The Effect of Learning Styles on Achievement in Different Learning Environments

Autor/inn/en	Yilmaz-Soylu, Meryem; Akkoyunlu, Buket
Titel	The Effect of Learning Styles on Achievement in Different Learning Environments
Quelle	In: Turkish Online Journal of Educational Technology - TOJET, 8 (2009) 4, S.43-50 (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1303-6521
Schlagwörter	Research Design; Cognitive Style; Educational Environment; Learning Processes; Pretests Posttests; Correlation; Audiovisual Aids; Foreign Countries; College Students; Teaching Methods; Educational Technology; Technology Integration; Instructional Design; Multimedia Instruction; Computer Assisted Instruction; Electronic Learning; Turkey; Learning Style Inventory + Suchen Sie Ihr Suchwort? Forschungsdesign; Cognitive styles; Kognitiver Stil; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Learning process; Lernprozess; Korrelation; Audiovisuelles Medium; Ausland; Collegestudent; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtsmedien; Lesson concept; Lessonplan; Unterrichtsentwurf; Multimediales Lernen; Computer based training; Computerunterstützter Unterricht; Türkei
Abstract	Every learning environment may attempt to raise successful students, but will not achieve the desired results if several essential elements are not considered in the instructional design process. These elements can be classified interior and exterior conditions. Learner characteristics, items of the interior conditions such as learning style, age, maturity level, interest are essential in designing learning environments process. The purpose of this study is to investigate the effect of learning styles on students' achievement in different learning environments which were designed according to principles of Generative Theory of Multimedia Learning. Research was conducted in the framework of single group repeated measures experimental design model and three different learning environments (text based, narration based and computer mediated (narration + music + text + static picture) were planned and study group studied in these environments at different times. The two instruments were used to collect data for this study. The pre-posttest designed to identify students' achievement score and Kolb's Learning Style Inventory to measure students' learning style. As a result, it has been clarified that the type of the learning style was not significantly effective on students' achievement in different learning environments. (Contains 1 figure and 4 tables.) (As Provided).
Anmerkungen	Sakarya University. Esentepe Campus, Adapazari 54000, Turkey. Tel: +90-505-2431868; Fax: +90-264-6141034; e-mail: tojet@sakarya.edu.tr; Web site: http://www.tojet.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10