@2024 Afarand., IRAN
ISSN: 2228-5468 Education Strategies in Medical Sciences 2015;8(5):309-316
ISSN: 2228-5468 Education Strategies in Medical Sciences 2015;8(5):309-316
Matching Level between Professors’ Selected Media and Emotional-Perception Preferences of Students
ARTICLE INFO
Article Type
Descriptive & Survey StudyAuthors
Hedayati N. (1)Amini N. (*)
Zamani B.E. (2)
(*) Educational Sciences Department, Psychology & Educational Sciences Faculty, University of Isfahan, Isfahan, Iran
(1) Dentistry Department, Dentisry Faculty, Shahid Behshti University of Medical Sciences, Tehran, Iran
(2) Educational Sciences Department, Educational Sciences & Psychology Faculty, University of Isfahan, Isfahan, Iran
Correspondence
Address: Psychology & Educational Sciences Faculty, Darvazeye Shiraz, University of Isfahan, Isfahan, IranPhone: +983137932549
Fax:
narjesamini@yahoo.com
Article History
Received: March 15, 2015Accepted: September 9, 2015
ePublished: January 10, 2016
ABSTRACT
Aims
Considering individual differences and different learning styles in the learners is necessary in more effective learning. If the used learning style may be fully correspond with the students’ preffered style, there is a better learning performance. The aim of this study was to assess the conformity of the students’ learning styles with educational media and technologies used by the teachers at Isfahan University of Medical Sciences.
Instrument & Methods In the descriptive-correlational study, 90 medicine and dentistry students of Isfahan University were randomly selected via Stratified Sampling method in 2014-15 academic year. The study tool was a researcher-made questionnaire to investigate the learning styles and technologies used by the teachers. Data was analyzed in SPSS 22 software using Hotelling’s T test, and Somers’, Kendall’s, and Gamma Agreement Coefficients.
Findings From the students’ viewpoints, visual and auditory styles were the most and the least preffered styles, respectively. A combination of the technologies was used by the teachers. In addition, visual and kinesthetic/motion mediae were the most and the least used technologies by the teachers, respectively. There was no significant conformity between read/write, aural, and kinesthetic/motion styles of the students and the technologies used by the teachers (p>0.05). Neverheless, there was a significant conformity between the students’ visual style and the visual technologies used by the teachers (p<0.05).
Conclusion There is conformity between the technologies used by the teachers of Isfahan University of Medical Sciences and the students’ viual learning style. However, the technologies are not compatible with read/write, aural, and kinesthetic/motion styles of the students.
Instrument & Methods In the descriptive-correlational study, 90 medicine and dentistry students of Isfahan University were randomly selected via Stratified Sampling method in 2014-15 academic year. The study tool was a researcher-made questionnaire to investigate the learning styles and technologies used by the teachers. Data was analyzed in SPSS 22 software using Hotelling’s T test, and Somers’, Kendall’s, and Gamma Agreement Coefficients.
Findings From the students’ viewpoints, visual and auditory styles were the most and the least preffered styles, respectively. A combination of the technologies was used by the teachers. In addition, visual and kinesthetic/motion mediae were the most and the least used technologies by the teachers, respectively. There was no significant conformity between read/write, aural, and kinesthetic/motion styles of the students and the technologies used by the teachers (p>0.05). Neverheless, there was a significant conformity between the students’ visual style and the visual technologies used by the teachers (p<0.05).
Conclusion There is conformity between the technologies used by the teachers of Isfahan University of Medical Sciences and the students’ viual learning style. However, the technologies are not compatible with read/write, aural, and kinesthetic/motion styles of the students.
CITATION LINKS
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[33]Mousa Ramezany S. Effect multimedia education and lecture on study achievement of motivation and self-efficial students online. Educ Tech. 2011;1(6):45-58. [Persian]
[2]Khandaghy MA, Rajayy M. Impact learning style on students' preferred style of teaching. J Educ Psychol. 2012;9(28):15-39. [Persian]
[3]Ismail A, Hussein R, Jamaluddina S. Assessment of students’ learning styles preferences in the faculty of science, Tishreen University, Syria. Proced Soc Behav Sci. 2010;2(2):4087-91.
[4]Franzoni AL, Assar S. Student learning styles adaptation method based on teaching strategies and electronic media. Educ Technol Soc. 2009;12(4):15-29.
[5]Franzoni AL, Assar S. Student learning styles adaptation method based on teaching strategies and electronic media. Educ Technol Soc. 2009:12(4):15-29.
[6]Beacham NA, Elliott AC, Alty JL, Al-Sharrah A. Media combinations and learning styles: A dual coding approach. World Conference on Educational Multimedia, Hypermedia & Telecomunicaciones. Denver, Colorado; 2002.
