3.1 Introduction
Learning is any addition in cognition, memorising information, geting cognition for practical usage, abstracting intending from what we do, and a procedure that allows us to understand ( Marcia, 2005 ) .
There are a big figure of factors that can act upon that extent of acquisition and some of these can be viewed in Figure 3.1. Learning manner is besides defined as attitude and behaviour which determine an person 's preferable manner of acquisition ( Honey et al, 1992 ) . A pupil for illustration who prefers practical experience, when larning a new scheduling linguistic communication may prefer to get down composing codification instantly whereas another may favor reading up and analyze the new linguistic communication prior to composing any codification. Most scholars unaware of their ain acquisition manner penchants but are mistily cognizant of what they feel comfy with, and larn more from certain activities than others.
Figure 3.1 Factors that influence acquisition
3.2 Learning Style Models
Assorted larning manners theoretical accounts have been forwarded by many research workers working in instruction. Descriptions of these theoretical accounts are presented in the undermentioned subdivisions.
3.2.1 Kolb 's Learning Style Model
Kolb ( 1984 ) used combinations of comprehending and treating to find four acquisition manners. The learning rhythm involves four procedures that must be present for larning to happen. Kolb 's has developed a trial ( Learning Style Inventory ) which describes the manner in which people learn and how they deal with thoughts and daily state of affairss in their life ( Ronald & A ; Virginia 2001 ) .
Figure 3.2 illustrates the theory by superposing a perpendicular line stand foring ways of comprehending information and a horizontal line for treating information. In comprehending information, scholars fall someplace on a continuum between the two extremes of concrete experience ( experiencing ) and abstract conceptualisation ( believing ) . In treating information, scholars fall someplace on a continuum between the two extremes of active experimentation ( making ) and brooding observation ( watching ) .
Concrete Experience
( Feeling )
Brooding Observation
( Watching )
Abstract Conceptualization
( Thinking )
Active Experiment
( Making )
Diverges
Obligers
Learners
Convergers
Figure 3.2: Kolb larning manners.
Learning manner stock list ( LSI ) is a trial designed to depict pupils ' acquisition manner. Kolb exemplary consist of four elements stand foring different acquisition manners. These elements ( Figure 3.2 ) are: divergers, learners, convergers, and obligers as shown in ( Curtis 1997 ) . Kolb 's theoretical account works on two degrees - a four-stage rhythm:
Concrete Experience - ( CE )
Brooding Observation - ( RO )
Abstract Conceptualization - ( AC )
Active Experimentation - ( AE )
and a four-type definition of larning manners, each stand foring the combination of two preferable manners, instead like a two-by-two matrix of the four-stage rhythm manners, as illustrated below, for which Kolb used the footings:
Diverging ( CE/RO )
Assimilating ( AC/RO )
Converging ( AC/AE )
Accommodating ( CE/AE )
Here are brief descriptions of the four Kolb larning manners:
Diverging ( experiencing and watching - CE/RO ) - These people are able to look at things from different positions. They are sensitive. They prefer to watch instead than make, be givening to garner information and usage imaginativeness to work out jobs. They are best at sing concrete state of affairss from several different point of views. Kolb called this manner 'Diverging ' because these people perform better in state of affairss that require ideas-generation, for illustration, brainstorming. Peoples with a Diverging acquisition manner have wide cultural involvements and like to garner information. They are interested in people, tend to be inventive and emotional, and be given to be strong in the humanistic disciplines. Peoples with the Diverging manner prefer to work in groups, to listen with an unfastened head and to have personal feedback.
Assimilating ( watching and believing - AC/RO ) - The Assimilating acquisition penchant is for a concise, logical attack. These people require good clear account instead than practical chance. They excel at understanding wide-ranging information and forming it in a clear logical format. Peoples with an Absorbing acquisition manner prefer abstract constructs. Peoples with this manner are more attracted to logically sound theories than attacks based on practical value. In formal acquisition state of affairss, people with this manner prefer reading, talks, researching analytical theoretical accounts, and holding clip to believe things through.
Converging ( making and believing - AC/AE ) - Peoples with a Converging learning manner can work out jobs and will utilize their acquisition to happen solutions to practical issues. They prefer proficient undertakings, and are less concerned with people and interpersonal facets. They are best at happening practical utilizations for thoughts and theories. They can work out jobs and do determinations by happening solutions to inquiries and jobs. They like to experiment with new thoughts, to imitate, and to work with practical applications. They are more attracted to proficient undertakings and jobs than societal or interpersonal issues.
Accommodating ( making and experiencing - CE/AE ) - Those in this class are 'hands-on ' , and relies on intuition instead than logic. They use other people 's analysis, and prefer to take a practical, experiential attack. They are attracted to new challenges and experiences, carry out their ain programs. They normally act on their backbones instinct instead than logical analysis. They tend to trust on others for information than carry out their ain analysis. This learning manner is prevailing and utile in functions necessitating action and enterprise. They prefer to work in squads to finish undertakings. They set marks and actively work in the field seeking different ways to accomplish an aim ( Ronald & A ; Virginia, 2001 ; Curtis 1997 ) .
