Relevant bibliographies by topics / VARK learning styles

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'VARK learning styles'

Author: Grafiati
Published: 4 June 2021
Last updated: 8 February 2022

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Journal articles on the topic "VARK learning styles"

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Tabatabei, Ezzat. "Innovative, creative VARK learning styles improvement strategies." Global Journal of Foreign Language Teaching 8, no. 3 (August 30, 2018): 87–93. http://dx.doi.org/10.18844/gjflt.v8i3.539.

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Learning styles are different ways of understanding information. There are a lot of models and theories about learning styles one of which is the learning styles of VARK_ Visual, Audio, Read/Write, Kinaesthetic. Learners may have diverse mental abilities, affective orientations, motivations, and perseverance, but they can all use productive creative strategies. Also, significant research indicates that student self-disclosure plays an important role in the learning experience and producing positive learning outcomes. If student’s self-disclosure is based on their learning style, best results can be achieved. The main purpose of this article is to explain a scheme for improving the process of learning. In deeper learning uses their knowledge and skills in a way that prepare students for real life. So student self-disclosure with using senses according to VARK learning style leads to a deeper learning. Key words: learning styles VARK; self-disclosure; deeper learning; learning style
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Tabatabei, Ezzat, and Mina Ghazi Joolaee. "Learning style preferences of Persian learners: Case Study of Arabic speakers." Global Journal of Foreign Language Teaching 7, no. 1 (September 12, 2017): 52–58. http://dx.doi.org/10.18844/gjflt.v7i1.538.

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Learning styles refer to the strategies and processes that facilitate learning and understanding the concepts. So, teachers can incorporate their learning styles in their curriculum activities. It also, will help students to be more attracted to learning session and instantly give attention to the session undertaken by the teachers. The purpose of the experiment is to ascertain the learning styles of learners using the VARK questionnaire. This study is an analysis of learning style for 100 Iraqi and Syrian Persian learners completed a VARK questionnaire to determine if their learning styles are auditory, reading/writing, visual or kinesthetic. Out of 100 participants who responded the questionnaire, their preferred learning style was visual by 12 percentages, 16 auditory, 13 Reading/writing and 20 kinesthetic. According to data analyze, we provide implications for improving learning process. Keywords: Learning styles VARK; Visual; Aural; Reading/writing; Kinesthetic; Arabic Persian learners
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Kamal, Izdihar, Muhammad Khalis Abdul Karim, Mohd Mustafa Awang Kechik, Xinni Ni, and Hairil Rashmizal Abdul Razak. "Evaluation of healthcare science student learning styles based VARK analysis technique." International Journal of Evaluation and Research in Education (IJERE) 10, no. 1 (March 1, 2021): 255. http://dx.doi.org/10.11591/ijere.v10i1.20718.

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<span>This study aimed to evaluate the learning styles among healthcare students and to study the relationship with their academic achievement. This cross-sectional study was conducted among 137 healthcare students from six different courses. Data was collected using a self-administered questionnaire and developed based on the original visual, aural/auditory, read/write, and kinesthetic (VARK) assessment. The questionnaire was divided into two sections: the demographic status and the learning style perspective. A total of 119 respondents (86.8%) has chosen unimodal as their learning styles, while the rest of the 18 respondents (13.2%) choose multimodal as their preferred learning method. Among the unimodal learning styles, visual (32%) and reading (26%) were most preferred among respondents. The auditory and kinesthetic methods of learning were less and accounted for 10% to 20%. Notably, in multimodal learning styles preferences, 4% of students prefer a combination learning style of visual and kinesthetic methods. There was no significant relationship between learning styles and academic achievement using Pearson’s Chi-square test (p&gt;0.05). Hence, both were independent of one another. Hence, some of the dominant learning styles needed to be considered based on their future profession.</span>
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Drago, William A., and Richard J. Wagner. "Vark preferred learning styles and online education." Management Research News 27, no. 7 (July 2004): 1–13. http://dx.doi.org/10.1108/01409170410784211.

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Marlinda, Linda, Dwiki Saputra, and Wahyu Indrarti. "Expert System Identification Of Learning Patterns The VARK Method." SinkrOn 3, no. 2 (March 18, 2019): 205. http://dx.doi.org/10.33395/sinkron.v3i2.10091.

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Nowadays computers have been widely used by many people, both parents, children, and adolescents. Basically, they only follow technological progress. And it eventually led to progress in the field of science. On the other hand, the background of the need for the seriousness of parents in knowing the pattern of their children's learning style is the amount of potential free time that is not well utilized by children in the learning process. Plus the number of parents who do not support children in developing their own mindset. Or the learning atmosphere that is still not conducive. In line with the advancement of technology and science, parents should be able to easily find out the right pattern of children's learning styles, to make it easier for their children to develop their mindset and imagination in the world of learning. And one of them can be by using an expert system. The expert system for identifying patterns of children's learning styles is an expert system designed as a tool for parents to identify patterns of children's learning styles with a dynamic knowledge base. This knowledge is obtained from various sources, including research carried out by experts in their fields and books related to learning styles. The knowledge base is arranged in such a way into logic with several provisions including the vark method (visual, auditory, read, kinesthetic), in order to facilitate system performance in making conclusions. Drawing conclusions in this expert system use the certainty factor method. This expert system will display several questions as indicators of the characteristics of the child's learning style that are felt, then later arrive at the final question. In the final result, the expert system will display the types of characteristics of the child's learning style.
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Ahsan, Amna, Nabila Talat, and Saira Fayyaz. "Exploring the Preferred Learning Styles among Undergraduate Medical Students and Postgraduate Residents by Using VARK Inventory." Health Professions Educator Journal 3, no. 1 (January 4, 2020): 24–30. http://dx.doi.org/10.53708/hpej.v3i1.99.

