Different theorists hold their own idea of learning style and thus lead to various models of learning style. Numerous studies in the field of second language acquisition has been done to prove whether there is a corre...Different theorists hold their own idea of learning style and thus lead to various models of learning style. Numerous studies in the field of second language acquisition has been done to prove whether there is a correlation between learning style and second language achievement. The bulk of research indicates that there is a strong relationship between learning styles and language learning outcomes. Learning style is of great importance in second language learning.展开更多
The COVID-19 pandemic has caused higher educational institutions around the world to close campus-based activities and move to online delivery.The aim of this paper is to present the case of Global College of Engineer...The COVID-19 pandemic has caused higher educational institutions around the world to close campus-based activities and move to online delivery.The aim of this paper is to present the case of Global College of Engineering and Technology(GCET)and how its practices including teaching,students/staff support,assessments,and exam policies were affected.The paper investigates the mediating role of no detriment policy impact on students’result along with the challenges faced by the higher educational institution,recommendations and suggestions.The investigation concludes that the strategies adopted for online delivery,student support,assessments and exam policies have helped students to effectively cope with the teaching and learning challenges posed by the COVID-19 pandemic without affecting their academic results.The study shows that 99%of students were able to maintain the same or better level of performance during the 1st COVID-19 semester.One percent of students had shown a slight decrease in their performance(about 1%–2%)with respect to their overall marks pre-COVID-19.The no detriment policy has succoured those 1%of the students to maintain their overall performance to what it used to be pre-COVID-19 pandemic.Finally,the paper provides the list of challenges and suggestions for smooth conduction of online education.展开更多
This study investigated the relationship between learning styles preferences of English as foreign language (EFL)college students from three different achievement levels and to explore whether there is statistically s...This study investigated the relationship between learning styles preferences of English as foreign language (EFL)college students from three different achievement levels and to explore whether there is statistically significantdifference between different achievement levels and different learning styles. A total of 120 EFL freshman collegestudents from high, intermediate, and basic levels in Taiwan participated in the present study. Using a learning stylepreference checklist, students’ perceptional learning styles were first explored in terms of preferences. 120participants with different levels were classified based on their English scores on College Entrance Exam. With theuse of descriptive statistics and a one-way analysis of variance (ANOVA), the results indicated that specificlearning style preference correlated with certain achievement levels of students. Students with differentachievement levels preferred significantly certain style preference to other style comparing to other achievementlevels. It seems that learning styles preferences may not definitely relate to a student’s achievement levels. Certainvariables may also probably affect learning style preferences with respect to English performance.展开更多
To gain an insight into language learners’ learning styles and their pedagogical application in language teaching,this pa-per mainly discusses male and female learners’ different language learning styles and strateg...To gain an insight into language learners’ learning styles and their pedagogical application in language teaching,this pa-per mainly discusses male and female learners’ different language learning styles and strategies,and the pedagogical application ofthis knowledge in EFL/ESL teaching.It is found that the language learning styles which are preferred by male learners are visual,tactile,kinesthetic,take risks,speak up,ask the question,be logical in learning,while learning styles such as auditory,reading,well-organized written work,self-motivation,persistence,responsibility,sensitive to social context are popular among female learn-ers.Although there are also limitations in these findings due to the small size of sample participants and the diversity among na-tions,it surely provides some references for EFL/ESL instructors in their language teaching.展开更多
Personal Learning Environment(PLE)enables a knowledge-based,learner-centered lifelong learning which could be successfully integrated with formal education when taking educators’supervision into consideration.But do ...Personal Learning Environment(PLE)enables a knowledge-based,learner-centered lifelong learning which could be successfully integrated with formal education when taking educators’supervision into consideration.But do learners’preferred Learning Styles matter in PLE?To investigate the relationship among learners’Learning Styles,learning outcomes and satisfaction towards the PLE platform,the study constructed and applied a supervised-PLE-IELTS platform.57 sophomores majored in Business in Wenzhou University took part in a 16-week project.Data were collected by Honey and Mumford’s Learning Styles questionnaire for the Learning Styles,post-test of IELTS reading,listening and vocabulary for the cognitive learning outcomes,and Distance Education Learning Environments Survey(DELES)for the satisfaction towards the PLE platform.The results showed:(1)Learning Styles have positive relationship with the cognitive learning achievements in PLE;(2)Learning Styles had no direct effect on satisfaction,and learners of all Learning Styles enjoyed PLE-IELTS platform;and(3)learners who spent more time on PLE platform achieved better cognitive learning outcomes.The paper shed light on the future construction of supervised-PLEs.展开更多
