...Effect of Learning Styles on Course Performance: A Quantile Regression Analysis Working Paper Series—08-02 | January 2008 Pin Ng, Ph.D. Associate Professor James Pinto, Ph.D. Professor Susan K. Williams, Ph.D. Associate Professor All professors at: Northern Arizona University The W. A. Franke College of Business PO Box 15066 Flagstaff, AZ 86011.5066 The Effect of Learning Styles on Course Performance: A Quantile Regression Analysis Introduction Students have different learning styles. “They preferentially focus on different types of information, tend to operate on perceived information in different ways, and achieve understanding at different rates” (Felder, 1993, p. 286). In this study, we investigated the relationship between student performance and learning styles for students enrolled in a basic business statistics course. This course was recently redesigned in order to facilitate learning for students of all learning styles. A learner-centered approach that incorporated multiple teaching styles such as student responsibility via mastery and co-operative learning that used teams in several course components was adopted. In addition, the focus of the redesigned course was on interpretation and implications of statistical results instead of the mechanics of computation (Lockwood, Ng, & Pinto, 2007). To assess our success in designing a course that facilitates learning for all learning styles, we evaluated the impact of students’ learning style on their...
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... |Group ID MEBM091AS: | Copyright © 2010, 2009, 2008 by University of Phoenix. All rights reserved. Course Description This course introduces students to the foundations of communication in a business setting. Students are exposed to various topics related to interpersonal and group communication within the context of applications in an office or virtual office setting. Students will develop skills in the forms of written communication, including memos, e-mails, business letters, and reports. Communication ethics and cross-cultural communications are also explored. Upon completing the course, students will have an awareness of their personal communication style and be able to identify areas for further exploration of communication as a business skill. Policies Faculty and students/learners will be held responsible for understanding and adhering to all policies contained within the following two documents: • University policies: You must be logged into the student website to view this document. • Instructor policies: This document is posted in the Course Materials forum. University policies are subject to change. Be sure to...
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...IQ and Learning Styles Allana Robinson PSY 104 Child and Adolescent Development Michelle Wright September 21, 2015 According to Gardner, we are all able to know the world through language, logical-mathematical analysis, spatial representation, musical thinking, and the use of the body to solve problems or to make things an understanding of other individuals and an understanding of ourselves. Where individuals differ is in the strength of these intelligences and in the ways in which such intelligences are invoked and combined to carry out different tasks, solve diverse problems, and progress in various domains. Gardner says that these differences, “challenge an educational system that assumes that everyone can learn the same materials in the same way and that a uniform, universal measure suffices to test student learning. Gardner argues that a contrasting set of assumptions is more likely to be educationally effective. I think I possess an intrapersonal learning which is understanding one’s own interests and goals. Learning through interaction and more in tune with one’s feelings. I am more independent with my learning especially with deciding to be taking online courses for my degree. (Lane, n.d.). The Theory of Multiple Intelligences Howard Gardner talks about the different types of intelligences in one of his most famous pieces, “The Theory of Multiple Intelligences.” Intelligence is a general skill that is found in variable amounts in all persons. Gardner...
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...Southern States University BU-502 Applied Business Research and Communications Skills Online Spring Quarter, 2016 Updated: April 4, 2016 CREDIT HOURS: 4.0 CONTACT HOURS: 40 (40 Theory, 0 Lab) (40 Online) Instructor: Dr. Peggy Bilbruck Email: pbilbruck@ssu.edu (inquiries will be responded within 24-36 hours). For any urgent technical problems with Moodle, contact the SSU-Moodle Administrator: ssumoodle@ssu.edu Office Hours: Wednesdays on Moodle from 11 – 12 pm ONLINE TIME ESTIMATE: This course requires four (4) hours of online activities every week on Moodle plus an additional 8 hours (minimum) of homework per week. COURSE DESCRIPTION This course provides an introduction to graduate business studies focusing on the applied business research and communication skills necessary to be successful in both an academic MBA program and the current economic environment and workplace. It covers information literacy, research and research methodologies, oral and written communication skills as well as critical thinking, problem solving and decision-making paradigms. As designed, the course will familiarize students with the tools necessary for the successful presentation of theories and concepts as they apply to real world managerial scenarios including business decision-making. Prerequisite: None Prerequisite(s): None Co-requisite(s): None What is an Online Course? This is an online course so we will not be meeting...
