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Journal ArticleDOI

Enhancing student learning through hypermedia courseware and incorporation of student learning styles

01 Feb 1999-IEEE Transactions on Education (IEEE)-Vol. 42, Iss: 1, pp 33-38
TL;DR: An adaptive hypermedia interface was developed that provided dynamic tailoring of the presentation of course material based on the individual student's learning style, and the authors believe students learned more efficiently and more effectively.
Abstract: This paper outlines attempts to enhance student learning by addressing different learning styles through course hypermedia. Students learn by a variety of different learning styles. Previously, instructors were unable to effectively address these different learning styles outside the classroom. Two approaches were developed to address this problem. The first approach was the development of hypermedia courseware. This provided a wide variety of tools which students could use to prepare for lessons. In this way students retained complete control over how they prepared for a lesson and could choose those hypermedia tools that were most conducive to their learning. An assessment of the multimedia and hypertext documents in the course revealed that the value of a particular multimedia tool to a student varied widely. Each student was traversing the course material according to his/her unique learning style. Unfortunately, the plethora of tools confused some students because they were uncomfortable making active choices of what course material would be most conducive to their learning. As a result, a second approach was adopted. An adaptive hypermedia interface was developed that provided dynamic tailoring of the presentation of course material based on the individual student's learning style. By tailoring the presentation of material to the student's learning style, the authors believe students learned more efficiently and more effectively.
Citations
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Journal ArticleDOI
TL;DR: The results show a slight reduction in the students motivation and engagement, but the game-based student response system Kahoot! managed to boost students engagement, motivation and learning after using it repeatedly for five months.
Abstract: The Bring Your Own Device (BYOD) wave and advancement in technical infrastructures and in learning technology opens for new ways of teaching in the classroom. The teachers' laptops connected to a video projector, access to wireless network and the students smartphones, tablets or laptops can be utilized to enhance the interaction between the teacher and students, as well as boost the students motivation, engagement and learning. The introduction of new learning technology in the classroom normally results in immediate enthusiasm and excitement both from the teacher and the students. However, the immediate positive effects might fade when the new learning technology has become familiar to the teacher and the students. This paper shows the results from investigating the wear off effect of using the game-based student response system Kahoot! in classroom teaching. More specifically, it compares the results from students using Kahoot! for the first time in a single motivational lecture vs. using Kahoot! in every lecture in a class for five months. The quasi-experiment focused on how the students' perception changed in relation to user-friendliness, engagement, motivation, classroom dynamics, concentration, and perceived learning. The results show a slight reduction in the students motivation and engagement, but the only statistically significant wear out effect found was related to classroom dynamics. At large, the game-based student response system managed to boost students engagement, motivation and learning after using it repeatedly for five months. The core factor to keep the students attention after heavy repeated usage was found to be the competitive nature of Kahoot!. We examine short time vs. long time effect of a game-based student response system.The effects studied were engagement, motivation, and classroom dynamics.Other effects studied were concentration, and perceived learning.The only statistically significant difference was found in classroom dynamics.No major wear off found on engagement, motivation, concentration and learning.

381 citations


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01 Jan 2012
TL;DR: The paper will report both opportunities and limitations for incorporating mobile technologies in learning environments and the preliminary results of a study on student impressions of mobile technology in the classroom.
Abstract: The growing use of mobile technology on college campuses suggests the future of the classroom, including learning activities, research, and even student faculty communications, will rely heavily on mobile technology. Since Fall 2010, an interdisciplinary team of faculty from Indiana University – Purdue University Indianapolis (IUPUI) has experimented with the use of iPads in the classroom. This paper includes the preliminary results of a study on student impressions of mobile technology in the classroom. The paper will report both opportunities and limitations for incorporating mobile technologies in learning environments.

296 citations

Journal Article
TL;DR: In this article, a discussion forum can be used in different ways to assign a practical task to students in such a way that students solve the assigned problem in a collective manner, which fits well with sensitive learning style.
Abstract: Introduction Humans have different ways of learning. Some can assimilate in a better way the knowledge received visually, auditory or through a certain sense. Psychology and cognitive sciences have longtime explored this question. The Dual Coding Theory for example states that information is processed through one of two usually independent channels (Beacham et al., 2002). While one channel processes verbal information such as text or audio, the other one processes visual information like diagrams, images, animations, etc. The Sperry's Nobel Prize winning left-brain / right-brain model of thinking suggested that the right hand side and the left hand side of our brain possessed specialized and differentiated functions (Dervan, et al. 2006). The left cerebral hemisphere is thought to be more verbal, logical or clinical, that is, more analytical, while the right cerebral hemisphere influences more the artistic and the sensing side of our intellectual. Powerful encoding and visualization techniques have shown to enable the creation lasting memory and improve recall. Dual encoding, for example, has proven to be an extremely effective learning tool. The simplest and most common form of which involves presenting the information both textually and visually. "Whole brain" learning is known to be a far more effective way to learn. The better connected the two halves of the brain, the greater the potential of the brain for learning and creativity (Rose, 1998; Dervan, et al. 2006). However, most educational systems have ignored individual differences that exist between learners, such as the learning ability, the background knowledge, the learning goals and the learning style (Ford & Chen, 2001). Educational systems generally provide a unique and standardized teaching material to all learners which tend to benefit to those whose learning style and background knowledge fits well with the teaching material. If the teaching style employed closely matches the student preferred style of acquiring knowledge, learning becomes easier and more natural, results improve and learning time is reduced (Rose, 1998). On the other hand, if for example a student is more visual than verbal and everything is written on the blackboard without auditory resources, student will experience difficulties in attaining the pedagogical goals in the requested time. In few words, traditional teaching material and strategies generally tend to benefit some students more than others. In this sense, it is necessary to deploy resources to support the learning process in a way that it not only suits the characteristics of a few, but that it adapts to the characteristics of each student. In the context of Information Technology evolution and the availability of large number of electronic media, the idea of matching e-media with appropriate teaching and learning styles has been explored since the late 90's. There are many studies on the effectiveness of combining multimedia and hypermedia with learning styles in educational systems (Najjar, 1996) (Liao, 1999). They attempt to associate specific e-media characteristics to different categories of learners and propose instruments and methods for assessing learning style (Riding & Rayner, 1998). Most of these studies rely on Kolb's Learning Styles Inventory (LSI) (Kolb 1984) and Soloman-Felder Index of Learning Styles (ILS) (Soloman, & Felder, 1993). However, very few researchers give an idea of which appropriate combinations of electronic media and learning styles are more effective than others. An electronic media can be used in different ways to implement different teaching strategies which can be matched with different learning styles. For example, a discussion forum can be used in different ways. It can be used to assign a practical task to students in such a way that students solve the assigned problem in a collective manner. This fits well with sensitive learning style. The discussion forum can also be used to give a sequential series of theoretical presentations to students who can interact with the teacher. …

