• Journal of Educational Research in Mathematics
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• v.27 no.3
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• pp.391-410
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• 2017

This study aims to analyze mathematically gifted students' characteristics of generalization and justification for a given mathematical task and induce didactical implications for individual teaching methods by students' learning styles. To do this, we identified the learning styles of three mathematically gifted 6th graders and observed their processes in solving a given problem. Paper-pencil environment as well as dynamic geometrical environment using Geogebra were provided for three students respectively. We collected and analyzed qualitatively the research data such as the students' activity sheets, the students' records in Geogebra, our observation reports about the processes of generalization and justification, and the records of interview. The results of analysis show that the types of the students' generalization are various while the level of their justifications is identical. Futhermore, their preference of learning environment is also distinguished. Based on the results of analysis, we induced some implications for individual teaching for mathematically gifted students by learning styles.

• Communications of Mathematical Education
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• v.27 no.4
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• pp.473-486
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• 2013

This study examines the learning styles of freshmen enrolled in a college of science and engineering, and analyses the relationship between learning styles and academic achievement in mathematics to provide basic data for the teaching-learning methods, which are more suitable to learning styles of students. For the purpose of this research, a reliability analysis of Kolb's LSI is applied to 282 freshmen enrolled in a college of science and engineering of the medium-sized university. The outcomes of this survey are followings. Firstly, students hold higher positions in the order of converger, assimilator, accommodator, diverger among 4 learning styles. Secondly, while there is a positive corelation between abstract conceptualization[AC] and academic achievement, there is a negative corelation between concrete experience[CE] and academic achievement. Thirdly, as for academic achievement in mathematics, converger is superior to assimilator and accommodator. Finally, the correlation between learning styles and academic achievement is different by demographic characteristics. Based on these results, this study suggests the necessity for various teaching-learning strategies, which are adjusted to both academic characteristics of mathematics and learning styles. Also, the need for teaching methods, which help students to develop effectively four learning cycles, is proposed.

• The Journal of Korean society of community based occupational therapy
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• v.2 no.1
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• pp.65-73
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• 2012

Objective : The purpose of this study is to provide basic information for professional education by investigating to learning styles and achievement goal of the first year students in the department of occupational therapy and physical therapy. Methods : 123 first year students of the department of occupational therapy and physical therapy filled out a questionnaire in Gyeongbuk and Kangwon Province. In this study, Kolb's Learning Styles and Elliot & Church's Achievement Goal were used, and to analyze, Pearson correlation, chi-square were used. Results : The results of the study were as follows. 'Accommodator' was the preferred learning type for students, while 'diverger' was not. Collage students differed from university students in learning styles. A mastery level was the preference in the academic goal types of the students. Male students received higher grades on performance approach goals than female and student of department of physical therapy received higher grades on performance avoidance goals than students in the department of occupational therapy. There is a coefficient of correlation between performance avoidance goal and converger learning type. Therefore, first year students in the department of occupational therapy were not differed from the department of physical therapy in academic achievement but collage students differed from university students in learning styles. Conclusion : From these results, we suggested some effective teaching/learning methods based on the mastery achievement goal. An educational approach is necessary for understanding of the students' individual learning styles and achievement goal characteristics are account for students' individual negative/positive characteristics.

• The Journal of Korean Academic Society of Nursing Education
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• v.17 no.3
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• pp.355-364
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• 2011

Purpose: This study was designed to explore the influencing factors on self-directed learning ability of nursing students and to investigate the relationship between learning style, learning attitude, and self-directed learning ability. Methods: The study sample was composed of 263 nursing students. Data were collected from March 8th to April 7th, 2011 using a questionnaire which included Kolb's learning style inventory, learning attitude inventory, and self-directed learning ability inventory. Results: Learning styles of the subjects were assimilator 33.8%, converger 31.9%, accommodator 24.7%, and diverger 9.5%. There was no significant difference in learning styles among grades. However, the total mean score of learning attitude (F=8.30, p<.001) and self-directed learning ability (F=2.85, p=.038) significantly differed among grades. Learning attitude positively correlated to self-directed learning ability (r=.62, p<.001). Learning attitude was the most significant predictor and accounted for 36.5% of the variance in self-directed leaning ability in nursing students. Conclusion: It is important for students to use all four learning styles rather than to rely solely on one style. There should be more emphasis placed on the development of positive learning attitude and self-directed learning ability of nursing students.

