<p>Syftet med detta arbete var att ta reda på hur medvetna lärare på lågstadiet är av lärstilar och hur de praktiserar detta i sin undervisning. Jag har intervjuat sju lärare på lågstadiet för att ta reda på detta. Lärarna i min undersökning är relativt medvetna om lärstilar. Denna medvetenhet gör att det undervisar både genom att berätta (auditivt), visa (visuellt) och att de låter eleverna göra saker (kinestetiskt/taktilt) för att förstå. Detta gör att de allra flesta elever kan tillgodogöra sig undervisningen. Trots detta upplevde lärarna att de elever som lär in genom att ”göra” saker ofta kom i kläm i skolan eftersom deras inlärningsstil kräver mer arbete av läraren.</p> / <p>The purpose of this study has been to find out how conscious primary school teachers are of different learning styles and how they use them in practice. I have interviewed seven primary teachers for this study. The teachers were relatively conscious of different learning styles. This consciousness means that the education is both auditive, visual and that they let the pupils learn by doing to understand. This cause that the most pupils can profit from the training. Despite this they witnessed how pupils who “learnt by doing “lost out in the classroom because their needs demanded more effort from teachers.</p>

Syftet med detta arbete var att ta reda på hur medvetna lärare på lågstadiet är av lärstilar och hur de praktiserar detta i sin undervisning. Jag har intervjuat sju lärare på lågstadiet för att ta reda på detta. Lärarna i min undersökning är relativt medvetna om lärstilar. Denna medvetenhet gör att det undervisar både genom att berätta (auditivt), visa (visuellt) och att de låter eleverna göra saker (kinestetiskt/taktilt) för att förstå. Detta gör att de allra flesta elever kan tillgodogöra sig undervisningen. Trots detta upplevde lärarna att de elever som lär in genom att ”göra” saker ofta kom i kläm i skolan eftersom deras inlärningsstil kräver mer arbete av läraren. / The purpose of this study has been to find out how conscious primary school teachers are of different learning styles and how they use them in practice. I have interviewed seven primary teachers for this study. The teachers were relatively conscious of different learning styles. This consciousness means that the education is both auditive, visual and that they let the pupils learn by doing to understand. This cause that the most pupils can profit from the training. Despite this they witnessed how pupils who “learnt by doing “lost out in the classroom because their needs demanded more effort from teachers.

?rea de concentra??o: Educa??o e Tecnologias aplicadas em Institui??es Educacionais. / Submitted by Jos? Henrique Henrique (jose.neves@ufvjm.edu.br) on 2018-04-02T18:15:41Z No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) luiz_filipe_carreiro_salazar.pdf: 2092412 bytes, checksum: 081025a8f7b46e716f0a5878e9f2cc60 (MD5) / Approved for entry into archive by Rodrigo Martins Cruz (rodrigo.cruz@ufvjm.edu.br) on 2018-04-09T18:05:57Z (GMT) No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) luiz_filipe_carreiro_salazar.pdf: 2092412 bytes, checksum: 081025a8f7b46e716f0a5878e9f2cc60 (MD5) / Made available in DSpace on 2018-04-09T18:05:57Z (GMT). No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) luiz_filipe_carreiro_salazar.pdf: 2092412 bytes, checksum: 081025a8f7b46e716f0a5878e9f2cc60 (MD5) Previous issue date: 2017 / O avan?o da tecnologia possibilitou o surgimento de ferramentas para o acesso a conhecimento e experi?ncias individuais e coletivas. As Tecnologias da Informa??o e Comunica??o e a internet criaram o conceito chamado Ciberespa?o, um local virtual onde o somat?rio de todas as experi?ncias, saberes e culturas de todos os povos que forma a Intelig?ncia Coletiva. Tal fen?meno contribuiu para o desenvolvimento da Educa??o ? Dist?ncia e os Sistemas Inteligentes para Educa??o. Um dos maiores problemas em EaD ? aus?ncia de adaptatividade do ensino ao Estilo de Aprendizagem dos estudantes, que consiste nas prefer?ncias que cada aluno tem em receber um determinado conte?do. Dessa forma, o trabalho aborda uma t?cnica de Redes Bayesianas para detectar automaticamente os Estilos de Aprendizagem dos estudantes para proporcionar uma oferta de material de ensino adaptado ?s prefer?ncias de aprendizagem nos Ambientes Virtuais de Aprendizagem. O trabalho se baseia em conceitos e t?cnicas de Intelig?ncia Artificial e Aprendizado de M?quina para compor um modelo computacional e probabil?stico de uma Rede Bayesiana para inferir e detectar qual a melhor combina??o de Estilos de Aprendizagem. Para estruturar os m?todos de detec??o dos Estilos de Aprendizagem, a pesquisa utiliza o Modelo de Estilo de Aprendizagem Felder-Silverman. Para representar o comportamento do estudante no Ambiente Virtual Aprendizagem, o trabalho utiliza utiliza um sistema para simular o desempenho do estudante em um Sistema de Tutoria Inteligente. Os m?todos utilizados resultam na constru??o de um algoritmo de detec??o autom?tica de Estilos de Aprendizagem em Ambientes Virtuais de Aprendizagem. Os resultados do algoritmo de Rede Bayesiana foram comparados aos resultados de outro algoritmo de detec??o de Estilos de Aprendizagem na literatura. Nos testes, o algoritmo de Rede Bayesiana se mostrou mais eficiente comparado ao da literatura, diminuindo consideravelmente o n?mero de itera??es do sistema que no final converge ao Estilo de Aprendizagem do estudante, diminuindo o tempo de execu??o e aumentando a precis?o dos