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Background: Factors which influence learning are educators, students, curriculum, and educational environment. To support the learning environment, educators should be aware of the different learning styles of students, so as to efficiently design the teaching strategies and methodologies to cater to the learning needs of students. Objectives: To determine various learning styles of undergraduate medical students and postgraduate residents by using the VARK questionnaire. To determine the comparison between learning styles of undergraduates and postgraduates. Methods: This cross-sectional study was conducted about the learning style preferences of undergraduate medical students and postgraduate residents of Fatima Jinnah Medical University, Lahore, and Sir Ganga Ram Hospital, Lahore. The VARK questionnaire was used to categorize the learning styles as Visual (V), Auditory (A), Read and Write (R) and Kinesthetic (K). This study was conducted from 15 July to 15 August 2019. A total of 208 students were selected randomly from final year MBBS and postgraduate residents of Sir Ganga Ram Hospital, Lahore. Results: Among 208 students, 102 were undergraduate students and 106 were postgraduate residents. The most common learning style was Kinesthetic (34%) followed by Auditory (29%), Visual (20%), and Read/Write (17%). The unimodal and multimodal percentage of students was 62% and 38% respectively. Conclusion: The majority of undergraduate students and postgraduate residents in this study had unimodal learning styles. The most common learning style of all students was Kinesthetic (K) which was followed by Auditory (A), Visual (V), and Read/Write (R). Keywords: Learning styles, VARK, Postgraduate residents
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Wan Shahidan, Wan Nurshazelin, Nur Rusmawati Ishak, and Siti Nor Nadrah Muhamad. "Learning Styles Preferences Using Fuzzy Logic System." Journal of Computing Research and Innovation 6, no. 1 (March 14, 2021): 54–66. http://dx.doi.org/10.24191/jcrinn.v6i1.171.

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Every individual has their own natural or habitual pattern of gathering and processing information in learning situations. The different environment between school and university studies will pose a significant impact on the learning style of students. The objectives of this study are to analyse the most preferred learning style among first-year diploma students in Universiti Teknologi MARA (UiTM) Perlis Branch and compare the preferred learning style among male and female students using the Fuzzy Logic System. There were nine variable inputs in determining the fuzzy logic learning styles which are reading likeness, by nature, thinking time, speaking rate, activity level, activity enjoyment, visual distraction, auditory distraction and using instruction to obtain the VARK (visual, auditory, read/write, kinaesthetic) learning styles output. The results showed that 32% of the students prefers visual learning styles based on the VARK questionnaire while for the fuzzy inferences system, 40% of the students prefer visual learning style. Additionally, 45% of male students preferred visual learning styles followed by reading/writing and kinaesthetic learning styles of 20%. Among female students, 34% of them also showed preferred visual learning styles, followed by reading/writing learning styles. It is concluded that the vast majority of UiTM Perlis Branch students prefers visual learning styles in their studies.
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Sania Nasir, Dr. Shahid Hussain Mughal, and Amjad Ali Rind. "Investigating the Learning Styles Preferences of First-year B.Ed. Students Studying in a Public Sector University of Northern Sindh, Pakistan." sjesr 4, no. 1 (March 6, 2021): 304–14. http://dx.doi.org/10.36902/sjesr-vol4-iss1-2021(304-314).

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In a student-centered teaching and learning environment, students' needs, potentials, and learning styles are considered crucial. Therefore, teachers need to understand what learning styles students prefer to teach effectively. In the current study, a quantitative research approach has been adopted in this study within it descriptive research designed was used. To determine the preferred learning styles of B.Ed. students, VARK (Visual, Aural, Read/Write, and Kinesthetic) learning style model has been used. Since the data was collected using the VARK questionnaire, simple random sampling techniques were used. The reliability of the instrument was calculated through Cronbach α= 0.75. The sample of the study consists of 140 Bachelor of Education (B.Ed.) students of a Public Sector University located in Northern Sindh, Pakistan. The data were analyzed through descriptive statistics (percentages mean and standard deviation) to determine the most preferred style of learning of students. The results of the study revealed that 27.93% of the B.Ed. students have preferred aural learning style, 25.13% kinaesthetic learning style, 22.65% visual style of learning and 21.09% preferred read/write learning style respectively. To conclude that the majority of the B.Ed. students preferred aural learning style and the least preferred style of learning was read/write. Hence, B.Ed. students were driven towards an aural learning style. This study suggests that students learning styles are influenced by the teacher’s teaching style. Therefore, the teacher can determine his/her teaching style by using the score of the VARK questionnaire. The study recommends that another study can be conducted by the teachers to learn about the larger number of students’ preferred learning styles. The teacher can also address a mixture of learning styles. In the classroom, there are always diverse learners. In that case, the teacher can use integrated teaching style which can address all learners preferred teaching style.
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RAPAPORT, Zofia, and Stefan COJOCARU. "ADAPTATION AND VALIDATION OF THE LEARNING STYLES QUESTIONNAIRE – VARK TO MIDWIFERY EDUCATION – ME-VARK." Social Research Reports 11, no. 3 (November 15, 2019): 108–23. http://dx.doi.org/10.33788/srr11.3.8.

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The research objective is to adapt and validate the VARK questionnaire on learning styles (Fleming, 2001, 2008) to the discipline of midwifery education in nursing – ME-VARK. The four major learning styles are: Visual, Auditory Read/write and Kinesthetic. From a sociological point of view, the working relationship between preceptor (midwife) and preceptee (student) contributes to the student's professional learning (self-efficacy in midwifery) and to the social formation of the students' identity as a midwifery practitioner. Therefore, matched learning styles between them are important for successful training, particularly in clinical practice. In order to construct the ME-VARK, following an in-depth literature review, and a documental analysis, a focus group and a Delphi procedure with in-depth literature review interviews were used to expose the subjective meanings of preceptorship relations as a social construct. Three expert-midwives that also were experienced preceptors participated in the focus group, and ten expert judges participated in six Delphi rounds (a total of 15 judgements). They were requested to propose items/responses relevant to midwifery education and then to validate the new ME-VARK. The results indicate that the chosen items are suitable to measure knowledge, competencies and learning styles in midwifery education. The adapted ME-VARK is relevant to midwifery education and encompasses the main labor stages, the central types of learning via preceptorship, and the essential topics in midwifery profession (exclusiveness). All items are relevant only to midwifery education (inclusiveness). The adapted ME-VARK was found to have all psychometric attributes: Content and construct validity, as well as face validity.
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Farman, Farman, Arbain Arbain, and Fitriyani Hali. "Learning Style Preferences Based on Class and Gender." AL-ISHLAH: Jurnal Pendidikan 13, no. 1 (April 18, 2021): 164–72. http://dx.doi.org/10.35445/alishlah.v13i1.368.

