THE EXPLORATION OF A MACHINE LEARNING APPROACH FOR THE ASSESSMENT OF LEARNING STYLES CHANGES

Yueer Wei, Qingxia Yang, Jiangping Chen, and Jie Hu

References

  1. [1] S.M. Montgomer, Addressing diverse learning styles throughthe use of multimedia, Proc. IEEE Frontiers in EducationConference, Atlanta, GA, 1995, 13–21.
  2. [2] R.S. Shaw, A study of the relationships among learning styles,participation types, and performance in programming languagelearning supported by online forums, Computers & Education,58(1), 2012, 111–120.
  3. [3] A.F. Gregorc and H.B. Ward, A new definition for individual,Nassp Bulletin, 61(406), 1977, 20–26.
  4. [4] J.W. Keefe, Learning Style Theory and Practice, 1st ed.(Washington, DC: ERIC, 1987).
  5. [5] J.C. Tseng, H.C. Chu, G.J. Hwang, and C.C. Tsai, Development of an adaptive learning system with two sources ofpersonalization information, Computers & Education, 51(2),2008, 776–786.
  6. [6] R. Dunn, The Dunn and Dunn Learning Style Model andResearch, 3rd ed. (New York, NY: St John’s University, 2003).
  7. [7] M. Klement, How do my students study? An analysis of stu-dents’ of educational disciplines favorite learning styles according to VARK classification, Procedia – Social and BehavioralSciences, 132, 2014, 384–390.
  8. [8] E.A. Wehrwein, H.L. Lujan, and S.E. Dicarlo, Gender differences in learning style preferences among undergraduatephysiology students, AJP Advances in Physiology Education,31(2), 2007, 153–157.
  9. [9] D.A. Kolb, Experiential learning: Experience as the source oflearning and development, Pearson Schweiz AG, 1(3), 1984,16–17.
  10. [10] A. Slaats, H. Lodewijks, and J. van der Sanden, Learning stylesin secondary vocational education: Disciplinary differences,Learning and Instruction, 9(5), 1999, 475–492.
  11. [11] M.L. Chen, Influence of grade level on perceptual learningstyle preferences and language learning strategies of TaiwaneseEnglish as a foreign language learners, Learning and IndividualDifferences, 19(2), 2009, 304–308.
  12. [12] H.V.D. Berg, Changes in learning styles induced by practicaltraining, Learning and Individual Differences, 40, 2015, 84–89.
  13. [13] V.V. Busato, F.J. Prins, J.J. Elshout, and C. Hamaker,Learning styles: A crosssectional and longitudinal study inhigher education, British Journal of Educational Psychology,68(3), 1998, 427–441.
  14. [14] B. Dippelhofer-Stiem, The development of research-orientedlearning in five European countries, European Journal ofPsychology of Education, 4(4), 1989, 489–503.
  15. [15] A. Schatteman, E. Carette, J. Couder, and H. Eisendrath,Understanding the effects of a process-oriented instructionin the first year of university by investigating learning stylecharacteristics, Educational Psychology, 17(1), 1997, 111–125.
  16. [16] Y.J. Vermetten, J.D. Vermunt, and H.G. Lodewijks, A longitudinal perspective on learning strategies in higher education:Different viewpoints towards development, British Journal ofEducational Psychology, 69(2), 1999, 221–242.
  17. [17] D. Watkins and J. Hattie, A longitudinal study of the approaches to learning of Australian tertiary students, HumanLearning, 4(2), 1985, 127–141.
  18. [18] P. Zeegers, Approaches to studying in science: A longitudinalstudy, British Journal of Educational Psychology, 71(1), 2001,115–132.
  19. [19] E. Cools, S. Armstrong, and E. Sadler-Smith. Methodologicalpractices in the field of cognitive styles: A review study, Proc.15th Annual International Conf. of European Learning StylesInformation Network, Dublin, 2010, 112–122.
  20. [20] C. Evans and E. Sadler-Smith, Learning styles, Education andTraining, 50(2), 2006, 93–102.
  21. [21] T. Nielsen, Categorizations of style theories: A meta-analysisof types and their relevance for practitioners, Proc. 13th AnnualConf. of European Learning Styles Information Network, Gent,2008, 339–354.
  22. [22] R.L. Politzer, Research notes: An exploratory study of selfreported language learning behaviors and their relation toachievement, Studies in Second Language Acquisition, 6, 1983,54–68.
  23. [23] J.M. Reid, The learning style preferences of ESL students,TESOL Quarterly, 21(1), 1987, 87–111.
  24. [24] C.D. Melton, Bridging the cultural gap: A study of Chinesestudents’ learning style preferences, RELC Journal, 21(1),1990, 29–54.
  25. [25] N.B. Jones, Applying learning styles research to improvewriting instruction, RELC Seminar on Learners and LanguageLearning, 1997, 84–89.
  26. [26] Y. Jing, B. Li, N. Chen, X.F. Li, J. Hu, and F. Zhu, Thediscrimination of learning styles by bayes-based statistics: Anextended study on ils system, Control and Intelligent Systems,43(2), 2015, 68–75.
  27. [27] L.T. Chu, T.K. Chen, and M.L. Chew, Plain talk about acomplex subject: Maximizing students’ learning styles, AsianJournal of English Language Teaching, 9(1), 1999, 1–21.
  28. [28] T. Nielsen, Development of a common regime of research tostudy the relationships between university students’ learningstyles and their chosen discipline, Proc. 14th Annual Conf. ofEuropean Learning Styles Information Network, Brno, 2009,481–497.
  29. [29] Y. Akbulut and C. S. Cardak, Adaptive educational hypermedia accommodating learning styles: A content analysis of publications from 2000 to 2011, Computers & Education, 58(2),2012, 835–842.
  30. [30] K.D. Strang, Measuring online learning approach and mentoring preferences of international doctorate students, International Journal of Educational Research, 48(4), 2009, 245–257.
  31. [31] M.S. Zywno, A contribution of validation of score meaningfor Felder-Soloman’s index of learning styles, Proc. of the2003 American Society for Engineering Education AnnualConference & Exposition, Nashville, TN, 2003, Session 2351.
  32. [32] M.T. Litzinger, R. Fernando, and T.J. Curiel, IL-2 immuno-toxin denileukin diftitox reduces regulatory T-cells and enhances vaccine-mediated T-cell immunity, Blood, 110(9), 2007,3192–3201.

Important Links:

Go Back