resultados. O trabalho abre discuss?o quanto a robustez, efici?ncia e precis?o da aplica??o de Redes Bayesianas para detec??o de Estilos de Aprendizagem. / Disserta??o (Mestrado Profissional) ? Programa de P?s-Gradua??o em Educa??o, Universidade Federal dos Vales do Jequitinhonha e Mucuri, 2017. / The advancement of technology has enabled the emergence of tools for access to knowledge and individual and collective experiences. Information and Communication Technologies and the Internet have created the concept called Cyberspace, a virtual place where the sum of all the experiences, knowledge and cultures of all peoples that forms the Collective Intelligence. This phenomenon contributed to the development of Distance Education and Intelligent Systems for Education. One of the major problems in EaD is the lack of adaptability of teaching to students? learning style, which consists of the preferences each student has in receiving a certain content. Thus, the paper approaches a technique of Bayesian Networks to automatically detect the Learning Styles of the students to provide an offer of teaching material adapted to the preferences of learning in the Virtual Environments of Learning. The work is based on concepts and techniques of Artificial Intelligence and Machine Learning to compose a computational and probabilistic model of a Bayesian Network to infer and detect the best combination of Learning Styles. To structure Learning Styles detection methods, the search uses the Felder-Silverman Learning Style Template. To represent student behavior in the Virtual Learning Environment, the work uses uses a system to simulate student performance in an Intelligent Tutoring System. The methods used result in the construction of an algorithm for automatic detection of Learning Styles in Virtual Learning Environments. The results of the Bayesian Network algorithm were compared to the results of another learning style detection algorithm in the literature. In the tests, the Bayesian Network algorithm proved to be more efficient compared to the literature, considerably reducing the number of system iterations that in the end converges to the student?s Learning Style, reducing execution time and increasing the accuracy of the results. The paper discusses the robustness, efficiency and accuracy of the application of Bayesian Networks for the detection of Learning Styles.

This study examines the strategies used by facilitators at Adult Basic Education and Training Centre in order to determine whether the facilitators are responsive to adult learning principle and practices. If inappropriate strategies for the facilitation of learning are used, adult learners are likely to become bored, frustrated, overwhelmed or unable to cope with the challenges of learning. This may contribute to the high drop-out rate that many adult education programmes face. The failure to retain adult learners in ABET programmes may result in adult learners relapsing into illiteracy, which then poses a problem as the overarching goal of the South African government is to eradicate illiteracy. This study aims at answering the following research questions: <ul> <li>What are the perceptions of adult learners of the facilitation of learning in the programmes they are enrolled for?</li> <li>What are the strategies used by ABET facilitators to promote cooperative learning?</il> <li>How do ABET facilitators promote self-directed learning among adult learners?</li> </ul> The theoretical framework on which this study is based is constructivism. Constructivist theory advocates a paradigm shift from traditional methods of teaching to a more learner-centred approach of instruction and learning. Thus, constructivist theory embraces Outcomes-based Education that emphasises that active participation by learners should be the backbone of all learning activities. Both facilitators and learners are required to focus on the outcomes that should be achieved during each learning activity. This study employs a mixed-methods approach that includes quantitative and qualitative research methods. The research design for this study is the case study method. The population of this study comprises adult learners and facilitators at Gaegolelwe Adult Centre. A simple random sampling was used to select forty-seven adult learners to participate in this study. Convenience sampling was used to select 4 facilitators. The methods of data collection used were questionnaires, semi-structured interviews and observations. The findings of this study are the following: <ul> <li>Facilitators at Gaegolelwe Adult Centre cater moderately for learners with different learning styles.</li> <li>Learners are engaged in different learning activities, such as completing tasks individually, in pairs or in groups and are involved in research orientated activities in order to discover things for themselves.</li> <li>Facilitators promote active participation during learning opportunities.</li> <li>Most adult learners demonstrate responsibility towards their own work. However, some do not, and this may be attributed to many competing social roles that must be balanced against the demands of learning.</li> <li>Learners are challenged to develop critical thinking, problem-solving and higher order reasoning skills.</li> <li>Cooperative learning as one strategy of facilitating learning is not utilised to the maximum.</li> <li>It has been observed that the lecture method is predominantly used by facilitators; this is not in line with constructivist learning theory as the latter emphasises the use of different methods of facilitation in order to accommodate learners with diverse learning styles.</li> </ul> The following recommendations have been made: <ul> <li>Facilitators with extensive teaching experience should be engaged to facilitate adult learning. However, they should be educated and trained in methods of facilitating adult learners.</li> <li>Male adults need to be mobilised through mass literacy campaigns to join ABET programmes.</li> <li>Learners should be given the opportunity to make an input in the development of strategies for facilitating learning.</li></ul> Copyright / Dissertation (MEd)--University of Pretoria, 2010. / Early Childhood Education / unrestricted