Smart learning systems provide relevant learning resources as a personalized bespoke package for learners based on their pedagogical needs and individual preferences.This paper introduces a learning style model to rep...Smart learning systems provide relevant learning resources as a personalized bespoke package for learners based on their pedagogical needs and individual preferences.This paper introduces a learning style model to represent features of online learners.It also presents an enhanced recommendation method named Adaptive Recommendation based on Online Learning Style(AROLS),which implements learning resource adaptation by mining learners’behavioral data.First,AROLS creates learner clusters according to their online learning styles.Second,it applies Collaborative Filtering(CF)and association rule mining to extract the preferences and behavioral patterns of each cluster.Finally,it generates a personalized recommendation set of variable size.A real-world dataset is employed for some experiments.Results show that our online learning style model is conducive to the learners’data mining,and AROLS evidently outperforms the traditional CF method.展开更多
Purpose:Catering for learner diversity is a key issue in the recent educational reforms in Hong Kong.The present study addresses this issue through an investigation of the relationships between students’learning styl...Purpose:Catering for learner diversity is a key issue in the recent educational reforms in Hong Kong.The present study addresses this issue through an investigation of the relationships between students’learning styles and approaches to learning in Hong Kong secondary schools.Design/Approach/Methods:A total of 6,054 junior secondary students in Hong Kong responded to a questionnaire consisting of two instruments.A series of confirmatory factor analysis,two-way analysis of variance,and structural equation modeling analysis were conducted.Findings:The results identified three types of learning style among the students which are characterized by a cognitive orientation,a social orientation,and a methodological orientation.Some significant gender-and achievement-level differences were revealed.Compared with the socially oriented learning style,the cognitively and methodologically oriented learning styles were more extensively and strongly related to students’approaches to learning,even though these students showed a greater preference for the socially oriented learning style.Originality/Value:It is unwise to blindly cater for students’learning styles in classroom teaching and curriculum design.Teachers should adopt a comprehensive and balanced approach toward the design of curriculum and teaching which not only highlights the congruence between students’learning styles and teacher’s pedagogy but also integrates the constructive frictions between them into classroom teaching.展开更多
This article reports a study using a self-reporting questionnaire adapted from Reid (1987) toexamine the preferred learning styles of the students majoring in English in Hubei Three Gorges Univer-sity Humanities’ Col...This article reports a study using a self-reporting questionnaire adapted from Reid (1987) toexamine the preferred learning styles of the students majoring in English in Hubei Three Gorges Univer-sity Humanities’ College,Hubei,China.Based on the results the study generated,activities were createdthat could reflect the students’ learning style preferences.These activities were effective in motivatingour students and developing productive language skills.展开更多
Clothing plays an important role in humans’social life as it can enhance people’s personal quality,and it is a practical problem by answering the question“which item should be chosen to match current fashion items ...Clothing plays an important role in humans’social life as it can enhance people’s personal quality,and it is a practical problem by answering the question“which item should be chosen to match current fashion items in a set to form collocational and compatible outfits”.Motivated by this target an end-to-end clothing collocation learning framework is developed for handling the above task.In detail,the proposed framework firstly conducts feature extraction by fusing the features of deep layer from Inception-V3 and classification branch of mask regional convolutional neural network(Mask-RCNN),respectively,so that the low-level texture information and high-level semantic information can be both preserved.Then,the proposed framework treats the collocation outfits as a set of sequences and adopts bidirectional long short-term memory(Bi-LSTM)for the prediction.Extensive simulations are conducted based on DeepFashion2 datasets.Simulation results verify the effectiveness of the proposed method compared with other state-of-the-art clothing collocation methods.展开更多