To sum up, Kolb theoretical account describes larning as cyclical procedure involve four distinguishable larning phases that learner follow in sequence. Each measure in the learning rhythm represents a different acquisition scheme. Preferences for certain schemes become accustomed by reiterating successful schemes, and as a consequence acquisition manners develop. Kolb 's theory acquisition includes intents, ends, purposes, pick and determination devising. Is non clear where these elements fit into the learning rhythm. Kolb 's LSI creates a narrow scope of pertinence for larning manners by restricting larning penchants to one or two dimensions. Further, Kolb 's LSI, which has been widely used, is chiefly a cognitive acquisition penchant instrument, and does non specifically take into history societal penchant issues that represent the cardinal differentiation between the e-learning and traditional schoolrooms ( Curtis, 1997 ) .
3.2.2 Honey and Mumford Learning Style Model
This theoretical account derived from Kolb 's theory as shown in Figure 3.3. This theoretical account categorized people by their preferable acquisition manners into ( Nafisah & A ; Nurhaiza et. Al, 2004 ) :
Figure 3.3: Honey and Mumford Learning Style Model
Reflector They like to roll up and analyse informations and are really careful at doing determinations. They do non like to go leaders. The instruction and acquisition activities that are effectual for this group is stimulate to watch like watching picture or giving them clip to believe before react, giving decision without force per unit area. The instruction and acquisition activities that are non effectual for this group are giving them the function as leader or making something in forepart of people. They get nerve-racking if required to make something instantly after a brief direction.
Activist- They are open-minded and they like to happen new experiences. However, they get bored if something is repeated. They like to acquire involved in a treatment such as brainstorming, etc. The instruction and acquisition activities those are effectual for this group is giving new experiences, problem-based acquisition, games, and group research. They will go forth things if they find them hard such as they feel the beginning is non good plenty or the state of affairss are contradicted. The instruction and acquisition activities that are non effectual for this group is one-way talk, inactive acquisition, larning that involves many assorted and unarranged informations, reiterating the same activity, etc.
Theorist Since they are really aims, they do non like something that is subjective. They like to do decision based on grounds, informations analysis and logic. They have clear heads. The instruction and acquisition activities which are effectual for this group is giving them clip to form their feelings, giving them clip to inquire inquiries and procedure in item, the methodological analysis, premise or logic. The instruction and acquisition activities that are non effectual for this group are larning that involves emotion, feelings, and affecting in an activity that is unstructured.
Pragmatist They like to seek a new thought, expand the thought, and work out jobs particularly in which are existent life state of affairss. The instruction and acquisition activities which are effectual for this group are by demoing the technique how to make something practically, giving the chance to show what they learn and focus on the practical issues. The instruction and acquisition activities that are non effectual for this group if the acquisition is non related to immediate demand and making something with no clear pattern or lineation.
To sum up, Honey and Mumford theoretical account is similar to Kolb theoretical account. They made a little alteration to Kolb 's nomenclature whereby the cardinal stages/styles are reciprocally corresponding and overlapping, whereas for Kolb model the acquisition manners are the consequences of uniting the learning rhythm phases.
3.2.3 McCarthy 's 4MAT Model
In 1979, Bernice McCarthy developed the 4MAT system based on her survey of a figure of other theoretical accounts of learning and David Kolb 's learning manner theory. She referred to the four acquisition manner every bit types as shown in Figure 3.4:
Figure 3.4: McCarthy 's 4MAT Style Model
Type1 - Divergers ( favourite inquiry: Why ) . They perceive information in a concrete mode and reflectively procedure it. It is indispensable that instructors provide grounds for phenomena. They are inventive scholars with the undermentioned features:
Understanding others.
Are oriented toward feeling and people
Judge people by intervention of others
Seek personal significance and integrate experience with personal values.
See many positions and imagine deductions of equivocal state of affairss
Creativity and working in groups.
Learn by shearing thoughts and feelings
Prefer the instructor/leader to give personal attending and to be a incentive and informant of their acquisition.
May go indecisive and hampered by excessively many options.
Excel at insight thought, creativeness, and working in groups.
Type2 - Learners ( favourite inquiry: What ) . They perceive information abstractly and treat it reflectively. They are interested in elaborate and facts that lead to greater conceptual apprehension. Their features are:
Value logic and order.
Require facts, accurate information, and adept sentiment.
The chief concerns are the construct and the thoughts.
Prefer working entirely.
Learn by reading, detecting, roll uping informations, and analysing.
Form theories and processs.
Prefer the instructor/leader to be an authorization and bask traditional talks.
May sometime be impractical and tool theoretical.
Excel at incorporating cognition, planning, and making theories.
Type3 - Convergers ( favourite inquiry: How ) . Learner process information actively after they perceive it in an abstract manner. They are interested in processs. A strong penchant is demonstrated to `` seek things out '' which leads to conceptual apprehension. They are common sense scholars with these features:
Value to cognize how things work.
Learn by using and proving information and following theoretical account.
Require action and custodies on experience.
Excel at practical application, strategic thought, and speedy determinations.
Work good with clip lines and hatred to waste clip.
Like to acquire consecutive to the point and to the bottom line.
Normally prefer work entirely and sometimes see group work, particularly group determination devising and treatment, as wasting clip.
Prefer the instructor/leader to move as manager and usher.
Type4 - Obligers ( favourite inquiry: What If ) . Learner is considered hazard takers, as they perceive information concretely and actively procedure it. They are interested in self-discovery and have a desire to larn by test and mistake. The feature of these type of scholar are:
Value assortment, find, and new experience.
Thrive on hazard pickings and alteration.
Rely on intuitions instead than logic to work out jobs.
Learn by test and mistake and by learning others.
Excel at originative job resolution, seeking new possibilities, and act uponing others.