The problem of this study was to search for relationships between selected learning styles as measured by the Grasha-Riechmann Learning Style Scales and personality variables as measured by the Eysenck Personality Inventory and Rotter's Internal-External Locus of Control Scale. An additional problem was to test for differences along the male-female dimension among the personality and attitude variables.

Philosophiae Doctor - PhD / This study attempts to understand how distance education practices influence the learning of calculus. Understanding student learning in a distance education environment is an important factor to consider in improving the learning experiences of those students who for one reason or the other opt not to study in conventional institutions of higher education. On one hand, understanding student learning may illuminate the influences that the learning environment has on student learning and on the other hand, it may inform on how learning experiences can be improved. The aim of this study is to acquire a deeper understanding of the diverse manner in which distance students learn calculus. Specific focus is also placed on how the distance education context of the Zimbabwe Open University (ZOU) influences student learning. The study describes a group of students' experiences of learning calculus in the ZOU distance education environment. The study also describes the students' learning styles and relates these to their mathematical understanding of certain calculus concepts. The specific content topics of "limit of function" and "derivative of function" are used to view achievement and performance, thereby indicating the distance students' mathematical understanding. The information processing learning theory is used as the theoretical framework for this study. The constructs of learning styles and mathematical understanding are used to illuminate the student's learning processes. The study used the Felder-Silverman learning styles model and Hiebert and Carpenter's notion of mathematical understanding to expound these constructs. The distance education environment of the B.Sc. Mathematics and Statistics (BSMS) programme at the ZOU provided the context of the study and an interpretive case study approach was adopted. A group of students registered in a first year first semester calculus course were studied. Data were collected from students based in four ZOU regional centres; namely Harare, Mashonaland Central, Mashonaland West, and Masvingo. These regional centres were conveniently selected for the study on the basis of proximity and accessibility. A total sample of twenty six students was involved and data for the in-depth part of the study emanated from five students who were purposively selected to participate in interviews. The interviewees were selected on the basis of their performance in a written calculus test. Data for this study were collected through use of learning journals, learning styles preference questionnaires, calculus tests and interviews. The data on students' learning experiences were predominantly qualitative in nature though supported by some quantitative data. The data on learning styles and mathematical understanding were also qualitatively analysed and presented case by case for the five interviewees. The study established that in a distance education system, the type of learning environment has the potential to influence students' learning, both positively and negatively, of which the main contributing factor is the learning support system. The study found that the learning support system provided by the institution and distance educators can have an impact on student learning. With reference to the calculus course in the BSMS programme, the study identified specific aspects where the environment facilitated or deterred learning. The study also revealed that students have varied learning style preferences, and that the learning environment has the potential to impact on students' learning styles. Since learning styles occupy a central place when it comes to improving distance learning materials, the study further explored the relationship between the constructs of learning styles and mathematical understanding. The study revealed that students' learning styles can influence the students' mathematical understanding. Improving students' learning in a distance education environment rests mainly on improving the learning materials and the support systems. A carefully designed and well supported instructional distance learning package can facilitate learning. Implications of the findings point towards the improvement of the distance teaching processes through the improvement of learning materials and the learning support systems for the BSMS distance education programme.

