混合学习环境下学习风格挖掘及群体差异研究

利用所罗门学习风格量表显式获取用户学习风格,并运用K-means聚类算法挖掘不同风格学习者的线上学习行为特征,依据精确度计算结果不断调整Felder-Silverman学习风格模型对应的线上学习行为属性分类,并最终构建学习风格挖掘模型。结果表明,利用该模型来预测学习者的学习风格具有一定有效性。对不同类别学习风格者的学习特点以及倾向进行差异分析,有利于教师与学生有的放矢地调整教学与学习策略。     

Learning style preferences: Vocational students and teachers

This study investigates, using the Learning Style Questionnaire, the learning style preferences of a group of vocational tertiary students and their teachers. It seeks to identify learning style differences, if any, between students in various stages of their course, between sexes and between “high” and “low” achieving students and their teachers. Furthermore, it examines the similarities and differences between the preferred learning style of the chosen sample of students and other tertiary vocational students. The major findings for the students, relevant to the above variables, and the teachers are discussed. As well, with respect to teachers and students, the implications of attempting to match teaching and learning styles are examined.     

Relationship Between Client-Learning Style and Preference for Counselor Approach

A client-counselor matching model based on Kolb's experiential learning theory was examined. A questionnaire, which included Kolb's Learning Style Inventory (LSI) and four counselor approach profiles, was completed by 205 counseling clients. The clients indicated which counselor they preferred. The following four preference patterns were predicted: concrete learners—experiential approach, abstract learners—rational approach, active learners— behavioral approach, and reflective learners—client-centered approach. The results did not confirm the hypothesized four-way model, although limited support for the matching concept was evident when only two counselor approaches were considered. Clients who preferred directive counselors were more abstract learners. Clients preferring nondirective counselors were more concrete learners. Overall, clients preferred the rational counselor approach. A nonclient comparison group (n = 75) preferred the client-centered approach.     

Towards Inclusive Teacher Education: Sensitising individuals to how they learn

Higher education has struggled to acknowledge and translate into better teaching and learning practices that sizeable literature base suggesting a link between cognitive style, learning preferences, and performance. Research is reported in which 80 undergraduate students on a primary education degree were studied to examine the relationship between their cognitive style, their learning preferences, and perceived impact on their teaching practices. All students completed the CSA measure of cognitive style, the ASSIST, two further questionnaires exploring learning preferences and perception of good teaching during the course, and an evaluation at the end of the teaching unit. Significant differences were found between the three cognitive styles investigated: wholist, intermediate, and analytic. In terms of learning preferences, using ANOVA statistically significant differences were found between the three styles with wholists being most concerned about speed of delivery and least liking computer‐assisted learning. In addition, wholists preferred less structure than analytics in their teaching and claimed to use more images while analytics claimed to use more speech in their teaching. Intermediates demonstrated a greater preference for tangential approaches to teaching and were least happy with the nature of the teaching they had received while at university. Many of the differences reported in the literature between the different cognitive styles were not evident in this study. However, the interpersonal and intrapersonal characteristics of wholists and analytics, respectively, were evident and perceived to impact on planning and delivery in the classroom. While further school‐based research involving greater numbers is required, interest in learning styles remains especially relevant if one intends to offer a truly inclusive education for all learners.     

如何弥补教师教学风格与学生学习风格之间的差异

弥补教师教学风格与学生学习风格之间的差异对完善英语教学有重要意义.要缩小二者的差异,教师应先认真了解学生的各种学习风格,再根据这些学习风格来调整自己的教学风格,开展多种多样的教学活动以满足学生的需求.同时,要积极鼓励学生尝试不同的学习风格.当教学风格与学习风格二者相适时,教师就可以很好地辅助学生成为成功的语言学习者.     

