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Theoretical Background Review of Related Literature
Theoretical Background Review of Related Literature
Theoretical Background Review of Related Literature
different learning styles of the learners aids the instructor to develop methods that
address the various needs of the learners in a group or class. (Pallapu,n.d.) Keefe
(1979) indicated that learning styles may be defined as the cognitive, affective, and
interaction with the learning environment. Claxton & Murrell (1987) have
similarly discussed learning styles. Their study indicates that presently, a viable
amount of attention is being given to learning styles and this has paved the way to
several learning style theories and instruments. Due to the advent of the
being utilized.
other hand provide real-time interaction, which means that it could be collaborative
learning when they are in participatory learning environments (Pratt & Palloff,
construct new meanings related to the course content (Conrad & Donaldson, 2011;
reflect and question their traditional learning practices while developing a new
provide learners with material that are readily available in the form of audio/video
lectures, handouts, articles, and power point presentations (Perveen, 2016). Swan
methods. She found out that design clarity, interaction with instructors, and active
discussions amoung fellow learners and course participants are important factors in
teaching-learning has been the most prevalent form of online teaching so far
methods of online learning is the most adopted method for online education
because learners are not time-bound and can respond at their leisure. The inherent
opportunity of delayed response allows learners to use higher order thinking skills
as they can keep working on a given problem for an extended time period and thus
general learning styles, recent researches about visual, online group study, and
strategies.
visual formats. Several studies indicate that 75 percent of the total amount of
information of the visual type is mapped better in the minds of students (Williams,
large amounts of information in easier ways which are more easily understandable
suggesting that visual learning is an essential part of the overall experience that the
learners gain towards the learning process, further indicating that this process
should include a vital process of ‘Input and Interaction’ for the learner, ensuring
that his needs, necessities, and aspirations are taken into account and by making
him involved, In order to produce holistic learning. Baratta (2010) affirms the
effectiveness of visual learning, indicating that such strategy is one of the most
exciting and simulating method. “Visual learning is the major transmitter of our
cultural heritage second only to the spoken word” (Sless, 2018). Schramm (1977)
presents a supporting idea, stating that learners can effectively glean learning
through media, from any medium, and at times much better than classroom
teaching itself. Visual learning attracts almost the individual’s entire concentration
since it makes the process of learning much more interesting and provides the
learner with anew experience and finally, results that contribute to the effective
communication of information.
the learner’s academic performance. Mavida et al. (1966) states that the use of
instructional materials such as visual learning tools make students participate
in teaching and learning, indicating positive results. However, in order for visual
learning strategies to be used most effectively, teachers should possess the right
skill set with regard to the language of imagery, as well as the techniques required
for teaching visually. Nacino et. al. (2007) states that using visual learning
process and students find it easy to effectively learn when visual elements are used
[ CITATION Jos15 \l 1033 ]. Singh (2005) affirms the effectivity of visual learning, stating
that “Any device which by sight and sound increase the individual’s practice,
outside that attained through read labels as an audio-visual aids.” Visual elements
are instructional devices being used in the classroom in order to facilitate effective
learning and make the learning process much more interesting and motivating
(Rather, 2004). The use of visual elements also encourage the learner to engage in
bodily movement and strengthens control (Jain, 2004). Kishore (2003) and
Mohanty (2001) provide supporting evidence, stating that “visual aids simulated
thinking and cognition,” and that the use of visual aids in the teaching-learning
process has a multitude of values. Ranasinghe & Leisher (2009) argue that
integrating visual technology into the classroom is achieved when the teacher uses
technology in meaningful and relevant ways and that these technological visual
aids should support the learning curriculum rather than dominate it. Technology
should also assist the teacher in building a collaborative learning environment. Koc
(2005) supports this thought indicating that injecting visual technology in the
Connectivism (Siemens, 2005). Further, various studies suggest that learning tends
collaboratively, express their opinions, discuss and exchange ideas with others,
problems. (Johnson & Johnson, 1989). Learning within a group also aids students
in developing critical thinking skills, self-reflection skills, and co-construction of
knowledge and meaning (Brindley, Walti & Blaschke, 2009). Moller (1998)
supports this thought, indicating that groups have been found to academically
problem solving which require critical thinking. Small group collaborations have
been shown that small groups allow students to identify and correct
studied topics. (Gaytan & McEwen, 2007). Similarly, it has also been found that
small online group discussions are considered more suitable for discussions and
equal contribution of group members (Finegold & Cooke, 2006). Online group
Rojas, 2003). Scholars have often stressed the necessity to focus on group
(Driver, 2002.)