[7]Bates OW, Poll G. Effective teaching with use technology in higher education. Zamani B, Azimi SA, translators. Tehran: Samt; 2010.
[8]Kloss RJ. A nudge is best: Helping students through the perry scheme of intellectual development. Coll Teach. 2010;42(4):151-8.
[9]Ford N, Chen S. Matching/mismatching revisited: An empirical study of learning and teaching styles. Br J Educ Tech. 2001;32(1):5-22.
[10]Javadinia AR, Sharifzadeh Gh, Abedini MR, Khalesi MM, Erfanian M. Learning Styles of Medical Students in Birjand University of Medical Sciences According to VARK Model. Iran J Med Educ. 2011;11(6):584-9. [Persian]
[11]Prince MJ, Felder RM, Brent R. Does faculty research improve undergraduate teaching? an analysis of existing and potential synergies. J Eng Educ. 2007;96(4):283-94.
[12]Hayes J, Allinson CW. The implications of learning styles for training and development: A discussion of the matching hypothesis. Br J Manag. 1996;7(1):63-73.
[13]Shuell TJ. Cognitive conceptions of learning. Rev Educ Res. 1986;56(4):411-36.
[14]Felder RM [Internet]. Index of learning styles [Retrieved 2009, 22 August; Cited 2015, 3 July]. Available from: http://www4.ncsu.edu/unity/lockers/users/f/felder/public/ILSpage.html
[15]Bertolami CN. Rationalizing the dental curriculum in light of current disease prevalence and patient demand for treatment: Form vs content. J Dent Educ. 2001;65(8):725-35.
[16]Brown JS, Collins A, Duguid P. Situated cognition and the culture of learning. Educ Res. 1989;18(1):32-42.
[17]Banning M. Approaches to teaching: Current opinions and related research. Nurs Educ Today. 2009;25(7):502-8.
[18]Turki J. Thinking styles "in light of sternberg's theory" prevailing among the students of tafila technical university and its relationship with some variables. Am Int J Contemp Res. 2012;2(3):140-53.
[19]Chandler G. Succeeding in the first year of practice. J Nurs Staff Dev. 2012;28(3):103-7.
[20]Van Blerkom DL, Van Blerkom ML, Bertsch S. Study strategies and generative learning: What works?. J Coll Read Learn. 2006;37(1):7-18.
[21]Allen SJ. Adult learning theory & leadership development. Leadersh Rev. 2007;7:26-37.
[22]Norman G. When will learning style go out of style?. Adv Health Sci Educ. 2009;14(1):1-4.
[23]Isman CA, Gundogan NU. The influence of digit ratio on the gender difference in learning style preferences. Personal Individ Differ. 2009;46(4):424-7.
[24]Fleming N, Mills C. Not another Inventory, rather a catalyst for reflection. Improv Acad. 1992;11:137-155.
[25]Fleming N [Internet]. VARK: A guide to learning styles. Available from: http://www.vark-learn.com/ documents/TheVARK Questionnaire.pdf. 2004.
[26]Duarte FP. Conceptions of good teaching by good teachers: Case studies from an Australian University. J Univ Teach Learn Pract. 2013;10(1):1-17.
[27]Rahmanpour M, Palizban F, Zamani BE. Survey and Comparison of the Students' learning Styles in Engineering and Human Science Faculty of ISfahan University According to Gender, Academic Level and Course. Eng Educ J. 209;11(41):47-67. [Persian]
[28]Khaghanyzadeh M. Use of media and educational assist tools in teaching. J Educ Strateg. 2009;2(3):127-30. [Persian]
[29]Anderson T, editor. Theory and practice of online learning. 2nd edition. Edmonton: Athabasca University Press; 2010.
[30]Adib Haj Baghery M. The experience nursing & midwifery about effective use of powerpoint in teaching. Iran J Med Educ. 2010;10(2):111-23. [Persian]
[31]Rasolinejad SA, Behnia H, Davoodabadi A, Rasoulinejad SV. Surveying the knowledge, attitude and practice of Kashan faculty member towards educational media. Feyz. 2004;7(4):78-83. [Persian]
[32]Malekshahi F, Sheikhian A, Ebrahim Zadeh F. The investigation Viewpoints of the Faculty of Medical Sciences in some educational indicators in lorestan University in 2007. Yafte. 2011;12(2):33-43. [Persian]
[33]Mousa Ramezany S. Effect multimedia education and lecture on study achievement of motivation and self-efficial students online. Educ Tech. 2011;1(6):45-58. [Persian]