• Journal of Information Technology Applications and Management
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• v.26 no.5
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• pp.27-39
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• 2019

The Internet of Things (IoT) is a new paradigm that is revolutionizing computing. It is intended that all objects around us will be connected to the network, providing "anytime, anywhere" access to information. This study introduces IoT with Kolb's learning style in order to enhance the learning experience especially for inclusive education for primary and secondary schools where delivery of knowledge is not limited to physical, cognitive disabilities, human diversity with respect to ability, language, culture, gender, age and of other forms of human differences. The article also emphasizes the role of learning style as a discovery process that incorporates the characteristics of problem solving and learning. Kolb's Learning Style was chosen as it is widely used in research and in practical information systems applications. A consistent pattern of finding emerges by using a combination of Kolb's learning style and internet of things where specific individual differences, learning approach differences and IoT application differences are taken as a main research framework. Further several suggestions were made by using this combination to IoT architecture and smart environment of internet of things. Based on these suggestions, future research directions are proposed.

• 대한공업교육학회지
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• v.38 no.2
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• pp.240-266
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• 2013

The purpose of this study is to investigate the self-directed learning readiness of university students' majored in science and engineering as life-long learners, and to analyze the relationship between self-directed learning readiness and learning style. Participants of this study are 142 students majored science and engineering in H university of Chung-nam province to participate in taking self-directed learning readiness tests and Kolb's learning style tests. The results of this study are as follows: First, the average of overall participants' self-directed learning readiness is 3.41, which is possibly regarded as 'an average' according to Guglielmino & Guglielmino (1991)'s interpretation of scores. Second, among four basic scales of participants' learning styles, the highest is found in Active Experiment (AE), the lowest is found in Abstract Conceptualization (AC). In addition, the highest thing of the four learning styles found among the participants is divergers (36.6%) and the lowest is convergers (13.4%). Finally, this study compares the high-level and low-level groups of self-directed learning readiness score with learning style. there is a statistically significant correlation between the score of self-directed learning readiness and CE, AC (p=.01). Therefore, self-directed learning readiness is related to learning style.

• Journal of Digital Convergence
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• v.14 no.10
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• pp.339-348
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• 2016

The purpose of this study was to identify the Kolb's learning style and preference for instructional methods of undergraduate nursing students. Data were collected from 174 students at a university in D city using a structured questionnaire from October 19 to October 21 2015. Learning style ratio of nursing students was accommodator 34.5%, converger 33.9%, assimilator 16.1%, diverger 15.5% and preference scores for instructional methods were discussion 7.27, direct instruction 7.26, peer teaching 7.22, independent study 6.54, project 6.25, instruction through technology 5.77, game 5.45, simulation 4.23. A significant difference was found in experience of flipped learning between four learning styles groups of nursing students. However, there was no significant difference in the preference of instructional methods between the four learning styles groups. Most of the students were in the middle range of the learning styles. The assessment of nursing students' learning styles is expected to help educator to plan teaching strategies.

• Journal of Elementary Mathematics Education in Korea
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• v.19 no.4
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• pp.609-624
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• 2015

It is well-known that every learner has his/her own learning style and the learning style has a great effect on his/her learning characteristics, processes and achievements. This study aims to induce some implications for designing the gifted mathematics programs which go with gifted students' learning styles. To do this, we applied the gifted mathematics program of nine lessons to 52 third grade gifted students and examined the characteristics of the programs according Kolb's learning style. To investigate the effect of the program, the pretest and posttest for applying the programs were taken and the results of two tests were analysed by t-test. As a result, the students of diverging style increased and the ones of converging style decreased, while there is little change in the accommodating style and the assimilating style. It was also shown that the average of the concrete experience(CE) of the subjects has increased significantly. This study also contains some pedagogical implications based on discussing about the results of analysis.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.22 no.1
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• pp.197-207
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• 2021

According to the analysis of Kolb's learning style, Korean university student pilots interpret and attach meaning to themselves. Moreover, as the school year progresses, they enter the flight-training course with a 100 % diverger style, which is a variety of thoughts and imaginative learning styles. As the school year progresses, some changes occur with accommodator (11.1%) and assimilator (15.9%) styles. On the other hand, most students remain as the diverger style (71.4%). In the case of U.S. student pilots, most in first-year are assimilator (35.5%) and converger (24.3%) styles, and the proportion of the converger style increases as the senior year is approached. In the first grade, most Chinese student pilots are assimilators (41.5%) and convergers (28.4%), but in the higher grade, the proportion of assimilators and convergers decrease, and the proportion of diverger styles increases dramatically. In the fourth grade, the accommodator was similar to the first grade, but the converger style continued to decrease (41.5% in the first grade and 27.0% in the fourth grade).