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...Division of Arts and Sciences Communications Department ENGL 1220-C1607 – Composition II Tuesdays and Thursdays, 4:00 PM to 5:25 PM August 20, 2013, to December 12, 2013 MCC Center Campus B-112 Instructor: Sharon Cicilian Email: cicilians@macomb.edu Phone: 586-286-2145 Mailbox: B-111 Office Hours: By appointment only Required Texts and Materials McMahan, Elizabeth, et al. Literature and the Writing Process: Backpack Edition. Boston: Pearson, 2011. Print. ISBN: 978-0-205-73072-8 Schwartz, Linda Smoak. The Wadsworth Guide to MLA Documentation. 2nd ed. Boston: Cengage, 2011. Print. ISBN: 978-1-111-34737-6 Students will also need a notebook for note taking, college-ruled, loose-leaf paper for assignments and quizzes, and black or blue pens. It is also strongly recommended that students purchase a folder or binder to store their course materials in. Required and suggested materials can be purchased at the Macomb Community College Bookstore. Course Description Prerequisite: ENGL-1180 or ENGL-1210 No credit after ENGL-1190. The focus of this course is the writing of critical essays based upon readings in literature, and the further development of writing skills learned in ENGL-1180 or ENGL-1210. The course places extensive emphasis upon research. Students who have completed ENGL-1190 successfully should not take ENGL-1220. Students will not receive credit for both. (3 credit hours) Course Outcomes Outcome 1: Upon completion of this course the student will...
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...through a reflective process, the relationships between teaching, learning and facilitation as applied in the context of practice. Facilitation is a form of teaching in that it is focused on the learner taking the lead and the teacher enabling the student to learn the information in the way best for the student. Harvey et al (2002) define facilitation as ‘enabling others’ varying from providing help and support to achieving a specific goal, to enabling others to analyse, reflect and change their attitudes and behaviour. One of the eight domains of mentorship produced by the Nursing and Midwifery Council (NMC) (2008) is to encourage self-management of learning opportunities and providing support to maximise the individual’s potential. As it is important to know oneself before teaching I completed the VARK (which stands for visual, aural,read/write and kinaesthetic by Fleming and Mills 1992) (appendix 1) and the British Broadcasting Company’s (BBC) questionnaire (appendix 2)The BBC s questionnaire showed I am an adaptive learner, with a good balance between planning my work and getting it done, it also showed as does the VARK questionnaire, that I have a kinaesthetic preference and I use both sides of my brain, which is interesting to bear in mind when I am mentoring as this style shows I learn best from doing, this may or may not be the same preference as my students and an ability to be flexible with my learning method (which the questionnaire also shows that I am able to do)...
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...VARK Analysis Grand Canyon University: NRS-429V Family-Centered Health Promotion September 21, 2012 L earning is only complete when an individual can reproduce the knowledge gained from educational institutions, self-study and observance. Retention of knowledge depends on the way students have gained the knowledge; learning style varies from person to person. One method that may be highly appealing to a particular student may not be appealing to another student. So learning style is a very subjective matter and there are different ways to categorize learning styles, this paper focus on VARK learning analysis quiz and learning styles as well as the implication of understanding an individual’s learning style. VARK abbreviation stands for visual, aural, read/write, and kinesthetic. VARK model is one of the most prevalent learning style analyzing tools. Neil Fleming developed it in 1987, to help students and others learn more about their individual learning preferences (Fleming & Mills, 2011). This methodology was the first organized arrangement of questions with ideal responses that could be used to identify students, teachers, and employers learning styles. Under Neil Fleming’s model, learners are identified according to their preferred learning style that are visual learning (images, films, pictorial representation), auditory learning (audio tapes, conversation, speeches), reading and writing (taking notes, manuals, creating list), or kinesthetic learning...
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...VARK: Analysis of Learning Styles Sejal Amin Grand Canyon University: N429V November 2, 2014 Learning style is a unique approach to learn based on strengths, weaknesses and preferences of an individual. Each person has a different learning styles and strategies depending on their preference, techniques, situation and environment. One has to process information, analyze the information and use it to make decisions and create new meanings and then if necessary change the process. Learning strategies is how a person approaches learning and uses the information. Learning strategies helps learner understand information, solve problems and be successful. Student Learning Style VARK has identified four different strategies to learning which is visual, aural, read/write and kinesthetic. VARK provides students information regarding indication of their stronger and weaker preferences. Each learning style has its own preferred method for intake and output of information. Not all students have one preferred method, one can use different learning style in different situations, which is multimodal. Visual learners take in information by pictures and analyzing each portion, aural learner prefer to hear things by taping lectures and attend discussions, kinesthetic learner can use samples, photographs etc., and read/write learner take in information by using dictionaries, reviewing notes, textbooks, handouts etc. According to VARK the results of the quiz taken was visual-three,...
