooms did statistically significantly better than those students who self-enrolled in the online courses. Instructional methodology, however, was an insignificant predictor of student satisfaction between the students in the flipped classrooms and the online courses. (PsycInfo Database Record (c) 2022 APA, all rights reserved