• Journal of The Korean Association of Information Education
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• v.12 no.1
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• pp.9-22
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• 2008

The purpose of this research is to develop a prototype of the support system in order for team building associated with web-based project learning having applied Kolb's learning style. To accomplish this purpose, the following research tasks were performed. First, core idea in order to embody the system's value, key activities, tools that will support pertinent activities and the strategy so as to develop guidelines, etc. were devised and prepared. Second, a system was designed on the basis of structural model of teaching design, then after, interface was developed. The core factors in this system are inspection of learning style, organizing a team and team building. Above all, it is required to make learners know about learning environments, of which they are in favor, and also its distinctive features through inspection of learning style, and then focusing on learning style, a team should be organized insomuch as to accommodate a variety of learning styles as much as possible. For the purpose of team building, after learning style of each constituent member of the team has been made known, then the roles will be divided among the constituent members of the team so as to suit their individual characteristics referring to each of their learning styles that have been exposed. To verify the value of this system developed and efficiency thereof, a focus group interview was conducted. The focus group consisted of professionals, all from related fields. After the interview, the points required to make further improvements were elicited and taken care of by follow-up actions as needed. And having reflected such improvements made, the final system was developed. With this newly developed system, learners can get the results of inspection of learning style so quickly by performing inspection any time any where, and based on the results from such inspection, a team comprising dissimilar constituents who exhibit a variety of different propensities will be automatically organized. Thus, this system may be used not only for web-based project learning having unspecified persons elected as constituents, but in the offline space also.

• Journal of Information Science Theory and Practice
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• v.8 no.4
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• pp.55-66
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• 2020

The purpose of this study is to examine the relationship between collaborative information seeking and users' learning style preferences and their experience of information systems. The study investigates the role of four different factors including learning style, task complexity, and user experience in collaborative information seeking in digital environments. Sixty participants (30 pairs) were randomly chosen from volunteer graduate students of Kharazmi University (Iran). Participants completed Kolb's learning style questionnaire and a user experience questionnaire and then performed two information seeking tasks (one simple and one difficult) in a lab setting. They could exchange information with their partners or a librarian using Skype. The sessions were recorded using Camtasia. The results showed that with an increase in task difficulty, collaborative information seeking activities increased and more interactions with partners and the librarian occurred. The number of executive help-seeking requests was higher than the number of instrumental help-seeking requests. This research confirms that learning style is related to the way users interact with the digital library and help seeking. The research showed that in difficult tasks, the differences among users with different learning styles become more evident, and that generally interactions increase in more difficult tasks. Among the learning styles, the accommodating style had the highest number of relationships with collaborative information seeking variables. Most of the statistically significant relationships between users' prior computer experience and collaborative information seeking variables were related to the time variable.

• The Journal of Korean Association of Computer Education
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• v.13 no.5
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• pp.15-27
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• 2010

Project-based learning is an effective teaching method for improvement of academic achievement and problem-solving ability so that is often applied to programming education. However, a strategy of enhancing motivation is required by a course design considering a learning style of students for advantage of PBL to take effect. Yet, studies on considerations with learning style still lack, when designing project-based programming learning courses for improvement of learning motivation. This research aims to address issues for consideration in designing PBL programming course. Accordingly, we analyzed learning motivation's difference between learning style in PBL programming class. We designed PBL programming course focusing ARCS model, where students making simulation The Kolb Learning Style Inventory is used to determine learning preferences. To assess students' motivation, Keller's Course Interest Survey was used in a pre-post-test-design. The result indicates that pre-post students' motivation differed. Also, we found considerations through comparing difference of ARCS model's detailed elements between learning styles.