<p>&nbsp;&nbsp;&nbsp; Osnovni cilj istraživanja je&nbsp; ispitivanje pojedinačnog&nbsp; i zajedničkog doprinosa&nbsp; motivacije za učenje,&nbsp; stilova učenja&nbsp; učenika&nbsp; i&nbsp; nastavnih strategija&nbsp; postignuću iz hemije.&nbsp; U istraživanju je učestvovao 501 učenik (265 učenika drugog i 236 učenika trećeg razreda) gimnazija iz Novog Sada, Sremske Mitrovice, Stare Pazove i Bečeja. &nbsp;Istraživanje je sprovedeno tokom&nbsp; prvog polugodi&scaron;ta &scaron;kolske 2013/2014. godine. U istraživanju je primenjeno pet&nbsp; instrumenata: Motivacija učenika za učenje hemije&nbsp; (SMTSL)&nbsp; i Kolbov inventar stilova učenja&nbsp; (LSI)&nbsp; koji su prevedeni na srpski jezik i adaptirani za potrebe istraživanja kao i instrumenti konstruisani za potrebe&nbsp; ovog&nbsp; istraživanja&nbsp; &ndash;&nbsp; upitnik&nbsp; za procenu&nbsp; nastavnih strategija&nbsp; koji&nbsp; se oslanja na Kolbov<br />model stilova učenja i testovi znanja iz op&scaron;te i neorganske hemije.</p><p>&nbsp; &nbsp; Kada se govori o motivaciji učenika za učenje hemije rezultati su pokazali da su učenici u najvećoj meri orijentisani na učenje, zatim na primenu strategija aktivnog učenja, orijentaciju na&nbsp; postignuće, dok je u najmanjoj meri razvijeno osećanje&nbsp; samoefikasnosti i&nbsp; shvatanje&nbsp; značaja hemije kao nauke. Motivacija za učenje se pokazala značajnim&nbsp; prediktorom postignuća učenika pri čemu je samoefikasnost dimenzija motivacije koja ostvaruje najveći doprinos postignuću učenika.&nbsp; Identifikacija stilova učenja učenika je pokazala da&nbsp; najveći broj učenika preferira asimilirajući stil učenja, na drugom mestu divergentni, na trećem konvergetni i na poslednjem akomodirajući stil učenja.&nbsp; Ispitivanjem razlika u postignuću iz hemije između učenika koji preferiraju različite stilove učenja u prisustvu i uz statističko uklanjanje uticaja motivacije na postignuće pokazalo se da najvi&scaron;e postignuće iz op&scaron;te hemije ostvaruju učenici koji preferiraju konvergentni stil učenja.&nbsp; Kada je&nbsp; reč o nastavnim strategijama koje nastavnici hemije primenjuju u svom radu zapaža se da u najvećoj meri primenjuju nastavne strategije koje odgovaraju učenicima sa asimilirajućim&nbsp; i konvergentnim&nbsp; stilom učenja,&nbsp; zatim divergentnim stilom i na poslednjem akomodirajućim stilom učenja. Od svih nastavnih strategija najsnažnijim prediktorom su se pokazale nastavne strategije koje odgovaraju konvergentnom stilu učenja. Rezultati su pokazali da&nbsp; kada nastavnici&nbsp; uvažavaju stilove učenja učenika birajući&nbsp; nastavne strategije u skladu sa stilovima učenja učenika, učenici ostvaruju vi&scaron;a postignuća i iz op&scaron;te hemije i iz neorganske hemije. Dalje, rezultati su pokazali da su vi&scaron;e motivisani učenici čije stilove učenja nastavnici uvažavaju&nbsp; nego učenici kod kojih nema&nbsp; uvažavanja stilova učenja od strane nastavnika. Na učeničko postignuće iz hemije značajan efekat ostvaruju i motivacija i uvažavanje stilova učenja. Na osnovu&nbsp; navedenih rezultata može se zaključiti da bez&nbsp; obzira koji stil učenja učenici preferiraju potrebno je u nastavnom procesu primenjivati &scaron;to raznovrsnije strategije kako bi se zadovoljile potrebe &scaron;to većeg broja učenika. Ovakva nastava doprinosi vi&scaron;em postignuću učenika i većoj motivaciji za učenje.</p> / <p>The main objective of the study was to examine individual and collective contributions of&nbsp; learning motivation, students&rsquo; learning&nbsp; styles and teaching strategies to chemistry&nbsp;achievement.&nbsp; The study included 501 pupils (265 second grade pupils and 236 third grade pupils) attending grammar school in Novi&nbsp; Sad, Sremska Mitrovica, Stara&nbsp; azova and Bečej. The research&nbsp; was conducted during the first semester of the school year 2013/2014. The&nbsp; five research instruments&nbsp; were applied:&nbsp; Students &#39; motivation&nbsp; toward&nbsp; chemistry&nbsp; learning (SMTSL) and Kolb&#39;s learning styles inventory&nbsp; (LSI)&nbsp; that have been translated into Serbian and adapted for the purposes of the research, and&nbsp; some other were designed&nbsp; &ndash;&nbsp; questionnaire for assessing teaching strategies&nbsp; that relies on Kolb&#39;s learning styles model as well as achievement tests in&nbsp;general and inorganic chemistry.</p><p>When talking about students&#39; motivation to learn chemistry the results show that&nbsp;students are mostly oriented towards learning activity, using active learning&nbsp; strategies, their achievement, while the least developed element is their awareness of &nbsp;self-efficacy, and understanding the importance of chemistry as a science. Motivation to learn is a significant predictor of students&rsquo; achievement where self-efficacy dimension of motivation has the greatest contribution to their&nbsp; achievement. Identification of students&rsquo; learning style showed that the majority of students prefer assimilating learning style; divergent learning style is on the second&nbsp;place, while convergent on the third; the last one is accommodating learning style.