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...BUS 322 All Quiz http://workbank247.com/q/bus-322-all-quiz/10427 http://workbank247.com/q/bus-322-all-quiz/10427 BUS 322 Week 1 Quiz •Question 1 An organization's suppliers, customers, and federal regulators are called the: •Question 2 The task of an organization is reflected in its ________. •Question 3 The study of organizational behavior is concerned with: Answer •Question 4 The wide range of tools, knowledge, and/or techniques used to transform inputs into outputs in an organization is called the organization's: •Question 5 The Hawthorne studies uncovered the importance of: •Question 6 Culture and the study of learned behavior comprise the domain of: •Question 7 A significant aspect of total quality management is: •Question 8 The first discipline to take the modern corporation as the unit of analysis and emphasize the design, implementation, and coordination of various administrative and organization systems is: •Question 9 Troubleshooting is an example of ________. •Question 10 The science of human behavior is: •Question 11 The human, informational, material, and financial resources of an organization system would be considered ________. •Question 12 ________ is defined as the study of individual behavior and group dynamics in organizations. •Question 13 The recent emphasis on sources and treatment of hypertension with respect to occupational health and well-being is an example of a contribution from the discipline of ________. •Question...
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...TEXAS WOMAN’S UNIVERSITY SYLLABUS (v. 2014 02 05) Semester: Spring 2 | Year: 2014 | Course Prefix: BUS | Course Number: 5433.62 | Course Title: Managerial Accounting | Course Description and Overview:The success of all business organizations requires the use of accounting concepts and practices. Accounting provides key data to managers for planning and controlling as well as for costing products, services and customers. In order to be an effective manager, one must understand the basics of both financial and managerial accounting. This course is designed to help the manager better understand the basics of financial statements and how managers use accounting data to plan, control and make decisions.Per TWU Graduate Catalog 2012-2014: Use of accounting information in decision-making; statement of changes in financial position; budgets, responsibility accounting, and quantitative techniques. Three lecture hours a week. Credit: Three hours. http://www.twu.edu/gradschool/graduate-catalog.aspSee TWU Web Advisor for officially published Location and Dates for this course: Click on the "Class Schedules" link found at the TWU Home page. Then at the bottom click on “Search for Classes”. Then enter the identification information for this class. Click “Submit”. Official Location & Meeting dates are found printed in Red Ink there. | ------------------------------------------------- Meets Core Curriculum Requirements Faculty Contact...
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... Table of Contents PART A: COURSE-SPECIFIC INFORMATION 3 1 STAFF CONTACT DETAILS 3 2 COURSE DETAILS 3 2.1 2.2 2.3 2.4 2.5 Teaching Times and Locations Units of Credit Summary of Course Course Aims and Relationship to Other Courses Student Learning Outcomes 3 LEARNING AND TEACHING ACTIVITIES 3 3 3 4 4 6 3.1 Approach to Learning and Teaching in the Course 3.2 Learning Activities and Teaching Strategies 6 6 4 7 ASSESSMENT 4.1 Formal Requirements 4.2 Assessment Details INDIVIDUAL ASSESSMENTS 7 7 8 4.2.1 Individual Written Assignment (25%) 8 4.2.2. Quiz (total 20%) 9 4.2.3. Individual Participation (10%) 9 4.2.4. Peer Evaluation and Team Reflective Journal 10 4.2.4.1. Peer Evaluation (weighting marks on group assessments) 10 4.2.4.2. Team Reflective Journal (5%) 10 4.2.5. Team Case Analysis (15%) 11 4.2.6. Team Simulation Performance (25%) 12 4.3. Late Submission 14 14 5 COURSE RESOURCES 14 6 COURSE EVALUATION AND DEVELOPMENT 15 7 COURSE SCHEDULE 16 PART B: KEY POLICIES, STUDENT RESPONSIBILITIES AND SUPPORT 17 8 PROGRAM LEARNING GOALS AND OUTCOMES 17 9 ACADEMIC HONESTY AND PLAGIARISM 18 10 STUDENT RESPONSIBILITIES AND CONDUCT 18 10.1 10.2 10.3 10.4 Workload Attendance General Conduct and Behaviour Occupational Health and Safety 18 18 18 19 business.unsw...
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...let’s do everything we can to ensure that the next six weeks will be an enlightening and enjoyable learning experience for all of us. Please print a copy of this syllabus for handy reference. Whenever there is a question about what assignments are due, this syllabus is considered the ruling document. Classroom Management Policies Breaks in the On Campus classes will be when deemed necessary. Please leave the classroom clean. Phones: Turn them off or keep them in silent mode. ***DO NOT answer the phone in the classroom. Laptop/notebook computers: If I determine the use of a laptop during class time is disruptive behavior that hinders or interferes with the educational process, you will be required to turn it off. Technical Support Technical Support is available 24 hours a day, 365 days a year. Call 1-877-832-4867, or use the e-mail support form. For answers to the most common issues, go to “Knowledge Base” by clicking Help, found at the top of every student Web site. Course Description See eCampus. Course Topics & Objectives See eCampus. Course Materials See eCampus. Participation In an intensive, collaborative learning environment such as that of University of Phoenix, class attendance is perhaps the most obvious and objective starting point as a measure for participation. If you are not in attendance, you miss out on many opportunities for learning. Consequently, if you miss class, you will not receive participation points for that week. Determination...
