Effects of Teaching and Learning Styles on Students' Reflection Levels for Ubiquitous Learning

Autor/inn/en	Hsieh, Sheng-Wen; Jang, Yu-Ruei; Hwang, Gwo-Jen; Chen, Nian-Shing
Titel	Effects of Teaching and Learning Styles on Students' Reflection Levels for Ubiquitous Learning
Quelle	In: Computers & Education, 57 (2011) 1, S.1194-1201 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0360-1315
DOI	10.1016/j.compedu.2011.01.004
Schlagwörter	Cognitive Style; Teaching Styles; Teacher Characteristics; Ecology; Natural Sciences; Foreign Countries; Educational Environment; Learning Strategies; Investigations; Teaching Methods; Grade 5; Taiwan + Suchen Sie Ihr Suchwort? Cognitive styles; Kognitiver Stil; Lehrstil; Unterrichtsstil; Ökologie; Naturwissenschaften; Ausland; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Untersuchung; Teaching method; Lehrmethode; Unterrichtsmethode; School year 05; 5. Schuljahr; Schuljahr 05
Abstract	Ubiquitous learning (u-learning), in conjunction with supports from the digital world, is recognized as an effective approach for situating students in real-world learning environments. Earlier studies concerning u-learning have mainly focused on investigating the learning attitudes and learning achievements of students, while the causations such as learning style and teaching style were usually ignored. This study aims to investigate the effects of teaching styles and learning styles on reflection levels of students within the context of u-learning. In particular, we investigated the teaching styles at the dimensions of brainstorming and instruction and recall and the learning styles at the dimensions of active and reflective learning. The experiment was conducted with 39 fifth grader students at an elementary school in southern Taiwan. A u-learning environment was established at a butterfly ecology garden to conduct experiments for natural science courses. The experimental results of one-way ANCOVA show that those students who received a matching teaching-learning style presented a significant improvement in their reflection level. That is, matching the learning styles of students with the appropriate teaching styles can significantly improve students' reflection levels in a u-learning environment. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10