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This study aims to identify and describe students' learning style preferences in the mathematics education study program based on class and gender. This research is a type of quantitative research with a descriptive design that describes the percentage of learning style trends in mathematics education students based on class and gender and then draws conclusions on the percentage of learning style preference. The sample of this research was 44 students of the Mathematics Education study program at USN Kolaka. The instrument used in this study was a questionnaire containing 16 questions related to VARK learning styles (Visual, Auditorial, Read/Write, Kinesthetic). The VARK questionnaire instrument used is a standard questionnaire adapted from The VARK Questionnaire Version 7.1. The results showed that students’ learning styles had a multimodal preference(23% bimodal, 27% trimodal, 18% quadmodal).When viewed from class, class A and class B also have a multimodal preference where ARK is the most dominant preference for class A while class B's most dominant preferences are AK and VARK. In terms of gender, women had a multimodal preference (7% bimodal, 33% trimodal and 13% quadmodal) and men had a multimodal preference (31% bimodal, 24% trimodal and 21% quadmodal).
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Dissertations / Theses on the topic "VARK learning styles"

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Silva, Nishala Iroshini. "LEARNING STYLES, DEMOGRAPHICS, AND ACHIEVEMENT OF NURSING ASSISTANT STUDENTS IN ILLINOIS: IS THERE A RELATIONSHIP?" OpenSIUC, 2014. https://opensiuc.lib.siu.edu/dissertations/972.

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The relationship between learning styles and achievement has been thoroughly studied by many researchers. However, the nursing assistant population is under represented in these studies. Hence, the purpose of this study was to understand the relationship between learning styles, demographics, and achievement of nursing assistant students in Illinois. The sample for the study consisted of 916 nursing assistant students' in Illinois. The VARK learning style inventory was used to measure the students' learning styles, and a demographic questionnaire was used to gather demographic data. The Illinois Nurse Aide Competency Test score was used to measure the achievement of students. The findings showed that there was a relationship between learning styles and achievement of nursing assistant students. Also, there was a relationship between demographics and learning styles. The dominant learning style was the multimodal all four (VARK) preference. Females were the highest representation in the sample and the majority of students were in age ranges 18-25.
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Juškevičienė, Anita. "Antrosios kartos saityno priemonės mokymuisi." Doctoral thesis, Lithuanian Academic Libraries Network (LABT), 2014. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2014~D_20140430_132556-54765.

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Personalizuotos mokymosi aplinkos kūrimas parenkant besimokančiajam tinkamas internetines priemones yra sudėtingas ir aktualus šių dienų uždavinys. Dabartinis besimokantysis turėtų pats imtis iniciatyvos, būti atsakingas už mokymosi procesą, mokėti pasirinkti tinkamas mokymosi priemones, tačiau parama mokymosi metu irgi yra labai svarbi, nes abejotina, ar besimokančiojo savarankiškai pasirinktos priemonės padės įgyvendinti siekiamų mokymosi tikslų ir veiklų optimaliausiu būdu. Disertaciniame darbe išnagrinėti rekomendavimo sistemų ir jose naudojamų vartotojo profilių tipai, rekomendavimo būdai, šių sistemų taikymo galimybės personalizuotam mokymuisi, mokymosi proceso ir antrosios kartos saityno priemonių sąveika, pagrindinės savybės. Pateikiamas antrosios kartos saityno priemonių komponavimo mokymosi procese metodas parenkantis tam tikram besimokančiajam priemonę atsižvelgus į mokymosi tikslus, norimą įgyvendinti mokymosi veiklą, teikiamą pirmenybę mokymosi turiniui bei bendravimo formai. Nagrinėtoji dalykinė sritis aprašyta ontologijoje, o pasiūlyto metodo etapai įgyvendinti žiniomis grindžiamos rekomendavimo sistemos prototipe. Sukurtoji sistema rekomenduoja tam tikrą mokymosi stilių turinčiam besimokančiajam visas jos žinių bazėje esančias internetines priemones, kuriomis naudodamasis besimokantysis gali atlikti nurodytą mokymosi veiklą. Pasiūlytą metodą įvertino parinkti ekspertai – buvo įsitikinta metodo kokybe, t. y. tikslumu, tinkamumu ir našumu (laiko atžvilgiu)... [toliau žr. visą tekstą]
Although in practice and in many sources of literature the need for the application of Web 2.0 tools in education is highlighted, however there is lack of clear methods how these tools could be applied in learning for a higher learning quality, and there is a lack of e-learning systems that implement personalised Web 2.0 tools selection. In the work, personalised Web 2.0 tools selection method is presented. In the research, first of all, personalised e-learning technological peculiarities i.e. recommender systems applications for learning personalisation and those systems components were investigated. After that, selection methods for Web 2.0 tools suitable for implementing learning activities were analysed. The method of integrating Web 2.0 tools into personalised learning activities according to students learning styles was created (this method takes into account student’s learning preferences for content and communication modes tailored to the learning activities with a view to help the learner to quickly and accurately find the right educational tools) and prototype of the recommender system that implements the method proposed was developed. Finally, the expert evaluation of the developed system prototype that implements the method proposed was performed.
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Juškevičienė, Anita. "Research on Web 2.0 Technologies in Education." Doctoral thesis, Lithuanian Academic Libraries Network (LABT), 2014. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2014~D_20140430_132607-89122.