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... Table of Contents PART A: COURSE-SPECIFIC INFORMATION 3 1 STAFF CONTACT DETAILS 3 2 COURSE DETAILS 3 2.1 2.2 2.3 2.4 2.5 Teaching Times and Locations Units of Credit Summary of Course Course Aims and Relationship to Other Courses Student Learning Outcomes 3 LEARNING AND TEACHING ACTIVITIES 3 3 3 4 4 6 3.1 Approach to Learning and Teaching in the Course 3.2 Learning Activities and Teaching Strategies 6 6 4 7 ASSESSMENT 4.1 Formal Requirements 4.2 Assessment Details INDIVIDUAL ASSESSMENTS 7 7 8 4.2.1 Individual Written Assignment (25%) 8 4.2.2. Quiz (total 20%) 9 4.2.3. Individual Participation (10%) 9 4.2.4. Peer Evaluation and Team Reflective Journal 10 4.2.4.1. Peer Evaluation (weighting marks on group assessments) 10 4.2.4.2. Team Reflective Journal (5%) 10 4.2.5. Team Case Analysis (15%) 11 4.2.6. Team Simulation Performance (25%) 12 4.3. Late Submission 14 14 5 COURSE RESOURCES 14 6 COURSE EVALUATION AND DEVELOPMENT 15 7 COURSE SCHEDULE 16 PART B: KEY POLICIES, STUDENT RESPONSIBILITIES AND SUPPORT 17 8 PROGRAM LEARNING GOALS AND OUTCOMES 17 9 ACADEMIC HONESTY AND PLAGIARISM 18 10 STUDENT RESPONSIBILITIES AND CONDUCT 18 10.1 10.2 10.3 10.4 Workload Attendance General Conduct and Behaviour Occupational Health and Safety 18 18 18 19 business.unsw...
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...Human Resource Management Course Objectives: This course has been designed keeping the following objectives in mind: 1. Demonstrate an in-depth knowledge of the activities and decisions that inform the employment relationship and management including recruitment, selection, training, health and safety, employment laws, motivation, and productivity of employees. 2. Develop and design different forms and memos for recruitment, selection, TNA and performance appraisal of employees 3. Demonstrate and assess leadership in a professional context, by selecting and appraising appropriate styles for situations, and contributing and discussing relevant expertise, liaising with and assessing professional colleagues, and managing and evaluating a supporting team. 4. Conduct internal research on HR-related problems at work, and communicate results effectively to colleagues and peers. Learning Outcomes: At the end of this course, students should be able to: 1. Explain what human resource management is and how it relates to the management process 2. Illustrate the human resources responsibilities of line and staff (HR) managers 3. Discuss and illustrate each of the important trends influencing human resource management 4. Describe important trends in human resource management 5. Explain why strategic planning is important to all managers 1|P age 6....
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...ECON1202 Quantitative Analysis for Business and Economics Course Outline Semester 1, 2014 Part A: Course-Specific Information Students are also expected to have read and be familiar with Part B Supplement to All Course Outlines. This contains Policies on Student Responsibilities and Support, Including Special Consideration, Plagiarism and Key Dates. It also contains the ASB PROGRAM LEARNING GOALS. Table of Contents 1 STAFF CONTACT DETAILS 1 1 1 2 2 2 2 2 3 3 5 5 5 5 6 7 7 8 8 8 8 9 10 11 11 11 12 13 13 15 1.1 Communications with staff 1.2 Pitstop and PASS 2 COURSE DETAILS 2.1 Teaching Times and Locations 2.2 Units of Credit 2.3 Summary of Course 2.4 Aims and Relationship to Other Courses 2.5 Presumed Knowledge 2.6 Student Learning Outcomes 3 LEARNING AND TEACHING ACTIVITIES 3.1 Approach to Learning and Teaching in the Course 3.2 Learning Activities and Teaching Strategies 3.2.1 Lectures 3.2.2 3.2.3 3.2.4 4 Tutorials Computing component Out-of-Class Study ASSESSMENT 4.1 Formal Requirements 4.2 Assessment Details 4.3 Tutorial Participation 4.4 Online Quizzes 4.5 In-tutorial Tests 4.6 Final Exam Format 4.7 Quality Assurance 5 6 7 COURSE EVALUATION AND DEVELOPMENT COURSE RESOURCES COURSE SCHEDULE 7.1 Lecture Schedule 7.2 Tutorial Schedule 1 STAFF CONTACT DETAILS Lecturer-in-charge: Dr Arpita Chatterjee Room: ASB 430C Phone: No: 9385 4314 Email: arpita.chatterjee@unsw.edu.au Consultation Times: Tuesday 2 – 5 pm Lecturer: Dr April Cai Room 432, ASB Building Ph 9385...
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