Like to be challenged and execute good in crisis state of affairss.
Dislike strict processs and agendas.
Like assortment and unstructured scenes and open ended jobs.
Rely on others for information in work outing jobs and non on their ain proficient analysis.
Work will in group and enjoy treatment.
Prefer instructor/leader to move as a resource and judge ( Ronald, et Al. 2001 ; Felder 1996 ) .
To sum up, McCarthy 's theoretical account is developed based on Kolb 's theoretical account. The 4MAT theoretical account is constructed along two classs: perceiving and processing. Together, comprehending and treating depict the whole scope of the learning experience. While scholars engage in all types of acquisition, most seem to prefer one peculiar type. In acquisition and instruction, usually both information about features of a scholar and how this scholar learns is needed. For illustration the facets concrete experience and active experimentation are multi dimensional because other mental acquisition activities take topographic point while making and seeking in order to accomplish acquisition consequences. Therefore, how learner execute these sequences of activities is really of import particularly in e-learning environment, which is non identified in this theoretical account.
3.2.4 Grasha Rechman Student Learning Styles Scales ( GRSLSS )
Grasha Rechman Student Learning Styles Scales ( GRSLSS ) promotes understanding of larning manners in a wide context, six classs. Grasha 's attack has besides developed a corresponding typology of learning manners, based on existent schoolroom behaviour. As a consequence acquisition and learning manner can be mapped together to to the full depict the societal kineticss of the schoolroom scene ( Susan & A ; Linda, 1998 ) .
A brief treatment of each of larning manner is given below:
Independent pupils prefer independent survey ego paced direction, and would prefer to work entirely on class undertakings than with other pupils.
Dependent scholars look to the instructor and to equals as a beginning of construction and counsel and prefer an authorization figure to state them what to make.
Competitive pupils learn in order to execute better than their equals and to have acknowledgment for their academic achievements.
Collaborative scholars get information by sharing and by collaborating with instructor and equals. They prefer talks with little group treatments and group undertakings.
Avoidant scholars are non enthused about go toing category or geting category content. They are typically uninterested and are sometimes overwhelmed by category activities.
Participant scholars are interested in category activities and treatment, and are eager to make every bit much category work as possible. They are keenly cognizant of, and have a desire to run into, teacher outlooks.
To sum up, what separate this theoretical account from others it concerns about both acquisition and learning manner instead than larning manner merely. However, avoidant scholars is non clear identified in learning and larning activity for this theoretical account.
3.2.5 Felder- Silverman Model
This theoretical account developed by Richard Felder and Linda Silverman, incorporates five dimensions, two of which replicate facets of the Myers-Briggs and Kolb theoretical accounts as shown in Figure 3.5. A This theoretical account classifies pupils as:
Figure 3.5: The Honey and Mumford Learning Styles linked with Kolb theoretical account
Sensing/intuitive:
Feeling scholar prefers concrete information such as descriptions of physical phenomena, practical, oriented toward facts and processs. Intuitive is conceptual, advanced, oriented toward theories and significances.
Visual/verbal:
Ocular scholar prefers ocular representations, images, diagrams, and flowchart. verbal scholars prefer written and spoken accounts.
Inductive/deductive:
Inductive scholar prefers presentations that proceed from the particular to the general. Deductive scholars prefer presentations that go from the general to the particular.
Active/reflective:
Active scholar learns by seeking things out, working with others. Brooding scholar learns by believing things through, working entirely. Active and brooding scholars have trouble taking notes hard for both larning type. Active scholar will retain information better if s/he find ways to make something with it. Writing short sum-ups for brooding scholar will be really helpful to counterbalance the deficit of category clip believing about new information.
Sequential/global:
Consecutive scholars tend to derive understanding in additive stairss. Global scholars tend to larn in big leaps, absorbing stuff about indiscriminately without seeing connexions. ( Felder, 1969 ; Sabine et.al 2007 ) .
To sum up, five dimensions represent this theoretical account to place several acquisition and instruction manner. Analogous ( sensing/intuitive ) is the Percept of both Myers-Briggs and Kolb ; the Processing dimension ( active/reflective ) is besides found in Kolb 's theoretical account. In add-on, Felder-Silverman postulate three extra dimensions: Input ( visual/verbal ) , Organization ( inductive/deductive ) , and Understanding ( sequential/global ) .
3.2.6 Dunn and Dunn Model
This theoretical account is complex and encompasses 5 strands of 21 elements that affect each person 's acquisition. Some of these elements are biological while others are developmental. A sum-up of these elements is provided below ( Dunn 2003 ; Thyagharajan & A ; Nayak 2007 ) .
1 ) Environment: immediate environment ( sound, light, temperature, and furniture/seating design ) .
Sound refers to play down sound while larning preferred by pupils.
Light refers to the degree of light preferred while analyzing.
Temperature refers to the degree of temperature the scholar prefers during the survey clip.
Design relates to the room design and furniture.
2 ) Emotional: ain emotionalism ( motive, continuity, duty, and construction )
Motivation related to the degree of motive the pupil has for academic acquisition.
Continuity relates to the scholar 's attending span and ability to remain on undertaking.
Duty relates to the penchant on working independent on assignments with small supervising, counsel or feedback.
Structure relates to the penchant to being told precisely what the acquisition undertaking is, how should continue, and what is expected. Or being given an aim and so left entirely to make up one's mind which processs or options are used to make the aim?