However, Finegold & Cooke (2006) found out that the most prominent
members who do not equally participate in the task at hand or do not participate in
group discussions and not contributing equally towards group activities. Active
participation is cited as the most important factor that influences the result of
online group environments (Gabriel, 2004). Students found out that one of the
major challenges experienced in online group studies was the time required to
prepare responses to other members of the group and for some students, imposed
working schedules posed a problem too, particularly during small virtual group
activities (Gabriel, 2004). Roberts & Mclnnerney (2007) have identified group
formation as one of the challenges of online group learning and suggested either
groups as approaches that address such a challenge. Another challenge being posed
is that online group study among distance learners lacks the social interaction that
occurs in face-to face settings. (Kreijns & Kirshner, 2004). This may result in the
group dynamics (Fung, 2004). Collaborative groups through online forums may
also go through delayed group developmental stages, which take longer to develop
social relationships. (Fung, 2004; Johnson, Suriya, Yoon, Berrett, & Fleur, 2002).
For many students, some important success factors in online group work
includes an atmosphere of trust and respect, objectives being shared, and being
important determinant of the success of online group work is the group formation
process. Specifically, group formation is found to have a significant effect in
enhancing the success of collaborative learning (Johnson & Johnson, 1990; Slavin,
1983). Jonassen & Kwon (2001) argue that learning could be more effective when
the learners participate in sharing and discussing their experiences. Teaching and
group-based study for students (NCTM, 2000). During online group studies,
solving refers to problem solving activities that involve group studies that require
in higher education, but also for the continuous development of important skills
such as writing for school entrants (Girling-Butcher et al., 1991). The term
structured teaching materials and with less reliance on traditional kinds of tutor’s
convenience of when and where to learn, learners should still be able to have the
Cappel & Hayen (2004), however, states that a significant amount of self-
independent learning, especially in the online forum. When online platforms are
organizing their own learning methods. Independent learners need to take greater
2008). Zimmerman (1986) further states that learners using this self-regulated type
their own approach to learning and how best to efficiently maximize their learning’
motivation to take responsibility for their learning, and most importantly the ability
to be able to work with others in a group in order to enhance the extent and depth
learners “develop the values, attitudes, knowledge and skills needed to make
responsible decisions and take the appropriate actions in regard to their own
learning”; and are naturally more curious, self-confident, and self-reliant. The
study also found out that independent learners understand their own learning needs
and interests; and value learning “for its own sake.” Boekaerts (1997) further states
that an independent learner actively, rather than passively receives the knowledge
required for the course, holding learning to a certain level of “ownership.” Such
learners effectively manage their studies, their time, and themselves (University of
process since the late 20th century as a notable point of discourse in higher
education. The same study also claimed that all higher education students are held
the level of student control of the planning, execution, and evaluation of his or her
responsibility for all the decisions concerning the entirety of learning (Chan, 2010).
Usuki (2001) identified inappropriate learning styles among Japanese students in
learning the English language. The study found out that spoon-feed teaching
that training would be more effective if teachers made students aware of their own
students for their failure, to blame the educational textbooks or even the
educational system itself, but it is not as easy to “blame ourselves who have
contributed to this failure.” The study further stated that the teachers desist from
role of the institution and their exposures in the existing academic environment
(Saber, Crosling and Rahman, n.d.). According to Hubbard (1994), in his study on
those who did not. Furthermore, the same study emphasizes that independent
learners are those who finish all their homework, actively participate in class
activities, and continuously seek advice from instructors and frequently visit self-
access centers or libraries. Usuki (2001) similarly agrees that students need to be
trained in order to be independent learners. In addition to that, she points out the
role played by teachers as facilitators who assist learners in acquiring the skills
required for independent learning and form a real bond with them. Balcikanli
(2010) agrees, stating that teacher trainees support the concept of independent
learning. However, it must be pointed out that the educational system could be a
Bachelor Degree (2013) states that Independent learning skills are one of the
“secrets to success” for tertiary level learning, further stating that such skills are
that level having “a broad and coherent body of knowledge as a basis for
References