مورد إلكتروني
University Educators' Instructional Choices and Their Learning Styles within a Lesson Framework
| العنوان: | University Educators' Instructional Choices and Their Learning Styles within a Lesson Framework |
|---|---|
| المؤلفون: | Mazo, Lucille |
| بيانات النشر: | Editorial Universitat Politècnica de València Hispana 2017-06-26 |
| نوع الوثيقة: | Electronic Resource |
| مستخلص: | [EN] Research on learning styles often focuses on the learning style of the student; however, the learning style of the educator may affect instructional choices and hinder learning. Few studies have addressed the lack of knowledge that exists in universities with respect to educators’ learning styles and a lesson framework (development, delivery, and debriefing). This sequential mixed methods study explored university educators’ conscious, reflective instructional choices as they related to learning styles application within a lesson. Two theoretical and one conceptual frameworks drew on Kolb’s experiential learning theory, Bloom’s, Reigeluth’s, and Gagné’s instructional design theories and models, and Fiddler’s and Marienau’s events model of learning from experience. Research questions addressed learning styles, usage patterns, instructional choices, and reflections of university educators within a lesson framework. An online inventory recorded 38 university educators’ instructional choices, learning styles, and learning styles patterns within the framework of a lesson. Interviews were conducted with 7 of the university educators to document their conscious reflections regarding their instructional choices. Results from the inventory identified that more than 56% of university educators applied the accommodation learning style during the stages of development and delivery of a lesson, and 34% applied the assimilation learning style during the debriefing stage, which were supported by detailed reflections about their instructional choices in relation to their learning styles. The knowledge acquired about learning styles applications during a lesson framework may benefit university educators’ teaching, which are foundational to affecting positive social change within academic and social communities. |
| مصطلحات الفهرس: | Higher Education, Learning, Educational systems, Teaching, Instructional choices, Learning styles, Lesson framework, info:eu-repo/semantics/bookPart, info:eu-repo/semantics/conferenceObject |
| URL: | |
| الإتاحة: | Open access content. Open access content http://creativecommons.org/licenses/by-nc-nd/4.0 info:eu-repo/semantics/openAccess |
| ملاحظة: | TEXT TEXT English |
| أرقام أخرى: | UPV oai:riunet.upv.es:10251/104757 urn:isbn:9788490485903 info:doi:10.4995/HEAD17.2017.5610 1138373617 |
| المصدر المساهم: | UNIVERSITAT POLITECNICA DE VALENCIA From OAIster®, provided by the OCLC Cooperative. |
| رقم الأكسشن: | edsoai.on1138373617 |
| قاعدة البيانات: | OAIster |
| الوصف غير متاح. |