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Although in practice and in many sources of literature the need for the application of Web 2.0 tools in education is highlighted, however there is lack of clear methods how these tools could be applied in learning for a higher learning quality, and there is a lack of e-learning systems that implement personalised Web 2.0 tools selection. In the work, personalised Web 2.0 tools selection method is presented. In the research, first of all, personalised e-learning technological peculiarities i.e. recommender systems applications for learning personalisation and those systems components were investigated. After that, selection methods for Web 2.0 tools suitable for implementing learning activities were analysed. The method of integrating Web 2.0 tools into personalised learning activities according to students learning styles was created (this method takes into account student’s learning preferences for content and communication modes tailored to the learning activities with a view to help the learner to quickly and accurately find the right educational tools) and prototype of the recommender system that implements the method proposed was developed. Finally, the expert evaluation of the developed system prototype that implements the method proposed was performed.
Personalizuotos mokymosi aplinkos kūrimas parenkant besimokančiajam tinkamas internetines priemones yra sudėtingas ir aktualus šių dienų uždavinys. Dabartinis besimokantysis turėtų pats imtis iniciatyvos, būti atsakingas už mokymosi procesą, mokėti pasirinkti tinkamas mokymosi priemones, tačiau parama mokymosi metu irgi yra labai svarbi, nes abejotina, ar besimokančiojo savarankiškai pasirinktos priemonės padės įgyvendinti siekiamų mokymosi tikslų ir veiklų optimaliausiu būdu. Disertaciniame darbe išnagrinėti rekomendavimo sistemų ir jose naudojamų vartotojo profilių tipai, rekomendavimo būdai, šių sistemų taikymo galimybės personalizuotam mokymuisi, mokymosi proceso ir antrosios kartos saityno priemonių sąveika, pagrindinės savybės. Pateikiamas antrosios kartos saityno priemonių komponavimo mokymosi procese metodas parenkantis tam tikram besimokančiajam priemonę atsižvelgus į mokymosi tikslus, norimą įgyvendinti mokymosi veiklą, teikiamą pirmenybę mokymosi turiniui bei bendravimo formai. Nagrinėtoji dalykinė sritis aprašyta ontologijoje, o pasiūlyto metodo etapai įgyvendinti žiniomis grindžiamos rekomendavimo sistemos prototipe. Sukurtoji sistema rekomenduoja tam tikrą mokymosi stilių turinčiam besimokančiajam visas jos žinių bazėje esančias internetines priemones, kuriomis naudodamasis besimokantysis gali atlikti nurodytą mokymosi veiklą. Pasiūlytą metodą įvertino parinkti ekspertai – buvo įsitikinta metodo kokybe, t. y. tikslumu, tinkamumu ir našumu (laiko atžvilgiu)... [toliau žr. visą tekstą]
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Copeland, Matthew Blair. "Learner Modal Preference and Content Delivery Method Predicting Learner Performance and Satisfaction." Thesis, University of North Texas, 2016. https://digital.library.unt.edu/ark:/67531/metadc862858/.

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The purpose of the study was to investigate how the online, computer-based learner's personal learning profile (Preference), the content delivery method supplemented with visual content based on Neil Fleming's VARK (visual, aural, read/write, kinesthetic) model (Content), and the interaction of Preference and Content, influenced learner performance (Performance) and/or learner self-reported satisfaction (Satisfaction). Participants were drawn from a population of undergraduates enrolled in a large public southwestern research university during the fall 2015 semester. The 165 student participants (13.79% completion rate) were comprised of 52 (31.5%) females and 113 (68.5%) males age 18-58+ years with 126 (76.4%) age 18-24 years. For race/ethnicity, participants self-identified as 1 (0.66%) American Indian/Alaska Native, 21 (12.7%) Asian/Pacific Islander, 27 (16.4%) Black, non-Hispanic, 28 (17%) Hispanic, 78 (47.3%) White, non-Hispanic, 10 (6.1%) other. Reported socioeconomic status was 22 (13.3%) withheld, 53 (32.1%) did not know, 45 (27.3%) low, 13 (7.9%) moderately low, 16 (9.7%) middle, 8 (4.8%) upper middle, and 8 (4.8%) upper. This causal-comparative and quasi-experimental, mixed-method, longitudinal study used researcher-developed web-based modules to measure Performance and Satisfaction, and used the criterion p < .05 for statistical significance. A two-way, 4 x 3 repeated measures (Time) analysis of variance (RM-ANOVA) using Preference and Content was statistically significant on each Performance measure over Time, and at two measures on Satisfaction over Time. The RM-ANOVA was statistically significant on between-subjects main effect Performance for read/write modality Content compared to aural and kinesthetic Content. There were no statistically significant main effects observed for Satisfaction. A Pearson r correlation analysis showed that participants that were older, married, and of higher socioeconomic status performed better. The correlation analysis also showed that participants who performed better reported greater likelihood to take online courses in the future, higher motivation, sufficient time and support for studies, and sufficient funding for and access to the Internet. The study results suggested that regardless of Preference, using read/write modality Content based on the VARK model while maintaining the verbal language can yield better Performance outcomes. The study results also suggested that while maintaining the verbal language, Preference, and Content based on the VARK model do not distinguish learner Satisfaction outcomes. However, because Satisfaction has been shown to impact Performance, efficacy, and retention, it matters to educational institutions. Future research should consider more granular models and factorial research methods, because models that utilize a single representative construct score can mask effects when analyzing Performance and Satisfaction.
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Ringdahl, Monika. "Lärstilar : Hur ska vi i skolan lära ut så att eleverna kan lära in ?" Thesis, Karlstad University, Faculty of Arts and Education, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-284.

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Syftet med detta arbete var att ta reda på hur medvetna lärare på lågstadiet är av lärstilar och hur de praktiserar detta i sin undervisning. Jag har intervjuat sju lärare på lågstadiet för att ta reda på detta. Lärarna i min undersökning är relativt medvetna om lärstilar. Denna medvetenhet gör att det undervisar både genom att berätta (auditivt), visa (visuellt) och att de låter eleverna göra saker (kinestetiskt/taktilt) för att förstå. Detta gör att de allra flesta elever kan tillgodogöra sig undervisningen. Trots detta upplevde lärarna att de elever som lär in genom att ”göra” saker ofta kom i kläm i skolan eftersom deras inlärningsstil kräver mer arbete av läraren.


The purpose of this study has been to find out how conscious primary school teachers are of different learning styles and how they use them in practice. I have interviewed seven primary teachers for this study. The teachers were relatively conscious of different learning styles. This consciousness means that the education is both auditive, visual and that they let the pupils learn by doing to understand. This cause that the most pupils can profit from the training. Despite this they witnessed how pupils who “learnt by doing “lost out in the classroom because their needs demanded more effort from teachers.