3 ) Sociological: sociological penchants ( larning entirely, in a brace, in a little group, as portion of a squad, or with either an important or collegial grownup ; and desiring a assortment as opposed to forms and modus operandis )
Self depends on the individual 's character. Whether working entirely or with group when making assignment.
Pair relates to preference to work with individual as opposed to work as member of a group. Some scholar may prefer working with others but non in a little group or entirely.
Peers and squad this component helps find a pupil 's penchant for working with a little group with interaction, treatment and completion of the undertaking as a squad member instead than independently.
Adult this component relates to preference for interaction and counsel from an grownup.
Variety versus concentrating in modus operandis or forms this refers to a penchant for engagement in a truth of undertakings while larning.
4 ) Physiological: physiological features ( perceptual strengths, time-of-day
energy degrees, and need for consumption and/or mobility while larning ) .
Perceptual this component focuses on larning by listening, sing, sing or touching.
Intake it is related to the demand to eat, imbibe or masticate while engaged in larning activities.
Time this relates to the energy degrees at different times during the twenty-four hours.
Mobility this is focus on the extent to be traveling, while involved in concentration.
5 ) Psychological: processing dispositions ( global/analytic, right/left, and impulsive/reflective ) .
Global Analytic this determines whether a pupil learns better when sing the entire subject of survey or when nearing the undertaking consecutive one facet at a clip.
Hemisphericity this sing the type of scholar whether is left or right encephalon. Left-brain pupil tend to be more analytic, whereas right encephalon pupil tend to be associated with coincident or planetary scholars.
Impulsive-Reflective related to whether doing a determination rapidly or believe about options before doing determination.
To sum up, it has been noticed from the features of this theoretical account that it concerns larning penchants but non learning activities. The variables of this theoretical account affect the environment of the acquisition procedure, instead than the learning manners themselves. For illustration, it is non possible to interpret, room temperature, duty, or mobility, to existent acquisition activities.
3.2.7 Myers-Briggs Type Indicator ( MBTI )
This theoretical account is derived from psychologist Carl Jung 's theory, which classifies pupils harmonizing to their penchants on graduated tables derived by Felder ( 1996 ) as shown in Figure 3.6.
Figure 3.6: The Myers-Briggs Model
Extroverts ( E ) /Introverts ( I ) : extroverts try things out and the introverts think things over.
Detectors ( S ) /Intuitors ( N ) : detectors focus on facts and processs and intuitors focus on significances and possibilities.
Thinkers ( T ) /Feelers ( F ) : minds make determination based on logic and antennas make determination based on personal and humanistic considerations.
Judgers ( J ) /Perceivers ( P ) : judgers set and follow docket, seek closing even with uncomplete informations, whereas percipients adapt to altering fortunes, resist closing to obtain more informations.
To sum up, this theoretical account identified four graduated tables to mensurate personality. There are 16 different combinations of letters - giving us the 16 different psychological types. However, practically it is difficult to happen person that is extravert or believing to the absolute extreme. The individual could be 80 % thought and 20 % feeling type and normally one of the penchants is the chief.
3.2.8 Gardner 's Multiple Intelligences
Multiple Intelligence ( MI ) theory provinces that there are at least seven different ways of acquisition, and there are seven intelligences: body/kinesthetic, interpersonal, intra-personal, logical/mathematical, musical/rhythmic, verbal/linguistic and visual/spatial as shown in Figure 3.7. Most people have the ability to develop accomplishments in each of the intelligences, and learn through them.
Figure 3.7: The Multiple Intelligence Model
Visual/Spatial Intelligence: These scholars tend to believe in images and need to make bright mental images to retain information. They enjoy looking at maps, charts, images, pictures, and films. Their accomplishments include puzzle edifice, reading, composing, understanding charts and graphs, a good sense of way, chalk outing, picture, making ocular metaphors and analogies ( possibly through the ocular humanistic disciplines ) , pull stringsing images, building, repairing, planing practical objects, construing ocular images.
Verbal/Linguistic Intelligence: These scholars think in words instead than images. They prefer listening, speech production, composing, storytelling, explicating, instruction, utilizing wit, understanding the sentence structure and significance of words, retrieving information, converting person of their point of position, analysing linguistic communication use.
Logical/Mathematical Intelligence: These scholars think conceptually in logical and numerical forms doing connexions between pieces of information. Always funny about the universe around them, these scholars ask tonss of inquiries and like to make experiments. They prefer job resolution, sorting and categorising information, working with abstract constructs to calculate out the relationship of each to the other, managing long ironss of ground to do local patterned advances, A making controlled experiments, oppugning and inquiring about natural events, executing complex mathematical computations, and working with geometric forms
Body/Kinesthetic Intelligence: These scholars express themselves through motion. They have a good sense of balance and eye-hand co-ordination. Through interacting with the infinite around them, they are able to retrieve and treat information.
Musical/Rhythmic Intelligence: This intelligence is based on the acknowledgment of tonic forms such as: sounds and beat. They instantly respond to music either appreciating or knocking what they hear.
Interpersonal Intelligence: These scholars try to see things from other people 's point of position in order to understand how they think and feel. They are great organisers, although they sometimes resort to use. They use both verbal ( e.g. talking ) and non-verbal linguistic communication ( e.g. oculus contact, organic structure linguistic communication ) A to open communicating channels with others.
Intrapersonal Intelligence: These scholars try to understand their interior self-reflection and consciousness of religious worlds. Acknowledging their ain strengths and failings, reflecting and analysing themselves, consciousness of their interior feelings, desires and dreams, measuring their thought forms, concluding with themselves, A understanding their function in relationship to others ( David, 1991 ) .
