Introduction The issue of learning styles is becoming

Introduction • The issue of learning styles is becoming increasingly important in the last two decades. • learning styles provide insight into the ways learners perceive, interact with and respond to the environment in which learning activities occur. • Teaching styles reflect the beliefs and values that teachers hold about the learners’ role in learning Center for Statewide E-learning ● NSU 1

Literature Survey • Various theory of learning styles have been proposed over the last three decades. – Multiple Intelligence: seven separate intelligences are described: linguistic, logical mathematical, spatial, bodily-kinesthetic, musical, interpersonal, and intrapersonal. – Myers-Briggs Type Indicator (MBTI): measures the dimension of learning. Sixteen personalities are categorized Center for Statewide E-learning ● NSU 2

Literature Survey (Con. ) – Field Dependence and Field Independence: measures the extent to which a learner is influenced by a surrounding field. – Dunn and Dunn model: incorporates a wider range of dimensions. Five separate categories are derived according to this model: Environmental, emotional, sociological, physiological, psychological. Center for Statewide E-learning ● NSU 3

Literature Survey (Con. ) – Modality Preference (Visual-Auditory. Kinesthetic) model: focuses on the modes or senses through which people take in and process information. Several instruments have been developed for this perceptual model. • Multi-Modal Paired Associates Learning Test (MMPALT) – Assess sensory preference; • VARK Learning Styles Inventory – provide learning style profile for each student. Center for Statewide E-learning ● NSU 4

Literature Survey (Con. ) – MAVIS Model • Match – When grouping for instruction the more style match the better; • Adaptability – The willingness to shift from one style into others; • Versatility – The ability to shift from one style into others; • Interaction – Different learning styles interact with each other; • Stretch – All students should experience learning in a non-dominant style area. Center for Statewide E-learning ● NSU 5

Research problems • Challenge – Many learn how to teach in the way they were taught. The challenge is that once a teaching style is formed it is quite difficult for an instructor to change his/her teaching style. • The research problem -- will exposure to Reusable Learning Objects (RLOs) that have been tailored to specific learning styles result in deeper understanding of core concepts? If so, an instructor can change his/her teaching style by delivering RLOs in different learning styles! Center for Statewide E-learning ● NSU 6

Our Research Methodology • Reusable Learning Objects – Concepts of RLOs – Identifying Learning Styles – Developing RLOs – Delivering RLOs • Experiment Design • Data and Analysis Center for Statewide E-learning ● NSU 7

Reusable Learning Objects • Learning objects [are] self-standing, reusable, discrete pieces of content that meet an instructional objective. Learning objects may be tagged with meta-data so that users can easily identify and locate specific learning objects in a Web-based environment. -ADL Co-Lab Center for Statewide E-learning ● NSU 8

Experimental Design • Sample – Students from ARTE 310 at Northern State University – Total 41 students participated experiment – Control group consisted of 8 students – Experimental group consisted of 23 students Center for Statewide E-learning ● NSU 9

Experimental Design (cont. ) • Experiment Procedure – Pretest was be given at the initial class session, along with the VARK assessment; – Post-test was given after the class lecture. Post-test consisted of the same questions as the pre-test but in scrambled order; – Final test was given on the core concepts, consisting of the same questions but scrambled again, after students studied the materials for one week. Center for Statewide E-learning ● NSU 10

Data and Analysis Center for Statewide E-learning ● NSU 11

Data and Analysis (Cont. ) Center for Statewide E-learning ● NSU 12

Conclusion • Due to the small number of students who participated experiment, no statistically meaningful result has been obtained from the experiment; • The data, however, do indicate that the students in the experimental group performed better than the control group; • Students agreed that the learning materials presented in various learning styles can be helpful. Center for Statewide E-learning ● NSU 13