Introduction

1. Introduction • The issue of learning styles is becoming increasingly important in the last two decades. • learning styles provide insight into the ways learners perceive, interact with and respond to the environment in which learning activities occur. • Teaching styles reflect the beliefs and values that teachers hold about the learners’ role in learning

2. Literature Survey • Various theory of learning styles have been proposed over the last three decades. • Multiple Intelligence: seven separate intelligences are described: linguistic, logical mathematical, spatial, bodily-kinesthetic, musical, interpersonal, and intrapersonal. • Myers-Briggs Type Indicator (MBTI): measures the dimension of learning. Sixteen personalities are categorized

3. Literature Survey (Con.) • Field Dependence and Field Independence: measures the extent to which a learner is influenced by a surrounding field. • Dunn and Dunn model: incorporates a wider range of dimensions. Five separate categories are derived according to this model: Environmental, emotional, sociological, physiological, psychological.

4. Literature Survey (Con.) • Modality Preference (Visual-Auditory-Kinesthetic) model: focuses on the modes or senses through which people take in and process information. Several instruments have been developed for this perceptual model. • Multi-Modal Paired Associates Learning Test (MMPALT) – Assess sensory preference; • VARK Learning Styles Inventory – provide learning style profile for each student.

5. Literature Survey (Con.) • MAVIS Model • Match – When grouping for instruction the more style match the better; • Adaptability – The willingness to shift from one style into others; • Versatility – The ability to shift from one style into others; • Interaction – Different learning styles interact with each other; • Stretch – All students should experience learning in a non-dominant style area.

6. Research problems • Challenge – Many learn how to teach in the way they were taught. The challenge is that once a teaching style is formed it is quite difficult for an instructor to change his/her teaching style. • The research problem -- will exposure to Reusable Learning Objects (RLOs) that have been tailored to specific learning styles result in deeper understanding of core concepts? If so, an instructor can change his/her teaching style by delivering RLOs in different learning styles!

7. Our Research Methodology • Reusable Learning Objects • Concepts of RLOs • Identifying Learning Styles • Developing RLOs • Delivering RLOs • Experiment Design • Data and Analysis

8. Reusable Learning Objects • Learning objects [are] self-standing, reusable, discrete pieces of content that meet an instructional objective. Learning objects may be tagged with meta-data so that users can easily identify and locate specific learning objects in a Web-based environment. -ADL Co-Lab

9. Experimental Design • Sample • Students from ARTE310 at Northern State University • Total 41 students participated experiment • Control group consisted of 8 students • Experimental group consisted of 23 students

10. Experimental Design (cont.) • Experiment Procedure • Pretest was be given at the initial class session, along with the VARK assessment; • Post-test was given after the class lecture. Post-test consisted of the same questions as the pre-test but in scrambled order; • Final test was given on the core concepts, consisting of the same questions but scrambled again, after students studied the materials for one week.

11. Data and Analysis

12. Data and Analysis (Cont.)

13. Conclusion • Due to the small number of students who participated experiment, no statistically meaningful result has been obtained from the experiment; • The data, however, do indicate that the students in the experimental group performed better than the control group; • Students agreed that the learning materials presented in various learning styles can be helpful.