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Boidou, Blaise Noël. "Facteurs d'influence de l'impact d'un usage partagé du tableau blanc interactif sur la performance scolaire dans un établissement d'enseignement secondaire général de Côte-d'Ivoire." Thesis, Cergy-Pontoise, 2019. http://www.theses.fr/2019CERG1003.

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Grâce au numérique, de nombreux dispositifs ont fait leur apparition dans les salles de classe et offrent ainsi la possibilité de multiplier les supports pédagogiques dans le processus d’enseignement/apprentissage. Le Tableau Blanc Interactif ou Tableau Numérique Interactif (TBI/TNI) en fait partie. Aussi, semble-t-il judicieux d’interroger les facteurs qui influencent l’effet d’un tel dispositif sur la performance scolaire, au regard des résultats contradictoires des études scientifiques sur la question.Ce travail de recherche doctorale est une recherche mixte, alliant à la fois des données quantitatives et qualitatives. A la suite de la revue de littérature, elle tente donc de répondre à la problématique suivante : Quels sont les facteurs qui influencent l’impact de l’usage du Tableau Blanc Interactif (TBI) sur la performance des élèves ?Avant la mise en œuvre de la recherche expérimentale, les hypothèses de départ présumaient que dans un processus d’enseignement/apprentissage médié par le TBI, la performance scolaire des élèves est influencée par le style d’apprentissage de l’élève d’une part, et d’autre part, qu’elle est fonction du type de motivation à l’égard du TBI.En vue de confronter ces hypothèses susmentionnées à la réalité du terrain, une procédure expérimentale de type pré-test/post-test, exécutée en deux phases, consistant à une situation d’enseignement/apprentissage sans le TBI et ensuite avec le TBI, a été menée, afin de mesurer la performance scolaire des élèves.Pour recueillir les données, les outils que sont le questionnaire, un test d’identification du style d’apprentissage selon le modèle VAK (Visuel, Auditif, Kinesthésique), les entretiens individuels semi-dirigés, une échelle de motivation et des observations in situ ont été utilisés.Suite à l’analyse des résultats obtenus à partir des alternatives non paramétriques du test de Khi2 et du test t de Student pour des échantillons appariés, des différences significatives sont observées au niveau de la performance des élèves de style d’apprentissage visuel, contrairement aux élèves ayant d’autres styles d’apprentissage majeur.L’impact de l’intervention du TBI dans le processus d’enseignement-apprentissage serait également fonction du genre et de la motivation de l’élève vis-à-vis du TBI. En effet, on constate que les élèves de sexe masculin et les élèves ayant une motivation autodéterminée à l’égard de l’outil technologique ont vu leurs performances augmenter significativement
Thanks to digital technology, many devices have appeared in classrooms and offer the possibility of multiplying teaching aids in the teaching / learning process. The interactive whiteboard (TBI / TNI) is one of them. Thus, it seems judicious to question the factors that influence the effect of such a device on school performance, given the contradictory results of scientific studies on the subject.This doctoral research work is a mixed research, combining both quantitative and qualitative data. As a result of the literature review, she tries to answer the following question: What are the factors that influence the impact of the use of the Interactive Whiteboard (IWB) on student performance?Prior to the implementation of experimental research, initial assumptions assumed that in an interactive whiteboard-mediated teaching / learning process, students' academic performance is influenced by the student's learning style of learning. on the one hand, and on the other, that it is a function of their degree of motivation with regard to the interactive whiteboard.In order to compare these above-mentioned hypotheses with the reality on the ground, a two-phase experimental procedure consisting of a teaching / learning situation without the interactive whiteboard and then with the interactive whiteboard was conducted in order to measure student academic performance.To collect the data, the tools that are the questionnaire, a test of identification of the learning style according to the model VAK (Visual, Auditory, Kinesthetic), the semi-directed individual interviews, a scale of motivation and observations in situ have been used.Following the analysis of the results obtained from the nonparametric alternatives of the Khi2 test and Student's t test for paired samples, significant differences are observed in the performance of visual learning style students, unlike students with other major learning styles.The impact of the intervention of the whiteboard in the teaching-learning process would also depend on the student's gender and motivation towards the whiteboard. Indeed, we find that male students and students with a self-determined motivation for the technological tool have seen their performance increase significantly
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Mattisson, Morgan, and Emil Persson. "Från demonstration till individuell kunskap : en studie om samspelet mellan kommunikation och inlärning med fokus på ämnet slöjd." Thesis, Linköpings universitet, Institutionen för kultur och samhälle, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-165707.

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I denna studie försöker vi finna svar på hur en praktisk lärardemonstration kan utföras på ett pedagogiskt vis. Vi undersöker även övergången från den stund som domineras av läraren till den stund som utmärks av individuellt elevarbete. Skolämnet som studien utgår ifrån är slöjd men vi tror att de utmaningar och resultat som framkommer kan appliceras även på andra skolämnen. Från svar på enkäter riktade till elever och intervjuer utförda med både lärare och elever framkommer att ett flertal aspekter spelar in för ett framgångsrikt lärande knutet till  demonstrationer. Lärarens kapacitet och förmåga att både förbereda och framföra något är viktig. Samtidigt spelar lärarens kontakt med och kunskap om, både grupp och individ, roll. Återkoppling till elever bör ske med fokus på det som utförts och som eleven kan påverka. Även faktorer av mer praktiska slag påverkar, som vid vilken tid på dagen lektionen pågår och om eleverna då är pigga eller ofokuserade. Att få demonstrationen och det efterkommande elevarbetet att vara en lärorik stund istället för något tråkigt är en utmanande, komplex och rolig del av läraryrket. Att lyckas med det kan vara avgörande för elevernas förståelse och lust att engagera sig i ämnet.
In this study we try to find answers on how a practical demonstration, performed by a teacher, can be conducted in both effective and pedagogic ways. We also explore the transition from a teacher lead period to a period defined by practical work and understanding performed by pupils. The subject studied is the swedish sloyd, but we think the challenges are mainly the same in any school subject. Through research on literature in areas such as rhetorics, leadership and pedagogy we contrast different aspects on the subject with surveys conducted on pupils and interviews with both pupils and teachers. From empirics we conclude that different aspects play important roles in succeeding with bringing a sloyd demonstration into individual pupil knowledge. The teacher’s capacity in preparation and enthralling an audience as well as his or her empathy and knowledge of the mental constitution of the class all play a part. It is also important how well the teacher gives individualized feedback, when pupils start working or no longer do work due to various reasons. Practical factors such as hour of the day and whether the pupils are alert or hungry also do contribute.  Bringing a demonstration from a dull experience into engaged pupil work is a challenging, complex and enjoyable part of a lesson. It may be crucial to the pupil’s future effort making and understanding.
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Ferreira, Alberto Manuel. "Adequação dos materiais educativos aos estilos de aprendizagem dos alunos de cursos profissionais de informática." Master's thesis, 2014. http://hdl.handle.net/1822/38032.

