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Learning Style Theory and Computer Mediated Communication
... An excellent systematic overview of the main learning style models based on the Curry's 'Onion' Model is given in Atkins et al (2001). Different approaches have been used to model and label a student's learning style, from those based on social interaction and instructional and environmental preferences to information processing and personality levels. ...
... Among these approaches the information processing approach (the middle layer of the Curry's model) is of particular interest in the context of this paper. The reason for this is that the models which belong to this layer are more stable than the others, and they do not interact directly with the environment, though they are modifiable by learning strategies (Atkins, Moore, Sharpe, & Hobbs, 2001). The most dominant learning cycles models are the 4-stage learning cycles model. ...
This paper presents the results of an empirical study of the learning styles of a group of computing students and the teaching styles of their tutors at The Open Polytechnic of New Zealand. This study of learning styles is based on Kolb’s learning model and the Felder-Soloman learning style instrument. To identify how close students’ learning styles match the teaching styles of their tutors we have used two indicators: the self-perception of the students about the proximity of their learning styles and the teaching styles of their tutors and a Euclidean distance measure between students’ and tutors’ learning preferences. Using survey data and the learning styles instrument results we identify the differences between the learning and teaching styles. Both indicators show consistent and significant differences between the learning and teaching styles, in the way students and their tutors perceive and understand information. Finally we make recommendation to tutors on how to bridge this gap and address the learning styles of their students.
... An excellent systematic overview of the main learning style models based on the Curry's 'Onion' Model is given in Atkins et al (2001). Different approaches have been used to model and label a student's learning style, from those based on social interaction and instructional and environmental preferences to information processing and personality levels. ...
... Among these approaches the information processing approach (the middle layer of the Curry's model) is of particular interest in the context of this paper. The reason for this is that the models which belong to this layer are more stable than the others, and they do not interact directly with the environment, though they are modifiable by learning strategies (Atkins, Moore, Sharpe, & Hobbs, 2001). The most dominant learning cycles models are the 4-stage learning cycles model. ...
... This approach is generally recognized as the individual's learning style" [Atkins et al. 2001]. ...
... 3) According to past research, deeper learning structures such as cognitive style are better to use for technology related educational matters than others like learning style [Atkins, et al. 2001]. ...
Is there any relationship between students' cognitive style and the ability to learn programming through serious games? The aim of this work is to assess the learning effectiveness and motivational appeal of digital games for learning basic programming concepts, involving secondary education students. For this purpose, the Code.org®'s activity named K-8 Intro to Computer Science was used. The study investigated students' attitudes from gaming activities to reveal the quality of their learning experience. Next, students' attitudes from games were correlated with their cognitive profile to reveal potential differences. Finally, students' performance from the digital games was assessed to reveal game-based learning (GBL) effectiveness compared to their cognitive styles. In the study, 77 students of two Greek high schools participated in the context of the European Code Week. The results suggest that these specific games, or similar educational computer games, can be exploited as effective and motivational learning environments within schools, as they provide a high-quality learning experience. Cognitive style was found to be a significant learning characteristic that should be taken into consideration when using digital games to learn programming.
... This response will be influenced by the way the individual thinks, her past experience, the demands of the environment and the current tasks. This approach is generally recognized as the individual's learning style' (Atkins, et al., 2001). Perhaps the most known and influential theory about learning style is Kolb's experiential learning theory (1984,1985). ...
... We decided to use the MBTI because it is widely used and easy to complete in a questionnaire. According to Atkins, et al., (2001) the models in the outer and middle layer of the Onion Model cannot be easily used for the development of technology since they do not directly describe cognitive processes responsible for learning. Moreover, there are indications of possible correlation of cognitive and learning style. ...
... Distance Learning programmes make extensive use of such technologies to enable 3 communication between spatially separated tutors and learners, and between learners and fellow learners [5]. Extensive research [6,7,8] has shown that such interaction is crucial for the learning process, for the purpose of mutual reflection on actions and problem solutions, for motivation and stimulation as well as assessment and control of progress. ...
... This was particularly the case for the virtual head expressions.Markham and Wang[59] observed a similar link between these two emotions when showing photographs of faces to children. Younger children (aged[4][5][6] in particular tended to group certain emotions together, while older children (aged 10+) were found to typically have the ability to differentiate correctly. In view of the findings from the current study, this may indicate that although adults can differentiate emotions well in day-to-day social interaction, the limited clues provided by the virtual head make observers revert back to a less experience-based, but more instinctbased manner when categorising them. ...