To sum up, this theoretical account expresses the acquisition manner within seven intelligences. This theoretical account is a combination of many different facets. However, non all the theoretical account elements can be translated as a larning activity such as Kinesthetic or intrapersonal intelligence. In add-on, the theory of multiple intelligences suggests that instructors be trained to show their lessons in a broad assortment of ways utilizing music, concerted acquisition, art activities, function drama, multimedia, field trips, and interior contemplation. These elements are non ever possible to implement in traditional schoolrooms whereas some of these elements can be implemented in e-learning system.
3.2.9 The Herrmann Brain Dominance Instrument ( HBDI )
This theoretical account classifies pupils based on the undertaking specialized operation of the physical encephalon as in the followers ( Felder, 1969 ) as shown in Figure 3.8:
Figure 3.8: The Herrmann Brain Dominance Instrument
Quadrant A relates to go forth encephalon ( intellectual ) , they are logical, analytical, factual, and critical.
Quadrant B relates to go forth encephalon ( limbic ) , they are consecutive, organized, planned, and structured.
Quadrant C relates to compensate encephalon ( limbic ) , they are emotional, interpersonal, and symbolic.
Quadrant D relates to compensate encephalon ( intellectual ) , they are ocular, holistic, and advanced.
To sum up, this theoretical account is multi-dimensional since many different dimensions are put together as one. Further, the chief features of the different parts of the encephalon, indicate whether person is organized, interpersonal, or inventive, can non be straight translated to larning activities ( Marjolein et al. 2008 ) .
3.3 Learning Approaches For E-learning
The acquisition attacks are larning manner methods and introduced in this subdivision to foreground the methods can be implemented in e-learning environment to show information and can move as a instruction manner. The following are available methods that can be implemented in e-learning system:
Holistic present information as a whole image prior to the detailed.
Consecutive method concerns logical presentation of information. The scholar follows a really rigorous sequence of instructions to accomplish an result and normally capable of rapid processing of information.
Mind Map offers a method to stand for information visually. In the late sixties Mind maps were developed as a manner of assisting pupils make notes that used merely cardinal words and images. It is allow the scholar to do faster determination, and because of their ocular quality much easier to retrieve and reexamine.
Flowchart is a graphical representation demoing the flow of control among the stairss in a plan, people in an organisation, or pages of a presentation.A The elements themselves are represented by simple icons ( circles, rectangles, diamonds ) to let the spectator to concentrate on the manner the user move through the stairss in a process.A A A flow chart indicates sequences and determination points every bit good as get downing and halting points.A It is easier to hold on relationships visually in a flow chart than in a verbal description, so such diagrams help avoiding go forthing out stairss in a procedure.
Multimedia: The usage of multimedia objects in educational systems can heighten their efficaciousness to a great extent in easing cognitive accomplishments. Well designed multimedia applications have the undermentioned advantages:
Additions motive, through immediate feedback, multi centripetal engagement and greater enjoyment of acquisition.
Additions engagement as more activity is required.
Ensures instructional consistence.
Reduces larning clip.
Additions keeping of content over clip ( Dave, 1999 ) .
3.3.1 Problem Based Learning ( PBL )
PBL is any learning environment in which the job drives the acquisition. The pupils are given a job before given any new cognition. Then the pupils discover that they need to happen some information before they can work out the job as shown in Figure 3.9.
Figure 3.9: Problem Based Learning Process
The chief advantages of this technique are:
Emphasis on intending non facts.
Increased self way.
Higher comprehension and better accomplishment development.
Interpersonal accomplishments and teamwork.
Self motivated.
Degree of acquisition.
Facilitator pupil relationship.
The scholars are being guided to make both the aims involved in work outing the job and the aims related to the procedure. Therefore, the lector while utilizing this technique should see the undermentioned characteristics:
Introduction
Content
Learning aims
Resources
Expected result
Steering inquiries
Appraisal exercisings
Time frame
3.3.2 Inquiry Based Learning
Inquiry is an attack to larning that involves a procedure of researching the stuff that leads to inquiring inquiries and doing finds in the hunt for new apprehensions as shown in Figure 3.10.
Figure 3.10: Inquiry Based Learning Process
The chief advantages for this attack are:
Can be adaptable for a assortment of undertakings.
Using this method helps people build self-esteem by leting them to be more active in their ain acquisition procedure, instead than inactive via traditional talk based methods.
It can construct several accomplishments of pupils in the countries of physical, emotional, and cognitive.
It can work with any age group.
It gives all pupils the ability to lend to a undertaking non count what their background.
The disadvantages of Inquiry-Based Learning are as the followers:
Requires more planning, readying, and reactivity from the pedagogues.
Educators must be skilled in assisting pupils learn the art of inquiring a good inquiry.
To assist pupils inquire good inquiries, pedagogues must besides be able to inquire good inquiries.
3.3.3 Gamming
Games and simulation can be a fabulous manner to larn, but to maintain most scholars ' battle the game 's component should be considered such as: merriment, drama, regulations, a end, winning, and competition.
Computer game used for larning and identified a demand for research refering acquisition manners and educational games. Abrahamian, et Al. ( 2004 ) stated that computing machine based learning Game is an attack to recognize extremely motivated larning including playing activity. There are different features for gamming such as interactivity, regulations, end, challenge, and hazard.