This paper had developed and tested optimized content extraction algorithm using NLP method, TFIDF method for word of weight, VSM for information search, cosine method for similar quality calculation from learning doc...This paper had developed and tested optimized content extraction algorithm using NLP method, TFIDF method for word of weight, VSM for information search, cosine method for similar quality calculation from learning document at the distance learning system database. This test covered following things: 1) to parse word structure at the distance learning system database documents and Cyrillic Mongolian language documents at the section, to form new documents by algorithm for identifying word stem;2) to test optimized content extraction from text material based on e-test results (key word, correct answer, base form with affix and new form formed by word stem without affix) at distance learning system, also to search key word by automatically selecting using word extraction algorithm;3) to test Boolean and probabilistic retrieval method through extended vector space retrieval method. This chapter covers: to process document content extraction retrieval algorithm, to propose recommendations query through word stem, not depending on word position based on Cyrillic Mongolian language documents distinction.展开更多
Background & Objectives: In this paper, we try to define learning, to describe how retention of memorized material can be improved and to describe how to help students improve clinical reasoning and problem solvin...Background & Objectives: In this paper, we try to define learning, to describe how retention of memorized material can be improved and to describe how to help students improve clinical reasoning and problem solving skills. The goal of teaching is to improve learning, but how do we know that students are learning in the proper way? Methods: We depend on our experience in medical and clinical teaching of our undergraduate and postgraduate students during implementation of the curriculum. We interview 1<sup>st</sup> year (preclinical) and 6th year medical students by certain questionnaires (VARK) in order to know their learning methods and their knowledge about the styles of learning and the techniques of learning. Learning is viewed here as developing a way of thinking and acting that is a characteristic of an expert physician. Such a way of thinking consists of three important elements: We utilize Working Memory in 3 main approaches: First, attention in a way through questions, focus attention and uses of first letter of statement of the word;Second, rule of 7 (Teach < 7 steps);Third, concentration on important relevant materials. We have to keep in our mind that even if we remember something, it doesn't mean we understand it. In addition, the case learning approach & problem solving learning approach are the methods used and we try to be cooperative, active, and experimental and the student must be self directed and the students should be competent in his learning methods, most are confident of their ability. Results: Most of the first year students have poor knowledge in regards to style & learning techniques. For final year students around 30% learn two styles and 20% trimodel, especially more in female students, 10% mention single model in their learning and the remaining learn by Quad modals. In conclusion, learning how to learn must be a standard part of the curriculum in medical school, and student must be aware of that.展开更多
This article reports on a study of students' reticence in English as a Foreign Language(EFL)classrooms in Panxi Vocational College in Sichuan Province of China's Mainland.Forty-one students answered a 28-item ...This article reports on a study of students' reticence in English as a Foreign Language(EFL)classrooms in Panxi Vocational College in Sichuan Province of China's Mainland.Forty-one students answered a 28-item questionnaire.The students' reticence levels,general tendency of unwillingness-to-speak,and their learning behaviors were identified.Individual and social factors contributing to the reticence phenomenon in the vocational college's EFL classrooms were also determined.The results suggested that culture have strong influences on Chinese vocational college students'reticence.However,their habitual classroom behaviors that have been established for a long time should be taken into account in regard to their reticence.展开更多
文摘Different theorists hold their own idea of learning style and thus lead to various models of learning style. Numerous studies in the field of second language acquisition has been done to prove whether there is a correlation between learning style and second language achievement. The bulk of research indicates that there is a strong relationship between learning styles and language learning outcomes. Learning style is of great importance in second language learning.
基金supported by Global College of Engineering and Technology(GCET).
文摘The COVID-19 pandemic has caused higher educational institutions around the world to close campus-based activities and move to online delivery.The aim of this paper is to present the case of Global College of Engineering and Technology(GCET)and how its practices including teaching,students/staff support,assessments,and exam policies were affected.The paper investigates the mediating role of no detriment policy impact on students’result along with the challenges faced by the higher educational institution,recommendations and suggestions.The investigation concludes that the strategies adopted for online delivery,student support,assessments and exam policies have helped students to effectively cope with the teaching and learning challenges posed by the COVID-19 pandemic without affecting their academic results.The study shows that 99%of students were able to maintain the same or better level of performance during the 1st COVID-19 semester.One percent of students had shown a slight decrease in their performance(about 1%–2%)with respect to their overall marks pre-COVID-19.The no detriment policy has succoured those 1%of the students to maintain their overall performance to what it used to be pre-COVID-19 pandemic.Finally,the paper provides the list of challenges and suggestions for smooth conduction of online education.