The use of avatars with emotionally expressive faces is potentially highly beneficial to communication in collaborative virtual environments (CVEs), especially when used in a distance learning context. However, little is known about how, or indeed whether, emotions can effectively be transmitted through the medium of CVE. Given this, an avatar head model with limited but human-like expressive abilities was built, designed to enrich CVE communication. Based on the Facial Action Coding System (FACS), the head was designed to express, in a readily recognisable manner, the six universal emotions. An experiment was conducted to investigate the efficacy of the model. Results indicate that the approach of applying the FACS model to virtual face representations is not guaranteed to work for all expressions of a particular emotion category. However, given appropriate use of the model, emotions can effectively be visualised with a limited number of facial features. A set of exemplar facial expressions is presented.
... Riding and Rayner (1998) report a review of over 30 style labels, which led to the development of the Cognitive Styles Analysis (CSA). We argue elsewhere (Atkins et al, 2001) that this CSA model is the most suitable approach with which to study the use of CMC, as it examines cognitive style, which is considered to be the underlying aspect of an individual's style most likely to influence their approach to learning. The model suggests that style can be divided along two dimensions: wholist-analytic (W-A) and verbal-imagery (V-I). ...
... Our results suggest that, counter to our expectations and prima facie argument (Atkins et al, 2001), cognitive style did not appear to play a significant role in conference participation. However, for the model that considered only those completing the course, V-I style was found to be bordering on significance (p = 0.061). ...
This paper reports an investigation of the impact of students’ cognitive style on their effective use of educational text-based computer-mediated conferences. The research centres on an empirical study involving students from three courses run by the British Open University. Statistical analysis of the data does not suggest that cognitive style has a strong influence on student participation in the conference, but does suggest that, contrary to expectations, ‘imagers’ may send more messages to conferences than ‘verbalisers’. The data also suggest a possible link between certain cognitive styles and course completion, and that the interaction of different styles within a group, as described by Riding and Rayner's (1998) team roles, may have an indirect influence on task completion.
... Distance Learning programmes make extensive use of such technologies to enable 3 communication between spatially separated tutors and learners, and between learners and fellow learners [5]. Extensive research [6,7,8] has shown that such interaction is crucial for the learning process, for the purpose of mutual reflection on actions and problem solutions, for motivation and stimulation as well as assessment and control of progress. ...
... This was particularly the case for the virtual head expressions.Markham and Wang[59] observed a similar link between these two emotions when showing photographs of faces to children. Younger children (aged[4][5][6] in particular tended to group certain emotions together, while older children (aged 10+) were found to typically have the ability to differentiate correctly. In view of the findings from the current study, this may indicate that although adults can differentiate emotions well in day-to-day social interaction, the limited clues provided by the virtual head make observers revert back to a less experience-based, but more instinctbased manner when categorising them. ...
The use of avatars with emotionally expressive faces is potentially highly beneficial to communication in collaborative virtual environments (CVEs), especially when used in a distance learning context. However, little is known about how, or indeed whether, emotions can effectively be transmitted through the medium of CVE. Given this, an avatar head model with limited but human-like expressive abilities was built, designed to enrich CVE communication. Based on the Facial Action Coding System (FACS), the head was designed to express, in a readily recognisable manner, the six universal emotions. An experiment was conducted to investigate the efficacy of the model. Results indicate that the approach of applying the FACS model to virtual face representations is not guaranteed to work for all expressions of a particular emotion category. However, given appropriate use of the model, emotions can effectively be visualised with a limited number of facial features. A set of exemplar facial expressions is presented. Keywords: avatar, collaborative virtual environment, emotion, facial expression Fabri, M., Moore, D.J., Hobbs, D.J (2004) Mediating the Expression of Emotion in Educational Collaborative Virtual Environments: An Experimental Study, in International Journal of Virtual Reality, Springer Verlag, London Received: 3 September 2002 Accepted: 2 October 2003 Published online: 5 February 2004 http://dx.doi.org/10.1007/s10055-003-0116-7 2 1
... Individuals who are able to connect the verbal and visual mental representations tend to have better learning outcomes. Based on the fact that one's cognitive style is an important factor in individual learning, previous studies also shed a light on accommodating different cognitive styles in the design of adaptable educational technologies [24], [33] for better performance. However, most of the related studies have used the connection between cognitive style and effective intervention in more deductive ways. ...