Effects of an online sharing and feedback programme on preservice teachers’ practical knowledge,learning preferences and satisfaction

ABSTRACT

This study investigated the effects of an online sharing and feedback programme (OSFP) on preservice teachers’ practical knowledge (PTPK) and attempted to determine the relationship between satisfaction with online interaction and changes in three types of learning preferences (collaborative, competitive and individualistic). In this study, a quasi-experimental pre- and post-test control-group design was employed to examine these factors. The OSFP was designed, focusing on peer interaction on topics regarding field experiences. The analytical results reveal that the OSFP improved practical teaching knowledge, one of the forms of PTPK. Additionally, satisfaction with online sharing and feedback on the topics of interpersonal affairs strengthened preservice teachers’ preference for collaborative learning and decreased their individual preference. Notably, this study demonstrates that collaborative learning preferences positively change when learners are satisfied with online sharing and feedback on the topic of interpersonal affairs.     

Relationship between teachers’ preferred teacher–student interpersonal behaviour and intellectual styles

This study examines the association between teachers’ preferred interpersonal behaviour in teaching and their thinking styles. A sample of 131 secondary teachers from Hong Kong (n = 94) and Macau (n = 37) participated in a survey to measure their preferred interpersonal behaviour by the questionnaire for teacher interaction (QTI) and their thinking styles by the thinking style inventory‐revised (TSI‐R). Results indicated that teachers in both regions preferred to employ student‐centred interpersonal behaviour (leadership, helpful and friendly, understanding and freedom teaching styles) in the classroom teaching. Teachers’ thinking styles were related to their preferred interpersonal teaching styles. Specific relationships were found between the types of thinking styles and their preferred teacher interpersonal behaviour among Hong Kong and Macau teachers.     

Philosophy: A Special Place in the Liberal Arts

Abstract

A comprehensive model of the dynamics of one-on-one teaching is described. Adoption of specific teaching styles is influenced by the learning styles of students; the interest in faculty to build interpersonal relationships with learners; teacher need to control the task; the capability of students; and situational constraints. In clinical settings, thesis work, and other areas, faculty preferred the use of Personal Model, Facilitator, and Delegator teaching styles. Relative to classroom teaching, these styles were used more frequently and the Expert and Formal Authority Styles were less prominent. This is consistent with the goals of one-on-one teaching to develop the ability of learners to work independently.     

Exploring Taiwanese High School Students’ Perceptions of and Preferences for Teacher Authority in the Earth Science Classroom with Relation to their Attitudes and Achievement

Educational researchers have suggested that the tension between the learner‐centred and teacher‐centred pedagogies represents a real classroom issue that influences teaching and learning. This issue may be particularly significant in East‐Asian countries such as Taiwan due to some cultural influences. For example, teacher authority is highly valued in the culture. Accordingly, the present study aims to develop a questionnaire—the Teacher Authority Survey (TAS), with actual and preferred versions—to explore students’ perceptions/preferences regarding teacher authority in the earth science course. The relationships among students’ perceptions/preferences for teacher authority, learning attitudes, and learning achievements were investigated. Six hundred and seventeen Taiwanese high school students were administered the TAS, the earth science attitudinal questionnaire, and achievement assessment. Both exploratory and confirmatory factor analyses indicated that the TAS developed in this study has satisfactory validity and reliability measures. Correlation analysis indicated that the classrooms more oriented to learner‐centredness were correlated with more favourable attitudes toward learning. Moreover, three clusters of preferred teacher authority—namely, teacher‐centred authority, uncertain authority, and sharing authority—were identified. Students who preferred sharing authority tended to have more favourable learning attitudes, whereas students in the uncertain authority group seemed to have lower earth science attitudes and achievements.     