文摘This study investigated the relationship between learning styles preferences of English as foreign language (EFL)college students from three different achievement levels and to explore whether there is statistically significantdifference between different achievement levels and different learning styles. A total of 120 EFL freshman collegestudents from high, intermediate, and basic levels in Taiwan participated in the present study. Using a learning stylepreference checklist, students’ perceptional learning styles were first explored in terms of preferences. 120participants with different levels were classified based on their English scores on College Entrance Exam. With theuse of descriptive statistics and a one-way analysis of variance (ANOVA), the results indicated that specificlearning style preference correlated with certain achievement levels of students. Students with differentachievement levels preferred significantly certain style preference to other style comparing to other achievementlevels. It seems that learning styles preferences may not definitely relate to a student’s achievement levels. Certainvariables may also probably affect learning style preferences with respect to English performance.
文摘To gain an insight into language learners’ learning styles and their pedagogical application in language teaching,this pa-per mainly discusses male and female learners’ different language learning styles and strategies,and the pedagogical application ofthis knowledge in EFL/ESL teaching.It is found that the language learning styles which are preferred by male learners are visual,tactile,kinesthetic,take risks,speak up,ask the question,be logical in learning,while learning styles such as auditory,reading,well-organized written work,self-motivation,persistence,responsibility,sensitive to social context are popular among female learn-ers.Although there are also limitations in these findings due to the small size of sample participants and the diversity among na-tions,it surely provides some references for EFL/ESL instructors in their language teaching.
基金This paper is part of the research results of Wenzhou basic scientific research project"Research on the mode and Countermeasures of coordinated development of Regional Higher Vocational Education and industrial agglomera-tion"(R2020023)。
文摘Personal Learning Environment(PLE)enables a knowledge-based,learner-centered lifelong learning which could be successfully integrated with formal education when taking educators’supervision into consideration.But do learners’preferred Learning Styles matter in PLE?To investigate the relationship among learners’Learning Styles,learning outcomes and satisfaction towards the PLE platform,the study constructed and applied a supervised-PLE-IELTS platform.57 sophomores majored in Business in Wenzhou University took part in a 16-week project.Data were collected by Honey and Mumford’s Learning Styles questionnaire for the Learning Styles,post-test of IELTS reading,listening and vocabulary for the cognitive learning outcomes,and Distance Education Learning Environments Survey(DELES)for the satisfaction towards the PLE platform.The results showed:(1)Learning Styles have positive relationship with the cognitive learning achievements in PLE;(2)Learning Styles had no direct effect on satisfaction,and learners of all Learning Styles enjoyed PLE-IELTS platform;and(3)learners who spent more time on PLE platform achieved better cognitive learning outcomes.The paper shed light on the future construction of supervised-PLEs.
基金supported by the National Natural Science Foundation of China (No. 61977003),entitled “Research on learning style for adaptive learning: modelling, identification and applications”
文摘Smart learning systems provide relevant learning resources as a personalized bespoke package for learners based on their pedagogical needs and individual preferences.This paper introduces a learning style model to represent features of online learners.It also presents an enhanced recommendation method named Adaptive Recommendation based on Online Learning Style(AROLS),which implements learning resource adaptation by mining learners’behavioral data.First,AROLS creates learner clusters according to their online learning styles.Second,it applies Collaborative Filtering(CF)and association rule mining to extract the preferences and behavioral patterns of each cluster.Finally,it generates a personalized recommendation set of variable size.A real-world dataset is employed for some experiments.Results show that our online learning style model is conducive to the learners’data mining,and AROLS evidently outperforms the traditional CF method.
文摘Purpose:Catering for learner diversity is a key issue in the recent educational reforms in Hong Kong.The present study addresses this issue through an investigation of the relationships between students’learning styles and approaches to learning in Hong Kong secondary schools.Design/Approach/Methods:A total of 6,054 junior secondary students in Hong Kong responded to a questionnaire consisting of two instruments.A series of confirmatory factor analysis,two-way analysis of variance,and structural equation modeling analysis were conducted.Findings:The results identified three types of learning style among the students which are characterized by a cognitive orientation,a social orientation,and a methodological orientation.Some significant gender-and achievement-level differences were revealed.Compared with the socially oriented learning style,the cognitively and methodologically oriented learning styles were more extensively and strongly related to students’approaches to learning,even though these students showed a greater preference for the socially oriented learning style.Originality/Value:It is unwise to blindly cater for students’learning styles in classroom teaching and curriculum design.Teachers should adopt a comprehensive and balanced approach toward the design of curriculum and teaching which not only highlights the congruence between students’learning styles and teacher’s pedagogy but also integrates the constructive frictions between them into classroom teaching.