• Journal of Korean society of Dental Hygiene
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• v.19 no.6
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• pp.1047-1058
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• 2019

Objectives: The aim of this study is to investigate extracurricular program needs according to the learning styles of dental hygiene students, and to develop and organize non-subject programs that strengthen student competencies. Methods: The subjects in this study were dental hygiene students from three colleges located in Chungbuk, Chungnam, and Ulsan, respectively. The survey tools were composed of learning style, a non-subject field, and non-subject teaching and learning methods. Lastly, 313 data points were analyzed. Results: Learning styles of subjects were as follows: assimilators, divergers, convergers, and accommodators, at 44.6%, 33.0%, 16.0%, and 6.4%, respectively. Preference of the non-subject field, according to learning style, showed that accommodators were higher than divergers on startup, and the difference was found to be statistically significant (p<0.05). Preference of non-subject teaching and learning methods, according to learning style, shows that both divergers and convergers prefer special lectures, while assimilators prefer tours, and convergers prefer experience/exercise. The results had achieved statistical significance (p<0.05). Conclusions: This study shows that dental hygiene students had different learning styles, and their learning methods varied depending on learning style. Therefore, a method should be identified to develop and run non-subject programs suitable for each learning style.

• The Journal of Korean Association of Computer Education
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• v.14 no.1
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• pp.81-89
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• 2011

Cyber-home Learning aims to extend learning space from the classroom to real-life situations, and teachers of research schools on Cyber-home learning have indicated the importance of connection with school instruction in order to improve students' performance. The goal of this study is to evaluate the influence of the instructional method( blended-learning vs just cyber learning) and the learning styles by Kolb's LSI on Cyber-home learning. We carried out the experiment using two similar classes in the social and math subjects for 1 semester. The results statistically shows the instructional method is the most influence on learning score and the next element is the learning styles. Therefor this study proved again Cyber-home learning is effective when connecting with school instruction and also the more various contents on learning styles could be supportive to students. In other words teacher's role and the adaptive learning contents by learning styles are essential for Cyber-home Learning's success.

• Journal of Engineering Education Research
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• v.24 no.6
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• pp.40-49
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• 2021

The purpose of this study is to explore the possibility of changing students' learning styles and preferred teaching styles after applying the flipped learning method to engineering education. In order to achieve the purpose of this study, literature review and survey study were conducted. The subject of application of the flipped learning method is the 'Creative Problem Solving Methodology' class, which is one of the specialized liberal arts subjects operated for students of the college of engineering at D university in Gyeonggi-do. For the survey study, a tool adapted to the domestic conditions of Kolb's learning style test tool and Felder & Silverman's preferred teaching style test tool was used. In addition, pre- and post-tests were conducted to measure changes in the learning styles and preferred teaching styles. As a result of applying the flipped learning method for one semester, the learning style showed a tendency to change from an accommodative to a divergent learner. In addition, in the case of the preferred teaching styles, it was confirmed that there were statistically significant changes in the organization and the area of participation. Based on these findings, a proposal for a follow-up study was presented.

• The Journal of Korean Academic Society of Nursing Education
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• v.13 no.1
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• pp.13-22
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• 2007

Purpose: The purpose of this study was to determine learning styles and preferred learning methods of undergraduate nursing students in Korea. Method: Data was collected from 724 nursing students at five universities in Seoul, Busan, Daegu, Daejeon, and Gwangju. Kolb's Learning Style Inventory, a self-report questionnaire was completed. Result: Learning styles of nursing students were diverger 43.5%, accommodator 36.7%, assimilator 10.8%, or converger 9.0% Learning styles were significantly different related to preferred future clinical practice area and grade. Furthermore, active experimentation(AE) learning mode was significantly different by grade. Concrete experience(CE), conceptualization(AC), and active experimentation(AE) learning modes were significantly different preferred future clinical practice area. preferred learning methods were lecture 40.7%, clinical practice 37.2%, self-directed learning 8.7%, laboratory practice 8.0%, and group discussion 5.4%. Preferred learning methods were significantly different by learning styles and grade. Lecture was preferred in diverger and assimilator. Clinical practice was preferred in accommodator and converger. Styles Conclusion: This study suggested that nursing education should be applied to nursing students after examining learning styles and preferred learning methods. In conclusion, nursing educators should help to develop various learning modes for student's balanced learning capabilities.

• Journal of Korean Academy of Fundamentals of Nursing
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• v.16 no.2
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• pp.200-206
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• 2009

Purpose: The purpose of this study was to analyze nursing students' learning styles and relationship of learning style to participation and academic achievement. Method: The study participants were nursing students in C college learning through problem based learning (PBL). Data were collected using a questionnaire which included Kolb's learning styles. Performance evaluation and paper examination were used to evaluate academic achievement. Results: Most of the students had converger type learning style. Student with a tendency to abstract conceptualization, such as converger type and assimilator type, preferred discussion and presentation. The students with converger type learning style participated and achieved better than students with diverger style. Conclusion: The results indicate that learning style was related to participation and academic achievement. Therefore in order to use PBL effectively, facilitators should consider students' learning styles.