School Variation in General Intelligence

Abstract

One key to effective teaching is the ability to identify and understand the different ways students process information and acquire skills. The purpose of this study was to examine experienced and preservice teachers’ ability to diagnose student learning-style preferences. The subjects were 15 pairs of physical education teachers and their student teachers and 5 randomly selected students from each school site. To determine student learning styles, students completed the Canfield Learning Styles Inventory, and corresponding teachers and student teachers completed the Canfield Learning Styles Profile Assessment on each of their 5 students. The relationship between preservice/experienced teachers’ perceived scores and the students’ actual learning style scores was analyzed by the Pearson product-moment correlation technique. The results indicated that a wide variety of learning styles existed among the students and that neither experienced nor preservice teachers accurately diagnosed the learning styles of their students. The implications of this study are twofold. First, if teachers are going to make informed decisions about the teaching process, then they need to know the learning styles of their students. Second, information about learning styles should be included in the curriculum of professional preparation programs.     

学习风格与英语课堂教学关系初探

近20年来,英语教学研究的重心已从教学法转向了学习者及其在学习中的作用,"以学生为中心"围绕学习者进行教学"已成为当今国内外外语教学界的一个时髦话题,学习风格———作为构成学习者个体特征的主要因素之一,已越来越受到众多学者及外语教师的关注。通过实施对中学生学习风格的系统性研究,有利于教师根据学生的学习风格有效地进行教学。对于学习者而言,了解自身的学习风格,并通过拓展自己的风格类型,则有利于他们去主动适应不同教师的教学风格,从而达到最佳的学习效果。     

Teaching and Learning in Multi-Grade Classrooms: The LEPO Framework

Abstract

This article reports on a study that examined teaching and learning in multi-grade classrooms using the Learning Environment, Learning Processes and Learning Outcomes (LEPO) conceptual framework. The study sought to investigate how the learning environment is created; how the processes of teaching and learning take place; and how assessment is used to determine the achievement of learning outcomes in multi-grade classrooms. A qualitative research design was used, where interviews were conducted with nine teachers from schools with multi-grade classrooms. The data was analysed thematically and revealed the following: the learning environment can be created by grouping learners appropriately in classrooms, creating learning stations and reading stations, proper use of time-tables, and adaptation of teaching plans; the learning processes should take place through the differentiated curricular approach or quasi mono-grade, that is, learners should be afforded the opportunity to learn from their family members, teaching and learning should take place through self-directed learning, peer tutoring and cooperative learning, and lessons should cater for different learning styles; to determine the realisation of learning outcomes teachers should assess learners in different grades informally with either the same or grade-specific assessment activities and formally with grade-specific assessment tasks. The article also addresses the main criticisms against the LEPO framework by explaining how teachers and learners should interact with the learning environment, learning processes and learning outcomes in multi-grade classrooms. The article concludes that if the LEPO framework can be implemented in multi-grade classrooms, teaching and learning can be strengthened in such classrooms.     

教学风格与学习风格在公共英语教学中的整合

学生作为学习的个体有着自己独特的学习风格,按照不同的分类标准,可分为:独立型、依存型、视觉型、听觉型、动手型等。教师作为知识传授的个体其风格也可划分为不同的类型,例如,知识渊博型、权威型、示范型、促进型等。在公共英语教学中,教学风格与学习风格发生冲突会带来很多负面影响,大大降低学生的学习效率也会影响老师的教学效果。为避免这种情况的发生,要求采用"兼容型教学风格",以适应大多数学习者的学习风格,提高学生英语学习兴趣。     

二语习得中认知方式研究及其对英语教学的启示

在英语学习的过程中,学习者的认知方式的不同会影响到英语学习的效果。文章基于认知心理学的相关理论探讨了认知方式和英语学习的关系并从中得出一些与英语教学的相关启示,以及其在英语学习中的作用。基于此教师可以针对不同认知方式的学习者采用适当的教学策略及方法做到因材施教,以此使教学达到最优化。     

Course Format and Student Learning Styles: A Comparison of Political Science Courses