文摘This article reports a study using a self-reporting questionnaire adapted from Reid (1987) toexamine the preferred learning styles of the students majoring in English in Hubei Three Gorges Univer-sity Humanities’ College,Hubei,China.Based on the results the study generated,activities were createdthat could reflect the students’ learning style preferences.These activities were effective in motivatingour students and developing productive language skills.
基金National Natural Science Foundation of China(No.61971121)。
文摘Clothing plays an important role in humans’social life as it can enhance people’s personal quality,and it is a practical problem by answering the question“which item should be chosen to match current fashion items in a set to form collocational and compatible outfits”.Motivated by this target an end-to-end clothing collocation learning framework is developed for handling the above task.In detail,the proposed framework firstly conducts feature extraction by fusing the features of deep layer from Inception-V3 and classification branch of mask regional convolutional neural network(Mask-RCNN),respectively,so that the low-level texture information and high-level semantic information can be both preserved.Then,the proposed framework treats the collocation outfits as a set of sequences and adopts bidirectional long short-term memory(Bi-LSTM)for the prediction.Extensive simulations are conducted based on DeepFashion2 datasets.Simulation results verify the effectiveness of the proposed method compared with other state-of-the-art clothing collocation methods.
文摘This paper had developed and tested optimized content extraction algorithm using NLP method, TFIDF method for word of weight, VSM for information search, cosine method for similar quality calculation from learning document at the distance learning system database. This test covered following things: 1) to parse word structure at the distance learning system database documents and Cyrillic Mongolian language documents at the section, to form new documents by algorithm for identifying word stem;2) to test optimized content extraction from text material based on e-test results (key word, correct answer, base form with affix and new form formed by word stem without affix) at distance learning system, also to search key word by automatically selecting using word extraction algorithm;3) to test Boolean and probabilistic retrieval method through extended vector space retrieval method. This chapter covers: to process document content extraction retrieval algorithm, to propose recommendations query through word stem, not depending on word position based on Cyrillic Mongolian language documents distinction.
文摘Background & Objectives: In this paper, we try to define learning, to describe how retention of memorized material can be improved and to describe how to help students improve clinical reasoning and problem solving skills. The goal of teaching is to improve learning, but how do we know that students are learning in the proper way? Methods: We depend on our experience in medical and clinical teaching of our undergraduate and postgraduate students during implementation of the curriculum. We interview 1<sup>st</sup> year (preclinical) and 6th year medical students by certain questionnaires (VARK) in order to know their learning methods and their knowledge about the styles of learning and the techniques of learning. Learning is viewed here as developing a way of thinking and acting that is a characteristic of an expert physician. Such a way of thinking consists of three important elements: We utilize Working Memory in 3 main approaches: First, attention in a way through questions, focus attention and uses of first letter of statement of the word;Second, rule of 7 (Teach < 7 steps);Third, concentration on important relevant materials. We have to keep in our mind that even if we remember something, it doesn't mean we understand it. In addition, the case learning approach & problem solving learning approach are the methods used and we try to be cooperative, active, and experimental and the student must be self directed and the students should be competent in his learning methods, most are confident of their ability. Results: Most of the first year students have poor knowledge in regards to style & learning techniques. For final year students around 30% learn two styles and 20% trimodel, especially more in female students, 10% mention single model in their learning and the remaining learn by Quad modals. In conclusion, learning how to learn must be a standard part of the curriculum in medical school, and student must be aware of that.
文摘This article reports on a study of students' reticence in English as a Foreign Language(EFL)classrooms in Panxi Vocational College in Sichuan Province of China's Mainland.Forty-one students answered a 28-item questionnaire.The students' reticence levels,general tendency of unwillingness-to-speak,and their learning behaviors were identified.Individual and social factors contributing to the reticence phenomenon in the vocational college's EFL classrooms were also determined.The results suggested that culture have strong influences on Chinese vocational college students'reticence.However,their habitual classroom behaviors that have been established for a long time should be taken into account in regard to their reticence.