Critical reading plays an important role in science learning, and previous studies have endeavored to objectively and precisely capture readers’ cognitive processing in reading scientific texts. Since many factors affect readers’ initiation and comprehension of scientific texts, studying the interactions of these factors was technically challenging for earlier studies. Recently, the use of artificial intelligent techniques for analyzing physiological signals has gained significant research attention, but exploitation of the educational data for proactive instructional use is still limited. This study proposed and evaluated an automatic approach incorporating the K-means++ clustering method for eye movement analytics. In this study, 64 undergraduate and graduate students read a multi-page popular science text while their eye movements were recorded. The results of the cluster analysis identified three patterns of reading behavior that were consistent and comparable to those of previous studies using self-reported measures and post-analysis analytics. Findings of the study support the potential and validity of a bottom-up, data-driven approach that can directly examine and analyze reading behaviors without interruption, and the contribution of the study to research and practice is outlined.
... One of the main reasons for our particular interest in the information processing layer comes from the fact that teachers can influence it by using different learning strategies (Atkins, Moore, Sharpe, & Hobbs, 2001). The information processing layer comprises, among other models, Kolb's experiential learning cycles model (Kolb, 1984), one of the most cited and the most often used to identify learner's preferences. ...
... There is also a small literature on students' learning styles, personality measures and participation in networked learning (e.g. Atkins, Moore, Sharpe, and Hobbs, 2001;Dewar and Whittington, 2000;Smyth and Buckner, 2000). But, other than in the Open University, there has been relatively little research into networked learning on undergraduate courses jn the UK and a lingering suspicion that it may be better suited to the postgraduate level and/or to areas of higher education in which students can be relied upon to be self-organizing, self-motivating and reflective (see for example, Romiszowski and Mason, 1996;Fredericksen, Pickett, Shea, Petz and Swan, 2000;Laurillard, 2001;Klassen and Vogel, 2001;Knight, 2002: 119). ...
... These three basic modes of reception for learning consist of visual l earning, or learning though seeing, auditory learning, or learning through hearing and kinesthetic learning, or learning through doing. The visual-verbal modality is felt to be an important aspect of learning style when looking at computer mediated communication that is predominantly text based (Atkins, et al., 2001) such as concept maps. Mayer and Massa (2003) conducted research in the area of visual and verbal learners within a multimedia learning ...
... The CSA has been utilized in traditional learning environments (Emmett, Clifford, & Gwyer, 2003), computer-mediated or computer-based instruction, online searches (Ford & Chen, 2000 Graff, 2003 Graff, , 2005), and computer-mediated conferencing (Cunningham-Atkins, Powell, Moore, Hobbs, & Sharpe, 2004). It has received substantial empirical evidence (Atkins et al., 2001). ...
This study was designed to examine whether a person's prepositioned cognitive style influenced learning achievement in a visually-oriented task for an online learning environment in higher education. Field dependence-independence was used to identify individuals' cognitive styles. A true experimental study was conducted in the fall 2005 term at the University of Central Florida. This researcher followed Dwyer and Moore's research (1991, 2002) and divided learners into three groups (field dependent [FD], field neutral [FN], and the field independent [FI] students). Eighty-three preservice teachers participated in this study; the data from 52 of the FD and the FI participants were analyzed to answer research questions. The findings in this study supported those in the literature review; students from both FD and FI cognitive styles performed equally well in online learning environments. In addition, for providing introductory-level instruction on visually-oriented tasks in an online learning environment, instructions which emphasized an FD approach benefited both FI and FD students in their knowledge-based learning achievement. In this approach, extra cues and sequence of content might have been the reasons that students had higher scores on their knowledge-based learning achievement and satisfaction levels. The findings of this study also indicated that students could demonstrate higher performance-based learning achievement if they had more experiences on the subject matter and higher knowledge-based learning achievement if they felt the instructions were easy to follow and the workload of the module was manageable. Based on the findings and conclusions, the recommendations are: (1) A larger sample size is needed to generalize the findings of the study; (2) In this study, student-to-student and teacher-to-student interactions might affect students' learning achievement. Future studies should consider those interactions as factors and examine their effect on students' learning achievement.