&nbsp; Examination of the differences in achievement in chemistry between students who prefer different learning styles in presence and with the statistical removal of motivation influence towards achievement has been shown that students who prefer convergent learning style show the highest achievement in general chemistry. When talking about teaching strategies that teachers of chemistry apply in their teaching activity it can be seen that for the most part they apply teaching strategies that are appropriate for students with assimilating and converging learning style, then divergent style and the last accommodating learning style. Instructional strategies&nbsp;that match the convergent learning style have proved to be the most powerful predictor of all the teaching strategies. The results show that when teachers take into account the students&rsquo; learning styles when selecting the appropriate teaching strategy, the students achieve better results in general chemistry and inorganic chemistry as well. Furthermore, the results showed that the students are more motivated when teachers respect their learning style, in comparison with those whose learning styles has been neglected. The significant effect has been realized by motivation and appreciation of learning styles on students&#39; achievement in chemistry. Based on these results it can be concluded that varied teaching strategies that meet the needs of great number of students should be applied in the teaching process no matter which learning style students prefer. Such instruction contributes to higher student achievement and higher learning motivation.</p>

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Thesis (MPhil)--Stellenbosch University, 2012. / Purpose – The purpose of this research was to examine the translation of ‘moments of insights’ into sustainable change(s) by executive coachees with different learning styles six to 12 months after the executive coaching intervention had ended. Design/methodology/approach – In this qualitative study, 12 coachees who had completed coaching programmes six to 12 months prior to commencement of the study were selected based on Kolb’s four learning styles (that is, three coachees per learning style). The coachees or research participants were executives, senior managers, professionals or entrepreneurs who had been coached by executive coaches. Essentially, there were three parts to the research process. The first step was to source a sample of coachees using the Kolb’s learning style inventory. The second step was to conduct a semi-structured interview with each coachee. All the interviews were recorded and transcribed for analysis. The third step was to analyse and compare the data using thematic analysis. The findings were interpreted and links were made to the relevant literature. Key findings – Coachees with different learning styles seemed to remember their ‘moments of insight’ in alignment with their learning styles. These coachees, with different learning styles, appeared to translate their ‘moments of insight’ into sustainable change congruently with their learning style preferences. Where any variation was noted in the findings within a learning style, generally it was associated with the coachee having a more balanced learning style, or having a more extreme style within the relevant quadrant of the learning grid. Research limitations/implications - The sample size of this study was small. Nonetheless, the study was intended to be qualitative rather than quantitative. Practical implications – There are implications of this research for both coaches and training institutions for coaches. For the coaches: To recognise how ‘moments of insight’ could lead to transformation of coachees with different learning styles. Knowing and understanding learning style preferences can deepen and further embed learning with regard to the coaching process. Training institutions for coaches: These training institutions need to consider incorporating learning styles in the content of their programme, so that coaches can optimise their coaching of individuals with different learning styles - and learn to work more effectively with metaphors in their coaching interventions with coachees having different learning styles. Originality/value – The study adds to the body of knowledge on understanding how coachees’ different learning styles can impact on coaching, the learning process and the sustainability of changes emanating from the coaching.

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