ABSTRACT

This study investigates whether differences in learning styles exist between students in online and face-to-face (FTF) sections of political science courses taught by three instructors. Some studies suggest that student preferences regarding online or FTF formats are influenced by their preferred modes of learning. Independent learners, for example, may prefer online courses since they provide individualistic opportunities to study outside of the traditional classroom. This study uses original survey data to assign students one of six learning styles in order to assess whether independent learners are more common in online courses. Our analysis finds no significant differences in independent learners when comparing the two formats. This finding runs counter to studies that argue that independent learners tend to prefer online courses. In fact, the only learning style where we observe a meaningful difference among online and FTF formats is among dependent learners. Contrary to expectation, students enrolled in online versions demonstrated a greater tendency toward dependent modes of learning. Further survey responses suggest that student lifestyle drove course format selection rather than learning style. These findings have important implications for universities that increasingly turn to online courses to address decreasing enrollments and attempt to remedy the high attrition rates associated with those courses.     

思维风格及其对教育的启示

思维风格是美国心理学家Sternberg提出的一个全新的心理学概念。它是指个体运用能力的偏好。每个人都具有一组较为典型的思维风格。在学校教育中,首先要允许各种思维风格的学生存在,其次,教师要根据学生不同的思维风格,采用与之相适应的教学方法和评价方法,才能使每个学生都能有所发展。     

RELATIONSHIP BETWEEN PERCEIVED LEARNING STYLE AND TEACHING STYLE OF JUNIOR COLLEGE EDUCATORS

This study examined the relationship of perceptual learning style and teaching style of 138 junior college educators. The Perceptual Learning Style Inventory developed by James and Galbraith (1984) was used to determine learning style preference. The authors modified the inventory to assess preferred teaching style. The Spearman's rho procedure was employed to determine if a correlation existed for the entire group of educators and for each subgroup by major teaching area, sex, years of teaching experience, and by educational attainment. A high correlation existed for all variables except in three subgroup variables. Findings indicate that junior college educators tend to teach the way they prefer to learn. Implications for practice are provided that encourage educators to examine the teaching/learning process in an effort to make it a more effective and rewarding experience for instructors and learners     

A comparative study of the learning style preferences among gifted African‐American,Mexican‐American,and American‐born Chinese middle grade students

The purpose of this study was to determine whether significant group, gender, and grade differences existed in the preferred learning styles of gifted minority students. The Learning Style Inventory (Dunn, Dunn, & Price, 1987) was administered to 54 African‐American (20 males, 34 females), 61 third‐generation Mexican‐American (26 males, 35 females), and 40 third‐generation American‐born Chinese (25 males, 15 females) students. A three‐way analysis of variance on the LSI raw scores of gifted African‐American, Mexican‐American, and American‐born Chinese students indicated significant group differences in preferences for noise, light, visual modality, studying in the afternoon, and persistence. Significant gender differences were found in preferences for the tactile modality and intake. Finally, significant grade differences were found in preferences for temperature (warm/cool environment) and mobility. Findings support and extend past research regarding the learning styles of gifted students.     

Impacts of flipped classrooms with peer assessment on students’ effectiveness of playing musical instruments – taking amateur erhu learners as an example

ABSTRACT

Amateur musical instrument learners are usually taught in a one-to-many learning mode owing to the cost consideration; therefore, it is difficult for the teacher to address individual students’ problems. This results in a lack of knowledge internalization. The flipped classroom enables the teacher to have more in-class time to interact with individual students. However, when the teacher guides a learner in the flipped class, the other learners usually practice on their own rather than engaging in critical thinking or reflective thinking activities. Therefore, this study uses the peer assessment strategy to increase the effectiveness of musical instrument flipped teaching. However, conventional peer assessment flipped teaching (CPA) has some disadvantages. So, we present another method in which the peer assessment is performed by online video sharing (VSPA). The VSPA method can further extend the learning time until after class. It lets teachers have more time to solve the problems of individual students. Besides, it can reduce the students’ nervousness. The experimental results showed that both of the two teaching modes can help progression, but there is no significant difference in the learning effectiveness. As for learning preference, we found that the learners preferred CPA to VSPA.