3.4 Teaching Manners
Merely as the scholars, the instructor or teacher besides have their ain penchants in footings of the instruction manners that they may desire to pattern and name upon throughout the lesson in order to heighten group motion and acquisition. The teachers need to place the acquisition manners of the pupils every bit good as their instruction manners and so vary their instruction methods to run into the scope of scholars ' penchants ( Filder & A ; Silverman 1988 ) .
To guarantee effectual larning procedure instructors should play their function to guarantee that their instruction attacks and techniques match with the scholar 's penchant and manner of larning. Therefore, the right pick and execution of instruction and acquisition activities in the schoolroom will ensue positively on the pupils ' academic accomplishment.
This is influence both traditional category room and e-learning environment. Because both environments are wholly different and all the above theoretical accounts and techniques implemented in general acquisition facet ; the instruction every bit good as acquisition must be considered to better e-learning system toward accommodating persons in their acquisition penchants.
Felder & A ; Silverman ( 1988 ) presented a theoretical account to match the above acquisition manner component with learning manner as in Table 3.1. This theoretical account defined the instruction manner in footings of the replies to five inquiries below:
What type of information is emphasized by the teacher: concrete factual, or abstract conceptual, theoretical?
What manner of presentation is stressed: ocular images, diagrams, movies, presentations, or verbal talks, readings, treatments?
How is the presentation organized: inductively phenomena taking to rules, or deductively rules taking to phenomena?
What manner of pupil engagement is facilitated by the presentation: active pupils talk, move, reflect, or inactive pupils ticker and listen?
What type of position is provided on the information presented: consecutive bit-by-bit patterned advance ( the trees ) , or planetary context and relevancy ( the wood ) ?
Table 3.1: Dimensions of Learning and Teaching Styles
Preferable Learning Style
Matching Teaching Style
sensory
perceptual experience
intuitive
concrete
content
abstract
ocular
input
auditory
ocular
presentation
verbal
inductive
organisation
deductive
inductive
organisation
deductive
active
processing
reflective
active pupil
engagement
passive
consecutive
understanding
planetary
consecutive
position
planetary
3.4.1 Teaching Techniques to Address All Learning Styles
Felder & A ; Linda ( 1988 ) presented techniques for learning to all acquisition manners model the undermentioned subdivision a brief description:
Motivate acquisition. Equally much as possible, associate the stuff being presented to what has come before and what is still to come in the same class, to stuff in other classs, and peculiarly to the pupils ' personal experience ( inductive/global ) .
Supply a balance of concrete information ( facts, informations, existent or conjectural experiments and their consequences ) ( feeling ) and abstract constructs ( rules, theories, mathematical theoretical accounts ) ( intuitive ) .
Balance stuff that emphasizes practical problem-solving methods ( sensing/active ) with stuff that emphasizes cardinal apprehension ( intuitive/reflective ) .
Provide expressed illustrations of intuitive forms ( logical illation, pattern acknowledgment, generalisation ) and feeling forms ( observation of milieus, empirical experimentation, attending to item ) , and promote all pupils to exert both forms ( sensing/intuitive ) . Do non anticipate either group to be able to exert the other group 's procedures instantly.
Follow the scientific method in showing theoretical stuff. Provide concrete illustrations of the phenomena the theory describes or predicts ( sensing/ inductive ) ; so develop the theory or explicate the mod ( intuitive/inductive/ sequential ) ; demo how the theory be validated and infer its effects ( deductive/sequential ) ; and present applications ( sensing/deductive/sequential ) .
Use images, schematics, graphs, and simple studies liberally earlier, during, and after the presentation of verbal stuff ( sensing/visual ) . Show movies ( sensing/visual. ) Provide presentations ( sensing/visual ) , hands-on, if possible ( active ) .
Use computer-assisted direction detectors respond really good to it ( sensing/active ) .
Do non make full every minute of category clip talking and composing on the board. Provide intervals nevertheless brief-for pupils to believe about what they have been told ( brooding ) .
Provide chances for pupils to make something active besides transcribing notes. Small-group brainstorming activities that take no more than five proceedingss are highly effectual for this intent ( active ) .
Assign some drill exercises to supply pattern in the basic methods being taught ( sensing/active/sequential ) but do non exaggerate them ( intuitive/reflective/ planetary ) . Besides provide some open-ended jobs and exercises that call for analysis and synthesis ( intuitive/reflective/global ) .
Give pupils the option of collaborating on prep assignments to the greatest possible extent ( active ) . Active scholars by and large learn best when they interact with others ; if they are denied the chance to make so they are being deprived of their most effectual acquisition tool.
Applaud originative solutions, even wrong 1s ( intuitive/global ) .
Talk to pupils about larning manners, both in reding and in categories. Students are reassured to happen their academic troubles may non all be due to personal insufficiencies. Explaining to fighting detectors or active or planetary scholars how they learn most expeditiously may be an of import measure in assisting them reshape their acquisition experiences so that they can be successful ( all types ) .
These techniques are developed and implemented in traditional schoolroom. In e-learning some of these elements are implemented utilizing ITS and AHS and successfully resulted effectual acquisition procedure. However, e-learning system is unequal to cover all the learning techniques due to inability to get by with single acquisition differences ( Deborah 2009 ) .