258 citations

01 Jan 2012
TL;DR: In this article, five major shifts in engineering education are identified, including the first shift from hands-on practice to mathematical modeling and scientific analyses, and the last three shifts are in progress.
Abstract: In this paper, five major shifts in engineering education are identified. During the engineering science revo- lution, curricula moved from hands-on practice to mathemat- ical modeling and scientific analyses. The first shift was initiated by engineering faculty members from Europe; accel- erated during World War II, when physicists contributed mul- tiple engineering breakthroughs; codified in the Grinter report; and kick-started by Sputnik. Did accreditation hinder curricular innovations? Were engineering graduates ready for practice? Spurred by these questions, the Accreditation Board for Engineering and Technology (ABET) required engineering programs to formulate outcomes, systematically assess achievement, and continuously improve student learning. The last three shifts are in progress. Since the engineering science revolution may have marginalized design, a distinctive feature of engineering, faculty members refocused attention on cap- stone and first-year engineering design courses. However, this third shift has not affected the two years in between. Fourth, research on learning and education continues to influence engineering education. Examples include learning outcomes and teaching approaches, such as cooperative learning and inquiry that increase student engagement. In shift five, tech- nologies (e.g., the Internet, intelligent tutors, personal compu- ters, and simulations) have been predicted to transform education for over 50 years; however, broad transformation has not yet been observed. Together, these five shifts characterize changes in engineering education over the past 100 years.

257 citations

Journal ArticleDOI
TL;DR: The aim of this paper is to analyse data about learning styles with respect to the Felder-Silverman learning style model in order to provide a more detailed description of learning style dimensions.
Abstract: Learning styles are increasingly being incorporated into technology-enhanced learning. Appropriately, a great deal of recent research work is occurring in this area. As more information and details about learning styles becomes available, learning styles can be better accommodated and integrated into all aspects of educational technology. The aim of this paper is to analyse data about learning styles with respect to the Felder-Silverman learning style model (FSLSM) in order to provide a more detailed description of learning style dimensions. The analyses show the most representative characteristics of each learning style dimension as well as how representative these characteristics are. As a result, we provide additional information about the learning style dimensions of FSLSM. This information is especially important when learning styles are incorporated in technology-enhanced learning.

255 citations


Cites background from "Enhancing student learning through ..."

  • ...According to Carver et al. (1999), “the Felder Model is most appropriate for hypermedia courseware” (p. 34)....

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References
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Journal ArticleDOI
TL;DR: Using Bloom's Taxonomy to Write Effective Learning Objectives: The Abcds of Writing Learning ObjectIVES: A Basic Guide.

11,097 citations

01 Jan 1988
TL;DR: A self-scoring web-based instrument called the Index of Learning Styles that assesses preferences on four scales of the learning style model developed in the paper currently gets about 100,000 hits a year and has been translated into half a dozen languages.
Abstract: When Linda Silverman and I wrote this paper in 1987, our goal was to offer some insights about teaching and learning based on Dr. Silverman’s expertise in educational psychology and my experience in engineering education that would be helpful to some of my fellow engineering professors. When the paper was published early in 1988, the response was astonishing. Almost immediately, reprint requests flooded in from all over the world. The paper started to be cited in the engineering education literature, then in the general science education literature; it was the first article cited in the premier issue of ERIC’s National Teaching and Learning Forum; and it was the most frequently cited paper in articles published in the Journal of Engineering Education over a 10-year period. A self-scoring web-based instrument called the Index of Learning Styles that assesses preferences on four scales of the learning style model developed in the paper currently gets about 100,000 hits a year and has been translated into half a dozen languages that I know about and probably more that I don’t, even though it has not yet been validated. The 1988 paper is still cited more than any other paper I have written, including more recent papers on learning styles.

5,195 citations


Additional excerpts

  • ...for hypermedia-based courseware [12]–[14]....

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Journal Article
TL;DR: This paper defined two tiers of entering college students, the first consisting of those who go on to earn science degrees and the second those who have the initial intention and the ability to do so but instead switch to nonscientific fields.
Abstract: In her recent study of college science instruction, Sheila Tobias [19] defines two tiers of entering college students, the first consisting of those who go on to earn science degrees and the second those who have the initial intention and the ability to do so but instead switch to nonscientific fields. The number of students in the second category might in fact be enough to prevent the shortfall of American scientists and engineers that has been widely forecast for the coming decade.

1,044 citations


Additional excerpts

  • ...for hypermedia-based courseware [12]–[14]....

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