• Journal of the Korean Society of Earth Science Education
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• v.9 no.2
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• pp.123-138
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• 2016

The purpose of this study is to examine the effects of applying the Question-Answer Relationship (QAR)strategy on the attitude toward science of the elementary fifth grade students whose learning styles have beenidentified. The population of the study constitutes the total of 97 elementary fifth grade students who wereassigned into a comparison (n=48) or experimental group (n=49). To understandhow the QAR strategy potentially influencedscientific attitude, both groups were surveyedin the areas of scientific attitude before and after the experiment. TheKolb's Test was used to identifythe students' learning stylein the experimental group. According tothe learners' learning style, the results have been compared and analyzed. The results of this study are as follows:First, the findings revealed a significant difference in the experimental group students' attitude toward sciencecompared to the comparison group. Second, four learning styles were identified among the studentsin theexperimental group: a) Accommodators (46.9%), b) Convergers (24.5%), c) Divergers (20.4%), and d) Assimilator (8.2%). Following the data analysis, there was no meaningful statistical difference between four groups oflearning styles with respect to their scientific attitude.Applyingthe QAR strategy in a science class seemed toimprove the accommodators, convergers, and divergers' scientific attitude positively.

• Journal of Korean Academy of Fundamentals of Nursing
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• v.19 no.3
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• pp.334-342
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• 2012

Purpose: This descriptive study was done to identify the academic achievement, self-directed learning (SDL), and critical thinking disposition (CTD) of nursing students according to their learning styles. Method: The participants were 240 nursing students. Data were collected using structured questionnaires which included Kolb's Learning Style Inventory, Academic Achievement in Fundamental Nursing and Health Assessment, Self Directed Learning Readiness Scale, and California Critical Thinking Disposition Inventory. Data were analyzed using ${\chi}^2$ test, ANOVA, Pearson' correlation coefficients, and Spearman rank correlation coefficient. Results: One third of respondents were shown to be Convergers in their learning style (33.3%). The Academic Achievement of students who were Convergers was significantly higher than those who were Divergers or Accommodators (F=5.95, p=.001). The SDL and CTD of students who were Convergers were significantly higher than Divergers and Assimilators (F=9.67, p<.001 and F=8.42, p<.001). No significant correlations were found between Academic Achievement and SDL or CTD, but a statistically significant positive correlation was found between SDL and CTD (r=.68, p<.001). Conclusion: The findings of this study indicate that learning style influences academic achievement, SDL and CTD.

• The Journal of Korean Academic Society of Nursing Education
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• v.6 no.1
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• pp.64-76
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• 2000

The purpose of this study is to identify the difference in learning styles, learning stages, and preferred nursing specialties between two groups of nursing programs, regular BSN and RN-BSN. The survey instrument was a simplified version of the Kolb's Learning-Style Instrument which was developed by the researcher, a self- reported learning style questionnaire with twelve questions related to the four learning stages. The sample of the study was the 218 nursing students in a university in Korea which consisted of 58 junior and 67 senior students in the regular BSN program, and 58 junior and 35 senior students in the RN-BSN program. Main findings of the study were as the following. 1) Over all, the major learning style was either the diverger or the accomodator; the most preferred learning stage was the concrete experience and the leastly preferred learning stage was the abstractive conceptualization learning stage; and the most preferred nursing specialty in the future was the clinical nursing. 2) Students in the BSN program preferred four learning stages with rather equal proportion, whereas the students in the RN-BSN program preferred the concrete experience learning stage as high as 60.3% and the abstractive conceptualization learning stage as low as 9.5%. 3)For the future career, the junior students of both programs preferred clinical and educational nursing areas, and the senior students of both programs preferred clinical and research areas. The main reason of the difference seemed to result from the different courses such as Health Education or Teaching Method for the juniors and the Nursing Research for the seniors of both groups. Because the sample of the study was limited to a university, it is difficult to generalize the study results for the entire nursing students in Korea. Continuous studies with larger numbers of nursing students and nurse educators, and experimental studies measuring the effects of new curricula are needed for the future.