3.5 Comparison of Learning Style Models and their Suitability in e-Learning.
Most of the available and the presented acquisition manner theoretical accounts are in the country of acquisition and learning facet for long clip and some of them are successfully implemented. However, most of these theoretical accounts are related to the scholars over 16 old ages of age ( Marjolein et al. 2008 ) . In add-on, some of these theoretical accounts or elements of different theoretical accounts have been used in several e-learning undertakings ( Mullier, et Al. 1999 ; Mullier 2000 ; Christian 2003 ) . However, e-learning has different elements and different environment from the traditional category room. Therefore, it is of import to recognize these differences and look into the suitableness to e-learning. Table 3.2 nowadayss types of larning manner theoretical accounts and high spots the suitableness to be implemented in e-learning.
Two standards must be considered toward making this survey represented as followers:
Learning activities indicate what larning activities scholars really perform. In e-learning the scholars are more independent and have more chances to take their ain acquisition activities whereas in educational contexts it is largely the instructor who makes the picks ( even if the acquisition takes topographic point outside of the schoolroom ) . In this criteria the focal point will be on larning activities instead than larning penchants ( which indicate the fortunes the scholars prefer for larning ) or larning orientations ( which refer to how people think about larning ) is more relevant in this context.
Teaching activities indicate what learning activities suited to be implemented in e-learning system. Merely as the pupils, the instructor is besides holding their ain penchants in footings of the instruction manners that they may desire to pattern and name upon throughout the lesson in order to heighten group motion and acquisition. Therefore, the instructor is the 1 who is responsible in guaranting and finding the success of their instruction and in guaranting that the pupils understand their lesson good. As a consequence mismatch between single acquisition manner and learning manner create mismatch between larning and learning methods. As a consequence instruction activities is critical for traditional category room and e-learning every bit good.
Table 3.2: Type of Learning Style Models and e-learning suitableness
Learning Style Models
Suitability for e-learning context
Kolb
Kolb is chiefly a cognitive acquisition penchant instrument, and does non specifically take into history societal penchant issues that represent the cardinal differentiation between the e-learning and traditional schoolrooms. Kolb elements can be translated into larning activities. Teaching activities are non represented.
Myers-Briggs
Relevant for general motivational and personality features but can non be translated straight to larning activities.
Honey & A ; Mumford
It describes a rhythm of larning procedure. By and large, the theoretical account is non equal to cover all the learning manner facet such as personality, emotional issues, graduated table differences, and penchants.
Mccarthy
The acquisition manner elements can be used in e-learning system but the whole theoretical account is non equal. Because how the scholar execute the sequences of activities in this theoretical account is non clearly identified.
GRSLSS
The theoretical account concerns on both acquisition and learning facet. However, avoidant scholars can non be transited into larning activity and non clear how to cover with them in term of learning facet. Some component of this theoretical account can be modified and so implemented in e-learning.
Felder- Silverman
All the five acquisition manner elements are suited to be implemented in e-learning system.
Dunn & A ; Dunn
This theoretical account does non concern learning activities but larning penchants. The penchants described in this theoretical account can non be translated to larning activities such as room temperature and others which are non suited for e-learning environment.
HBDI
The chief features of this theoretical account are different parts of the encephalon, which indicate whether person is organized, interpersonal, or inventive, can non be straight translated to larning activities for e-learning.
Milliliter
Some component can non be implemented as acquisition or instruction activity in e-learning such as interpersonal or Kinesthetic.
To sum up, there are many researches attempted to measure how the human head operates, how it perceives and processes information. As a consequence, many larning theoretical accounts have been developed by which an person 's manner of acquisition can be assessed. Among these theoretical accounts, there is no cogent evidence that one manner is better than the other is or likewise ( Syed & A ; Ahmed, 2005 ; Harris et. al 2006 ) . It depends on whether the acquisition manner is suited and comfy to the pupils. This is the acquisition in general signifier but e-learning environment and elements are different. Table 3.2 shows the suitableness of these theoretical accounts in e-learning environment. The following are consequences concluded from this survey:
There is no acquisition and learning manner theoretical account is for e-learning.
Most of the acquisition activities presented in the available learning manner theoretical accounts are adequately covered and suited for e-learning.
Combination of some learning manner theoretical account to be implemented in e-learning can better the acquisition and learning procedure.
The sequence in how the acquisition activities can be implemented in acquisition is non identified in most of the acquisition manner theoretical accounts.
3.6 Drumhead
Learning manner refers to how a scholar perceives, interacts with, and responds to the acquisition environment. Different larning manner instruments are used to find pupils ' acquisition manners. These theoretical accounts are developed to depict and place single acquisition manner in face to confront environment. However, e-learning has different features and technically is different environment. Table 3.3 summarizes all learning manner elements and their suitableness in e-learning contexts. Comparison between the available acquisition manners theoretical accounts is presented in Table 3.4.
Table 3.3: Overview of all learning manner elements
Learning Style
Description and Features
Suitability to be a learning manner for e-learning pupil
Ocular
Ocular scholars remember best what they have seen.
Ocular stuff such as artworks, diagrams, images and lifes.
Auditory
They are listening scholars ; they will larn efficaciously when they can listen to what they are larning.
Stress on text-based stuff.
Sensory
Feeling scholars prefer to larn concrete stuff such as informations, facts, and illustrations. Feeling scholars besides like practical job resolution.
Increase the figure of illustrations, exercisings and multimedia. Problem based method is suited.
Intuitive
Intuitive scholars like challenges and prefer to larn abstract stuff and do non like repeats.
Number of illustrations and exercisings should diminish.
Kinesthetic
Other esthesiss which includes touch and temperature every bit good as motion.