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Relatório de estágio de mestrado em Ensino de Informática
Na era em que a informática domina quase todo o processo de ensino e aprendizagem que se consubstancia na obtenção de conhecimentos por parte dos aprendentes, teve este estudo o intuito de utilizar materiais que facilitam a apreensão de conhecimentos e de encontrar um ser humano recetivo a essas aprendizagens. Para facilitar a aprendizagem por parte dos alunos, este trabalho foi orientado para que fossem estudados os estilos de aprendizagem de cada aluno, podendo assim adequar os materiais educativos ao estilo de aprendizagem de cada um. Para determinar os estilos de aprendizagem de cada aluno, foi utilizado o questionário disponibilizado pelo sistema VARK-Learn. VARK é o acrónimo inglês do inventário dos canais sensoriais preferidos para aprendizagem dos alunos: Visual, Aural, Read/Write e Kinesthetic, proposto por Fleming e Mills (1992), e que podemos traduzir como Visual, Auditivo, Lido/Escrito e Cinestésico. Os materiais didáticos foram integrados com estratégias previamente selecionadas e diversificadas, para que os alunos concretizassem com sucesso as aprendizagens. Foram construídos materiais educativos, de acordo com os estilos de aprendizagem dos alunos, recorrendo a uma diversificação de materiais, para promover a sua utilização dentro e fora do contexto de sala de aula. Os resultados do estudo demonstram que a promoção da aprendizagem pode ser mais efetiva, conhecendo previamente os estilos de aprendizagem individuais e adequando os materiais educativos aos estilos de aprendizagem dos alunos, constituindo uma boa prática no ensino de informática nos cursos profissionais.
The era in which IT dominates almost the entire process of teaching and learning, which consists in obtaining knowledge by the learners, this study had the purpose of using materials which facilitate the acquisition of knowledge and met a human being open to these learning techniques. To make it easy for the students to learn, this study was adapted so that learning styles of each student were taken into account and so that I could adapt the educational materials according to the learning style of each and every one of them. In order to determine what were the learning styles of each student, it was used a questionnaire provided by the VARK-Learn system. VARK stands for Visual, Aural, Read/Write, and Kinesthetic, which in full regards the preferred sensory channels for the students to learn, Fleming and Mills (1992). The didactic materials were integrated along with previously selected and varied strategies so that students achieve successfully the learning. Educational materials were built according to the learning styles of the students using a diversity of materials in order to promote its using inside and outside of classroom. The study’s result shows that learning promotion could be more effective by previously knowing what individual learning styles and adapting the learning materials to the learning styles of the students, creating a good practice and conduct in the teaching of computing and IT in professional courses.
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Bosman, Anne. "The relationship between student academic achievement and student learning styles in a multicultural senior school." Thesis, 2015. http://hdl.handle.net/10500/20187.

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Since 1994 South African classrooms have become more culturally diverse. In order to teach effectively in such an environment, teachers need to use strategies which meet the needs of all the students. One way of addressing this challenge is to consider learning styles theory. Teachers need to understand how individual students of all cultures learn, and which specific learning styles are significantly related to academic achievement. In order to investigate this relationship, a study was conducted at an independent multicultural senior school in the North West Province of South Africa. The aim of the research was to gather information on the learning style preferences of the students at the school; the relationship between the students’ academic achievements in English and mathematics and their learning style; and finally, the relationship between the students’ nationality, gender, form and age and their learning styles as well as their academic achievements in English and mathematics. A mixed methods research design was used. Data was collected by means of a structured questionnaire that was completed by a sample of 240 students of different forms, genders and nationalities. This was followed by individual interviews with ten top achieving students. The study found that the predominant learning style amongst the students in the school was individual learning. This particular learning style was also most significantly related to academic achievements in English and mathematics. The study further determined that nationality did not significantly influence students’ learning styles but gender and age did. Female students were found to be more inclined to be individual learners. Younger students were also found to be auditory learners to a greater extent than older students. Regarding the studying of English and mathematics, it was found that female students generally used auditory learning styles whilst male students preferred kinaesthetic learning styles. Lastly, the study found that the average achievements in mathematics deteriorated as the students got older and the worst performing form was the Form 6s. To this end, various suggestions were made as to how learning styles could be considered to improve learning. Recommendations for further study were highlighted along with the limitations of this research.
Psychology of Education
D. Ed. (Psychology of Education)
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Cardoso, Marina Manuela Faria da Silva. "O contributo dos estilos de aprendizagem para a aquisição de léxico em língua estrangeira." Master's thesis, 2016. http://hdl.handle.net/10362/20389.

