Students differ in their individual learning styles, and each student possesses a unique combination of multiple intelligences. All students have different learning attitudes, styles, preferences and ideals.
Following are some of the learning behaviors. The model that is described below is MBTI (Myers-Briggs Type Indicator) for learning styles. However, it is modified a little to come up with our survey needs and for easy application. ACTIVE AND REFLECTIVE LEARNERS:
* Active learners tend to retain and understand information best by doing something active with it--discussing or applying it or explaining it to others. Reflective learners prefer to think about it quietly first. * "Let's try it out and see how it works" is an active learner's phrase; "Let's think it through first" is the reflective learner's response. * Active learners tend to like group work more than reflective learners, who prefer working alone. * Sitting through lectures without getting to do anything physical but take notes is hard for both learning types, but particularly hard for active learners. SENSING AND INTUITIVE LEARNERS:
* Sensing learners tend to like learning facts; intuitive learners often prefer discovering possibilities and relationships. * Sensors may not like being tested on material that has not been explicitly covered in class. Intuitiors may not mind that. * Sensors tend to be patient with details and good at memorizing facts. Intuitors are better at grasping new concepts .
VISUAL AND VERBAL LEARNERS
* Visual learners remember best what they see--pictures, diagrams, flow charts, time lines, films, and demonstrations. * Verbal learners get more out of words--written and spoken explanations. SEQUENTIAL AND GLOBAL LEARNERS
* Sequential learners tend to gain understanding in linear steps, with each step following logically from the previous one. Global learners tend to learn in large jumps, absorbing material almost randomly without seeing connections. * Sequential learners tend to follow logical stepwise paths in finding solutions; global learners may be able to solve complex problems quickly or put things together in novel ways once they have grasped the big picture, but they may have difficulty explaining how they did it. http://www4.ncsu.edu/unity/lockers/users/f/felder/public/ILSdir/styles.htm SELF AND FORCED LEARNERS:
* Self learners possess enough motivation to take responsibility of studies by themselves. Force learners might not find in their hearts to learn just for the sake of learning * Self learners give equal importance to their marked and un marked assignments or do not require to be told to come at proper time in class. On the other hand, forced learners show opposite behavior. Apart from these learning behaviors, there are other controlling factors that greatly affect process of learning in class. For example, issue of discipline, general class environment and instructor’s control and healthy activities that are carried out once in a while in class.
Considering the above explained model, a survey is engineered that determines that what type of learner the student might be. The answers of question automatically categorize the student into different divisions.
The survey results don’t take account of gender, age, batch in particular because the survey is meant to be for GENERAL university level students whose learning types are to be determined. We think that learning type in independent of role of gender.
The survey is not for a particular course. However, it assumes that the system of education is ‘semester system’. Gender
Which teaching method do you think best?
* Lecture delivery
* Asking questions
* Internet searching (self learning)
1) Do u prefer to...
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