... There are some case studies of undergraduate use of networked learning (such as Nicholson, 1999 and papers in Banks, Goodyear, Hodgson and McConnell, 2002). There is also a small literature on students' learning styles, personality measures and participation in networked learning (e.g. Atkins, Moore, Sharpe, and Hobbs, 2001; Dewar and Whittington, 2000; Smyth and Buckner, 2000). But, other than in the Open University, there has been relatively little research into networked learning on undergraduate courses jn the UK and a lingering suspicion that it may be better suited to the postgraduate level and/or to areas of higher education in which students can be relied upon to be self-organizing, self-motivating and reflective (see for example, Romiszowski and Mason, 1996; Fredericksen, Pickett, Shea, Petz and Swan, 2000; Laurillard, 2001; Klassen and Vogel, 2001; Knight, 2002: 119). ...
This paper reports on an enquiry into relationships between students’ views of their experiences of participating in networked learning courses and data on their conceptions of learning and approaches to study. It has been suggested in the literature on networked learning that students with more sophisticated conceptions of learning and students who take a deep approach to learning are more likely to benefit from, and have positive experiences of, networked learning. Drawing on a sample of almost 180 undergraduate social science students on four networked learning courses, we established that there were no strong links between students’ judgements about their experience of networked learning and either their conceptions of learning or their approach to study. Further research is needed, but a practical implication of this study is that it is reasonable to expect all students to have positive experiences on well‐designed and well‐managed networked learning courses ‐ not just those students with more sophisticated conceptions of learning or deep approaches to study.
Bu çalışmada, ortaokul öğrencilerinin Görsel Sanatlar Dersi kazanım ve tutumlarının öğrenme stillerine, cinsiyetlerine ve sınıf düzeylerine göre karşılaştırarak incelemesi amaçlanmıştır. Araştırma, nedensel karşılaştırma deseni temel alınarak gerçekleştirilmiştir. Kolayda ulaşılabilir örnekleme yöntemi tercih edilerek; Konya İl merkezinde bulunan bazı okullarda öğrenim gören 211 ortaokul öğrencisi rastgele seçilerek araştırmaya dahil edilmiştir. Veri toplama aracı olarak öğrenme stilleri envanteri, Görsel Sanatlar Dersi kazanım ölçekleri ve Görsel Sanatlar Dersi tutum ölçeği kullanılmıştır. Bağımsız örneklem t testi ve tek yönlü varyans analizi kullanılarak veriler analiz edilmiştir. Elde edilen sonuçlara göre, kız öğrencilerin Görsel Sanatlar Dersine yönelik tutum ve Görsel Sanatlar Dersi kazanım puanlarının daha yüksek olduğu gözlenmiştir. Altıncı ve yedinci sınıf öğrencilerinin Görsel Sanatlar Dersi tutumları, sekizinci sınıf öğrencilerinin puan ortalamalarından daha yüksektir. Araştırma sonucunda, “yerleştiren” ve “değiştiren” öğrenme stiline sahip öğrencilerin Görsel Sanatlar Dersi kazanım ve tutumlarının “özümseyen” ve “ayrıştıran” öğrenme stillerine sahip öğrencilerin puan ortalamalarından anlamlı düzeyde yüksek olduğu gözlenmiştir. Ebeveyn eğitim düzeyi yükseldikçe öğrencilerin Görsel Sanatlar Dersi kazanım ve tutum puan ortalamalarının arttığı belirlenmiştir. Elde edilen sonuçlar dikkate alınarak uygulamaya yönelik birtakım öneriler geliştirilmiştir
There is a crucial issue in Adaptive Educational Hypermedia, concerning the machine's ability to recognize the learner's style and profile to the purpose of providing the learning material tailored to the learner's specific needs. In this paper an approach to this problem is presented, based on methodologies one can find in Fuzzy Logic and Neural Networks. The so called Fuzzy Cognitive Map becomes a powerful tool in this case, as it has been proved in other applications to. The reason which leads to such approach is mainly the observation of uncertainty in learner's profile description. Therefore, classes in any classification of learner's profile are considered as fuzzy sets and are represented as vertices of a Fuzzy Cognitive Map.
