• English Language & Literature Teaching
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• v.13 no.1
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• pp.27-46
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• 2007

Teachers can maximize students' L2 learning by knowing preferred learning styles. This paper presents the results of a survey that asked 309 English learners to identify their perceptual learning style preferences. It further compared students' favored learning styles in terms of their gender and major field of study and explored a possible link between learning styles and English achievement. Collected data using Reid's (1995) questionnaire were analyzed by descriptive statistics, MANOVA, ANOVA, correlations, multiple regressions including squared partial correlations, and Cronbach's alpha. The results indicated that Korean students favored English learning in group regardless of gender, while their preferred mode of learning was significantly different in regard to their major field of study. Certain learning styles might be profitable for English achievement. Multiple regression analyses revealed that individual mode of learning was the best predictor of students' English achievement. It furthermore showed significant relationships between visual and individual styles of learning and English performance. The findings of the study reflected students' English learning context in which English native-speaking teachers frequently used communicative pair and small group activities for speaking practices that were consonant with students' learning styles.

• Educational Technology International
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• v.14 no.2
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• pp.189-213
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• 2013

The study was conducted to find out the interaction between learning styles, and types of task on satisfaction and achievement in Chinese learning on Facebook. 44 students from D University in Seoul, Korea finished the questionnaires. To measure the participants' learning styles and satisfaction, the learning style instrument and satisfaction instrument were used. The data received were analyzed to find out the interaction between learning styles, and types of task on satisfaction and achievement. Through the analysis, the study suggests that, in the SNS environment for learning, instructors should focus on more on types of tasks than learning styles. Learning styles are important, however, for new pedagogy for one new learning environment, types of task are definitely more important than learning styles. Depending on the study results, the instructors should pay more attention to types of task, and they should also use different strategies to facilitate the contents of tasks to improve achievement and satisfaction in an SNS environment.

• Journal of Engineering Education Research
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• v.24 no.6
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• pp.40-49
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• 2021

The purpose of this study is to explore the possibility of changing students' learning styles and preferred teaching styles after applying the flipped learning method to engineering education. In order to achieve the purpose of this study, literature review and survey study were conducted. The subject of application of the flipped learning method is the 'Creative Problem Solving Methodology' class, which is one of the specialized liberal arts subjects operated for students of the college of engineering at D university in Gyeonggi-do. For the survey study, a tool adapted to the domestic conditions of Kolb's learning style test tool and Felder & Silverman's preferred teaching style test tool was used. In addition, pre- and post-tests were conducted to measure changes in the learning styles and preferred teaching styles. As a result of applying the flipped learning method for one semester, the learning style showed a tendency to change from an accommodative to a divergent learner. In addition, in the case of the preferred teaching styles, it was confirmed that there were statistically significant changes in the organization and the area of participation. Based on these findings, a proposal for a follow-up study was presented.

• Journal of Korean Academy of Nursing Administration
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• v.12 no.1
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• pp.140-150
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• 2006

Purpose: The purpose of this study was to determine learning styles and preferred learning methods of clinical nurses. Method: Data were collected from 735 nurses at one university hospital in Seoul. Learning style inventory, a self-report questionnaire was completed by the subjects. Result: Learning styles of nurses were accommodator 35.9%, diverger 30.4%, converger 18.2%, assimilator 15.5%. Learning styles varied significantly with clinical practice area and academic background. Furthermore, RO(reflective observation) learning mode varied significantly according to the clinical practice area. AC(abstractive conceptualization) learning mode varied significantly with job position. AC and AE(active experimentation) learning modes varied significantly according to the academic background and preferred learning method. Preferred learning methods were lecture 24.8%, clinical practice 23.1%, self-directed learning 21.5%, audiovisual education 16.7%, and group discussion 13.9%. Preferred learning methods varied significantly with learning styles and career. Lecture was preferred in diverger and self-directed learning was preferred in assimilator. Clinical practice was preferred in accommodator and converger. Conclusions: This study suggested that clinical education should be applied to nurses after examining learning styles and preferred learning methods. In conclusion, to identify the nurses' learning styles could be helpful for developing the effective educational skill.

• The Journal of Korean Academic Society of Nursing Education
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• v.13 no.1
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• pp.13-22
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• 2007

Purpose: The purpose of this study was to determine learning styles and preferred learning methods of undergraduate nursing students in Korea. Method: Data was collected from 724 nursing students at five universities in Seoul, Busan, Daegu, Daejeon, and Gwangju. Kolb's Learning Style Inventory, a self-report questionnaire was completed. Result: Learning styles of nursing students were diverger 43.5%, accommodator 36.7%, assimilator 10.8%, or converger 9.0% Learning styles were significantly different related to preferred future clinical practice area and grade. Furthermore, active experimentation(AE) learning mode was significantly different by grade. Concrete experience(CE), conceptualization(AC), and active experimentation(AE) learning modes were significantly different preferred future clinical practice area. preferred learning methods were lecture 40.7%, clinical practice 37.2%, self-directed learning 8.7%, laboratory practice 8.0%, and group discussion 5.4%. Preferred learning methods were significantly different by learning styles and grade. Lecture was preferred in diverger and assimilator. Clinical practice was preferred in accommodator and converger. Styles Conclusion: This study suggested that nursing education should be applied to nursing students after examining learning styles and preferred learning methods. In conclusion, nursing educators should help to develop various learning modes for student's balanced learning capabilities.