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O presente relatório, que está dividido em duas partes, visa analisar a relação dos estilos de aprendizagem dos alunos com o processo de aquisição de léxico em língua estrangeira. Da primeira parte constam dois capítulos. No primeiro, aborda-se a importância que o léxico tem adquirido no ensino-aprendizagem de línguas estrangeiras e explora-se os elementos que potenciam o desenvolvimento da competência lexical. São também apresentadas algumas abordagens, estratégias e atividades que contribuem para a aquisição de léxico. No segundo capítulo, é explorado o conceito de estilo de aprendizagem bem como o seu contributo para o processo de ensino-aprendizagem de línguas estrangeiras. Em seguida, é apresentado o modelo VARK, que foi utilizado na prática letiva. A segunda parte deste relatório foi também dividida em dois capítulos. Primeiramente, é descrita a metodologia utilizada na nossa intervenção bem como o contexto socioeconómico do Agrupamento de Escolas Ferreira de Castro, onde foi realizada a Prática de Ensino Supervisionada. Por fim, depois de enumerados os instrumentos utilizados para a recolha de dados, são apresentados e discutidos os resultados obtidos.
This report, which is divided into two sections, aims to analyse the relationship between students’ learning styles and the process whereby foreign language vocabulary is acquired. In the first section, there are two chapters. In the first chapter, the importance of lexicon in foreign languages teaching is tackled, as well as the elements that promote the development of lexical competence. Some approaches, strategies and activities which contribute to vocabulary acquisition are also presented. In the second chapter, the concept of learning style and its contribution to foreign languages teaching are explored. Afterwards, the VARK model, which was used in the teaching practice, is described. The second section of this report is also divided into two chapters. Firstly, the methodology utilized in the intervention is detailed, as well as the socioeconomic context of the Agrupamento de Escolas Ferreira de Castro, where the Supervised Practicum took place. Finally, after identifying the instruments used for the data collection, the results obtained are presented and discussed.
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Books on the topic "VARK learning styles"

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Teaching and learning styles: VARK strategies. Christchurch, N.Z: The author, 2001.

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Book chapters on the topic "VARK learning styles"

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Lauc, Tomislava, Sanja Kišiček, and Petra Bago. "Students’ Usage and Access to Multimedia Learning Resources in an Online Course with Respect to Individual Learning Styles as Identified by the VARK Model." In Lecture Notes in Computer Science, 548. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-33263-0_64.

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Daoruang, Beesuda, Anirach Mingkhwan, and Charun Sanrach. "The Learning Material Classified Model Using VARK Learning Style." In Advances in Intelligent Systems and Computing, 505–13. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-40271-6_50.

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Adapa, Srinivas, Netaji Gandi, Vechalapu Alekya, and Ganthakora Lakshmi Durga. "Learning Style Recommender System Using VAK Technique and Machine Learning." In Communication Software and Networks, 187–99. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-5397-4_20.

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Lau, Wilfred W. F., Allan H. K. Yuen, and Albert Chan. "Variable-Centered and Person-Centered Approaches to Studying the VARK Learning Style Inventory." In New Media, Knowledge Practices and Multiliteracies, 207–16. Singapore: Springer Singapore, 2014. http://dx.doi.org/10.1007/978-981-287-209-8_19.

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Jesus, Rui Alberto. "Screencasts and Learning Styles." In Encyclopedia of Information Science and Technology, Fourth Edition, 1548–58. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-2255-3.ch134.

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Learning styles appear to explain something that is obvious: people learn in different ways. In this chapter, the emphasis is on the different sensory modalities by which students prefer to perceive stimuli from the outside. On the other hand, professors can use several didactic materials to deliver instruction to their students (particularly in eLearning). One of them are screencasts which are digital recordings of computer screen output, including audio voiceover. If well planned and recorded, screencasts can include text, images, diagrams, audio, video and simulations, thus aiming to reach several learning modalities. This chapter explores the relation between screencasts and sensory preferences (measured by the VARK questionnaire), in a sample of nursing students. The data was analyzed with descriptive and inferential statistics methods. The majority of these students were multimodal (61.4%), as opposed to unimodal (38.6%), and screencasts were found to be more appealing to the former, and face-to-face classes were more appealing to the latter.
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Jesus, Rui Alberto. "Screencasts and Learning Styles." In Advanced Methodologies and Technologies in Modern Education Delivery, 152–64. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7365-4.ch013.

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Learning styles appear to explain something that is obvious: people learn in different ways. In this chapter, the emphasis is on the different sensory modalities by which students prefer to perceive stimuli from the outside. Professors can use several didactic materials to deliver instruction to their students (particularly in e-learning). One of these is screencasts, which are digital recordings of computer screen output, including audio voiceover. If well-planned and recorded, screencasts can include text, images, diagrams, audio, video, and simulations, thus aiming to reach several learning modalities. This chapter explores the relation between screencasts and sensory preferences (measured by the VARK questionnaire) in a sample of nursing students. The data was analyzed with descriptive and inferential statistics methods. The majority of these students were multimodal (61.4%), as opposed to unimodal (38.6%), and screencasts were found to be more appealing to the former, and face-to-face classes were more appealing to the latter.
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da Silva, Isabela Nardi, Simone Meister Sommer Bilessimo, and Juarez Bento da Silva. "Use of the VARK Model for Students of an Undergraduate Course in Systems Analysis and Development." In Theoretical and Practical Approaches to Innovation in Higher Education, 42–56. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-1662-1.ch003.

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The VARK model (visual, aural, read/write, and kinesthetic) is one of the tools to identify learning styles. This study presents the results of student performance in a Systems Analysis and Development undergraduate course after the application of the VARK questionnaire. The class was divided: half would respond to the questionnaire and perform activities tailored to their learning profile while the other half would only perform a standardized activity. In the end, everyone should answer the same three questions in order to analyze the impact of personalized learning. It was possible to see that students who performed the activity in a personalized way obtained better income than those who did not respond to the questionnaire. So, it is possible to realize that the VARK model is effective, and it is a good practice to be used in classroom because it makes the students learn better since they will perform an activity that matches their profile learning.
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Markman, Kris M. "Learning to Work Virtually." In Interpersonal Relations and Social Patterns in Communication Technologies, 220–36. IGI Global, 2010. http://dx.doi.org/10.4018/978-1-61520-827-2.ch012.

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This chapter presents an analysis of interaction in computer-mediated group meetings. Five undergraduate students used a quasi-synchronous chat interface to conduct four virtual team meetings. Using the framework of conversation analysis, I describe how self-initiated self repair of minor errors such as typos was used by team members as a vehicle for group norm development. The norms for typing style (punctuation, correcting typos and spelling mistakes) vary widely across computer-mediated communication (CMC) contexts. I show how the main function of the repair attempts was not to clarify meaning, but rather to help team members, particularly in their first meeting, work out an agreed-upon set of typing conventions for their subsequent interactions, thus contributing to the development of a norm of informality.
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Turkanis, Carolyn Goodman, and Leslee Bartlett. "Never-Ending Learning." In Learning Together. Oxford University Press, 2001. http://dx.doi.org/10.1093/oso/9780195097535.003.0037.