This research study attempts to review the pedagogical and cognitive aspects in e-learning. Conditioning e-learning system according to the characteristics of knowledge for students involves attitude survey of simultaneously artistic and pedagogical features. The main feature of e-learning systems is the ability to incorporate and deal with various types of contents and react efficiently to the needs of students.
The process of designing systems or products largely depends on a number of decisions, like "who do I design for?", "what should my product do?", "what are the user requirements?" etc. The developing teams usually base their decisions on experience and/or heuristics and this is particularly the case, in the development of online products and especially online exhibitions. The different solutions are frequently case studies of specific museums or institutions that wish to provide online content to actual or possible visitors. In addition, the interdisciplinary nature of the endeavor, involving museology, technology but also education, poses important design problems. In the following sections, we present a generic methodology for the design of online exhibitions, using top-down processes and transferable findings across museum types that wish to assist the designers during the early decision stages.
Students may seek information for various reasons such as to understand a specific subject matter or to conduct a research. In this digital age, they may not have a problem to find information. However, they are having problem to find scholarly information that suits their learning needs. This is because they are having difficulties to find the scholarly information that suitable for their learning styles. The objectives of this research are (a) to investigate information retrieval tools that students use to find scholarly information; (b) to compare the tools in terms of access, search techniques, and search facilities and (c) to propose architecture of information retrieval tool for learning needs. Therefore, this research investigates several information retrieval tools such as Online Public Access Catalogues (OPAC), Internet search engine, online databases and digital libraries. Survey questionnaire was conducted on 129 postgraduate's students of Faculty of Science Computer and Information Technology, University of Malaya. They were chosen because of their level of education and their proficiency in using IT infrastructure. The quantitative data were analyzed using statistical program SPSS. The result shows that postgraduate students having difficulties in finding information that suitable to their learning style using available information retrieval tools.
There has been a dramatic shift from students seeking computer science degrees to those seeking information technology degrees and enrollment in those programs continues to outpace that of computer science. While there are many reasons for this, one may be personality alignment between students and professors. Prior research has established that students are more comfortable with professors that have the same or similar personality types and are more likely to stay with a program. While there is a large body of literature on personality types in computer science programs, little exists in information technology programs. The purpose of this exploratory study is to determine the personality types of professors teaching in information technology programs in the United States using the Myers-Briggs Type Indicator. Understanding personality types may aid both CS and IT programs market, attract, and retain students.
The time restrictions that apply in museum learning increase the need for adaptive and/or adaptable technologies. However, deriving a visitor's profile is not an easy task, since most common ways (asking direct questions, recording user actions) are either intrusive or time consuming. Observing the visitors' movement (visiting style) within the museum could provide valuable information regarding adaptivity. In the present study, issues of visiting style were explored and statistical significance was found once different factors were analyzed. Most importantly, there seems to be a connection between the way people move in a museum and the way they prefer to approach and process information cognitively. Environmental factors that can affect the expression of visiting style were also identified.
O presente estudo teve como objetivo central verificar como participantes de treinamentos corporativos a distância utilizam diferentes formas de comunicação baseadas na internet. Buscou-se ainda identificar quais são os fatores e estratégias que incentivam e quais barreiras impedem o uso destas formas de comunicação. Para a consecução dos objetivos descritos, realizou-se um levantamento, por meio de entrevistas pessoais, do comportamento de participantes de treinamentos corporativos à distância (denominados "estudantes") em cinco organizações bancárias. Este levantantamento procurou identificar exatamente como cada participante interagiu com as ferramentas de comunicação durante o período do treinamento do qual participou. Com a finalidade de direcionar o estudo, foram selecionadas quatro ferramentas de comunicação baseadas na internet: correio eletrônico (e-mail), listas de discussão (newsgroups), auxílio ao usuário (help desk) e bate-papo eletrônico (chat). A seleção foi feita dessa forma uma vez que as tecnologias apresentadas eram comuns a todos os treinamentos estudados. As análises, essencialmente qualitativas, mostraram uma forte preferência dos estudantes pelo e-mail como ferramenta de comunicação para os mais diversos propósitos. Mostraram ainda que os estudantes buscam, de forma relativamente organizada, traçar e implementar estratégias, individualmente ou em grupos, de utilização das ferramentas de comunicação com o objetiv. Dissertação (Mestrado).
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