• 대한공업교육학회지
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• v.31 no.2
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• pp.332-349
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• 2006

The purpose of this study is to identify the relationship between the University students' learning styles in an e-learning according to the major field and learning styles in an e-learning according to the psychological types. The results of the research are as follows: First, The Major field made no difference to the learning styles in e-learning. E-learning styles of University student are as follows : the environment-dependent and self-directed learning style, positive and cooperative learning style, environment-independent and self-directed learning style. Second, In comparison with the boys and girl's the learning styles in e-learning, there were individual differences. But the environment-dependent and self-taught learning style was the highest learning style in Boys and Girl's but, especially there was more high in Girl's. Third, Amount to use internet made no difference to the learning styles in e-learning. The difference of learning styles in an e-learning environment according to Extraversion-Introversion, Sensing-Intuition, Thinking-Feeling among Psychological Types were statistically meaningless.

• Journal of the Korean Society of Clothing and Textiles
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• v.16 no.1 s.41
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• pp.137-146
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• 1992

As a preliminary work for the interrelations between individuals' learning style and their consumer decision-making styles in purchasing apparel, its theoretical backgrounds were reviewed. Several major approaches to measuring and characterizing learning styles were theories of Hunt, Schroder, Kolb, and sproles. - Relevant literature suggests several consumer decision-making styles including Morchis' and Sproles'. Researches on the practical' implication of theoretical learning styles model in the area of consumer decision-making styles were also explored.

• The Journal of Korean Association of Computer Education
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• v.18 no.3
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• pp.59-68
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• 2015

The purpose of this study is to analyze the learner's characteristics, and relationship between learning styles and achievements in online programming learning environment. For the analysis, after performing the inspection of learning styles of Grasha-Reichmann for 104 middle and high school students, online programming learning were performed for 12 weeks. First, according to learner's variable, boy was higher than girls in dependent learning style. Middle school student higher than high school student in competitive and avoid learning styles. Independent and participant learning styles show a significant difference in achievement level. Analysis of the relationship between learning styles and achievements show that independent(r=.253, p<.01) and participant(r=.303, p<.01) have the positive correlations. As a result, independent and participant learning styles are confirmed to be related with achievements. In addition, we analyzed each learning style characteristics by writing survey of the impression of the learners by main learning styles, through which we could derive teaching and learning strategies for the online programming by learning styles.

• Journal of Korean Elementary Science Education
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• v.34 no.4
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• pp.447-457
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• 2015

This study has attempted to find the teaching methods for the elementary students with low science achievement by examining the differences of science learning motivation, academic stress and stress coping styles and the characteristics shown in the relationship between them. To achieve this, the differences of science learning motivation, academic stress and stress coping styles of the elementary students with low science achievement and their relationship was set up as a study problem. A science learning motivation using a science learning motivation questionnaire reconfigured with PALS along with underachievers diagnosis were measured targeting 660 elementary students located in Seoul. Using an academic stress questionnaire and stress coping style questionnaire, an academic stress and stress coping styles were measured. The results of analyzing the collected data are as follows. First, a science learning motivation of elementary students with low science achievement was lower than the general students but the academic stress was shown higher. Especially, the self-efficacy of science learning motivation was significantly lower and the school stress was highest. For stress coping styles, a tendency of passive and avoidment coping styles were shown higher than the general students. Second, among the science learning motivation of elementary students with low science achievement, the self-efficacy motivation and school stress have shown a negative correlation but had a positive correlation with the goal-oriented motivation centered on ability. In the correlation between the science learning motivation of elementary students with low science achievement and the stress coping styles, the pursuit of social support coping styles have shown a significant positive correlation with the science learning motivation and its subcategories. As a result of conducting a regression analysis on the influence of academic stress and stress copying styles on the science learning motivation of elementary students with low science achievement, among the academic stresses, the school stress was shown to have the biggest influence. Among the stress coping styles, the pursuit of social support coping styles had the biggest influence on the science learning motivation followed by active coping behaviors, passive and avoidment coping behaviors. Low science learning motivation as underachievement factors of elementary students with low science achievement was identified as having a relationship with high school stress and undesirable stress copying styles. Therefore, guidance and a program are required for the elementary student with low science achievement to have desirable stress coping methods on the stressful situations. In addition, for the improvement of science learning motivation, a learning environment is needed for the elementary students with low science achievement with seeking of relevant educational methods.

• Asia-Pacific Journal of Business
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• v.3 no.1
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• pp.1-9
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• 2012

The Index of Learning Styles (ILS) instrument based on the Felder-Silverman Learning Style Model was used to determine distribution of learning styles of 125 South Korean business students enrolled in a South Korean institution of higher education. Results show that greater proportion of South Korean business students surveyed in this study prefer sensing over intuitive, visual over verbal, reflective over active, and global over sequential learning styles. The majority of business students have a balanced learning style in all four dimensions of the Felder-Silverman model. Among the students that do not have a balanced learning style, students with sensing, visual, reflective, and global learning styles dominate. Gender difference in learning style preference was not statistically significant for any of the four dimensions.