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In the OC, teachers, parents, and administrators continually try to articulate the overarching principles of learning as a community that guide our everyday practices and underlie natural variations across individuals and classrooms. The principles are enacted in varying ways in the specific practices across classrooms, as variations on the theme that makes up the common thread of the philosophy. The everyday practices that support the philosophy vary according to teacher style and experience, classroom grade levels, and the unique interests and needs of members of the classroom community. For example, some years different teachers experiment with the schedules in their classrooms, arranging all literacy activities in one time block or encouraging varying types of activities within any time block. But such variations in everyday practices are still built around the philosophical principle of purposeful learning activities, as all classrooms support literacy learning with classic and current children's literature that is of interest in their class. The specific types of activities vary across the grade levels to adapt to the interests and growing skills of the students. Teachers and parents continually examine how everyday practices in the different classrooms fit with the OC philosophy. The common principles that tie our classes together not only provide coherence to the way we do things but also underlie many of the issues with which we continue to struggle in philosophical discussions. That is natural, since a community of learners is a work in progress. The common philosophy has developed from and is understood by working together and having innumerable discussions about the way we do things. The variations in practices still must remain true to the core principles in order for the school to remain a coherent community of learners. On occasion, differences in interpretation of the philosophy by particular individuals have been great enough to raise concern. At such times, the teachers observe and reflect to come to consensus on how to support the learning of the people involved. With this process, people usually come to understand and embrace the philosophy; sometimes they realize that another learning situation would be more appropriate for them.
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Howarth, Janet. "Research Training in the Humanities in British Universities, c.1870–1939: Classical Studies, History, Philosophy." In History of Universities: Volume XXXIV/1, 84–107. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780192844774.003.0006.

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Between the late-nineteenth and mid-twentieth centuries the idea of the research university gained acceptance in Britain, but the development of research training in the humanities was slow and patchy. It attracted little State interest or funding. The PhD, introduced as a standard postgraduate qualification after the First World War, did not become a requirement for an academic career in the humanities for another half-century. How, then, did British academics acquire the expertise needed to advance knowledge, in a world of learning transformed by the achievements of European university scholarship and by access to new archival and archaeological source material? Some insight can be gained from the series of memoirs of Fellows published by the British Academy. The experience of individuals, how it might vary between disciplines and over time are issues explored here through the memoirs of a sample of FBAs representing classical studies, history, and philosophy who died between 1930 and 1970. The main focus is on change, or the limitations of change, in practices at the ancient English Universities: the great majority of Academicians were Cambridge or Oxford graduates, although their careers took them to professorial chairs across the expanding range of universities in the United Kingdom. FBA memoirs suggest that shifting perspectives on the German university paradigm help to explain the uneven development of research training and to reinforce commitment to a distinctively English idea of the university and academic style.
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Conference papers on the topic "VARK learning styles"

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Narayanan, Mysore. "Assessment of Air Quality Education Using VARK Learning Styles." In World Environmental and Water Resources Congress 2008. Reston, VA: American Society of Civil Engineers, 2008. http://dx.doi.org/10.1061/40976(316)629.

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Moazeni, S., and H. Pourmohammadi. "Smart teaching quantitative topics through the VARK learning styles model." In 2013 3rd IEEE Integrated STEM Education Conference (ISEC). IEEE, 2013. http://dx.doi.org/10.1109/isecon.2013.6525222.

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"The Vark Learning Styles of Junior Islamic High School Students." In March 2-4, 2020 Istanbul (Turkey). Dignified Researchers Publication, 2020. http://dx.doi.org/10.17758/dirpub8.dir0320417.

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Imran, Nungky Amalia, Paulus Insap Santosa, and Sri Suning Kusumawardani. "Implementation of VARK Learning Styles in the MOOC User Interface Design." In International Conference on Creative Economics, Tourism & Information Management. SCITEPRESS - Science and Technology Publications, 2019. http://dx.doi.org/10.5220/0009867502200223.

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Diaz, Felipe Sentis, Tania Pizarro Rubilar, Claudio Cubillos Figueroa, and Rafael Mellado Silva. "An Adaptive E-Learning Platform with VARK Learning Styles to Support the Learning of Object Orientation." In 2018 IEEE World Engineering Education Conference (EDUNINE). IEEE, 2018. http://dx.doi.org/10.1109/edunine.2018.8450990.

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Razali, N. S. M., F. Ahmad, N. Hamzah, W. A. S. Wan Hassan, and S. M. Baharudin. "Learning style tendencies based on Fleming’s VARK learning style among TVET students." In PROCEEDINGS OF 8TH INTERNATIONAL CONFERENCE ON ADVANCED MATERIALS ENGINEERING & TECHNOLOGY (ICAMET 2020). AIP Publishing, 2021. http://dx.doi.org/10.1063/5.0053050.

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Nor, Azlina Binti Mohamat. "Vark Learning Style To Aborigines in Pıpoa Kuala Rompin, Pahang." In 9th International Economics and Business Management Conference. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.12.05.50.

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Daoruang, Beesuda, Krich Sintanakul, and Anirach Mingkhwan. "The Study of Learning Achievement of Learners Classified VARK Learning Style in Blended Learning." In NLPIR 2019: 2019 the 3rd International Conference on Natural Language Processing and Information Retrieval. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3342827.3342839.

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Dutsinma, Faruk Lawal, Supansa Chaising, Wanus Srimaharaj, Roungsan Chaisricharoen, and Punnarumol Temdee. "Identifying Child Learning Style by Using Human Physiological Response and VARK Model." In 2018 Global Wireless Summit (GWS). IEEE, 2018. http://dx.doi.org/10.1109/gws.2018.8686547.

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Patintingan, Mersilina, Reni Lolotandung, and Theresyam Kabanga. "VAK Learning Style Identification of PGSD UKI Toraja Students." In Proceedings of the 1st International Conference of Science and Technology in Elementary Education, ICSTEE 2019, 14 September, Makassar, South Sulawesi, Indonesia. EAI, 2019. http://dx.doi.org/10.4108/eai.14-9-2019.2290028.

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