Gamming and simulation may be affectional for those scholars.
Inductive
Prefer facts, observation and underline rules.
Problem based and Inquiry based acquisition can be effectual for this type.
Deductive
Prefer presentation that goes from the general to the particular.
Course content presentation.
Active
Prefer to larn by seeking things out and making something actively, active scholars tend to be less interested in illustrations, since with illustrations they can see how others have done something instead than making it themselves. Learners prefer larning by speaking, explicating, and discoursing the stuff with others and besides like to work in groups.
Less illustrations are recommended for active scholars. Communication characteristics such as forum and confab, undertakings that incorporate such characteristics, every bit good as group work are good.
Brooding
Brooding scholars prefer to larn by reflecting on the tilting stuff and thought things through.
The figure of larning objects inquiring for active behaviour should diminish. it is recommended to first present the learning stuff, so that scholars can reflect on it and afterwards present illustrations or inquire them to make some undertakings based on the learned stuff.
Consecutive
Consecutive scholars prefer to larn by additive
Stairss.
Showing the larning stuff utilizing consecutive acquisition based attack. By utilizing predefined learning way and supported by concealing links within the learning stuff and foregrounding the dorsum and following buttons.
Global
Global scholars, it is really of import to acquire the large image of the subject and they tend to be hapless in utilizing partial cognition. Global scholars are interested in related subjects and besides prefer to travel through the stuff in a non-sequential manner by leaping to more complex.
Geting an overview of the subject can be supported by supplying lineations and a high figure of illustrations, exercisings and trials.
stuff, links should be displayed and
Mugwump
Prefer to be independent in survey and undertakings.
The scholar in e-learning is independent but can non be translated as acquisition activity.
Dependant
Looking to the instructor as beginning of construction and counsel.
Can be implemented by utilizing adaptative interaction support.
Collaborative
Acquired information by sharing and by collaborating with instructor or others.
By utilizing communicating techniques, such as forum, chat, or picture conference.
Avoidant
They are non interested to category activities and go toing.
Supplying this type of scholar the preferable acquisition method.
Participant
Keen to participant.
Problem based, Inquiry based can be supported.
Competitive
Compete with other pupils.
Gamming attack may actuate this type of scholar.
Musical
They respond to music.
Synergistic support system with multimedia.
Emotional/ sociological / physiological / psychological/ environment
Emotional, environing and substructure facets.
Not suited for e-learning environment.
Table 3.4: Comparison of Learning Style Models
Manner
Scope
Kolb
Myers-
Briggs
Honey
& A ;
Mumford
Mccarthy
GRSLSS
Felder-
Silverman
Dunn
& A ;
Dunn
HBDI
Milliliter
Orientation to life
Processing
Extrovert-Introvert
Ten
Active-Reflective
Ten
Ten
Ten
Ten
Percept
Decision devising
Concrete-Abstract
Ten
Ten
Ten
Feeling-Thinking
Ten
Percept
Attitude to outside universe
Sensing-Intuitive
Ten
Ten
Judging-Perceiving
Ten
Input signal
Visual-verbal
Ten
Ten
Organization
Inductive-Deductive
Ten
Ten
Understanding
Sequential-Global
Ten
Mugwump
Ten
Dependant
Ten
Collaborative
Ten
Avoidant
Ten
Participant
Ten
Competitive
Ten
Environment
Ten
Emotional
Ten
Sociological
Ten
Physiological
Ten
Psychological
Ten
Kinesthetic
Ten
Musical
Ten
Interpersonal
Ten
Ten
Intrapersonal
Ten
Logical
Ten
Imaginative
Ten
In e-learning when the acquisition manner of the pupil is non compatible with the learning manner of the instructor ; troubles in acquisition can ensue. Table 3.5 nowadayss learning techniques to turn to all learning manner and their suitableness in e-learning contexts.
Table 3.5: Teaching Techniques to Address Learning Styles
Teaching Techniques
Learning Manners
Matching e-learning Technologies or Methods
Motivate acquisition and associate the stuff being presented to what has come before.
inductive/global
ITS ( course of study sequencing )
Provide concrete information such as facts, informations, existent or conjectural experiments and their consequences.
Feeling
Problem Based/ Inquiry Based larning
Abstract constructs such as rules, theories, mathematical theoretical accounts.
Intuitive
Inquiry Based Learning
Material that emphasizes practical problem-solving methods.
sensing/active
Problem Based Learning
Material that emphasizes
cardinal apprehension.
intuitive/reflective
Problem Based/ Inquiry Based larning
Observation of milieus, empirical experimentation, and attending to item.
Feeling
Problem Based/ Inquiry Based larning
Use images, schematics, graphs, and simple studies liberally earlier, during, and after the presentation of verbal stuff.
sensing/visual
Adaptive presentation and the usage of Mind Map/Flowchart methods
Use computer-assisted direction.
sensing/active
Synergistic support system
Do non make full every minute of category clip talking and composing on the board. Supply intervals-however brief-for pupils to believe about what they have been told.
Brooding
Problem Based Learning
Provide chances for pupils to make something active besides transcribing notes.
Active
Gamming Based Learning
Applaud originative solutions, even wrong 1s.
intuitive/global
Synergistic support and Gamming Based larning can heighten this technique.
There are many learning manner theoretical accounts, theories, and methodological analysis that has been used for a long clip in instruction, none of them have adequately covered all larning facets such as personality, emotional issues, graduated table differences, and penchants.
