F-KCW-Department Publications

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Author: search.filters.author.Vidyakala KSubject: search.filters.subject.Learning Styles

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Now showing 1 - 8 of 8
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    A STUDY ON OUTCOME BASED EDUCATION AMONG BUSINESS ANALYTICS STUDENTS IN COIMBATORE
    (IJMRA, 2019) Vidyakala K; Nithyakala K; Deepa J; Chitra K; Nandhini P
    Outcome based education (OBE) is student-centered instruction model that focuses on measuring student performance through outcomes. Outcomes include knowledge, skills and attitudes. Its focus remains on evaluation of outcomes of the program by stating the knowledge, skill and behavior a graduate is expected to attain upon completion of a program and after 4 – 5 years of graduation. In the OBE model, the required knowledge and skill sets for a particular engineering degree is predetermined and the students are evaluated for all the required parameters (Outcomes) during the course of the program. The OBE model measures the progress of the graduate in three parameters, which are: • Program Educational Objectives (PEO) • Program Outcomes (PO) • Course Outcomes (CO)
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    A CONCEPTUAL STUDY ON EVOLUTION OF LEARNING STYLES
    (Indus, 2019) Vidyakala K; Nithyakala K; Deepa J; Prathibha L; Nandhini P
    Learning styles refer to the variations in student’s ability to accumulate as well as assimilate information. Basically, learning style is the method that best allows to gather and use knowledge in a specific manner. Most experts agree that there are three basic learning styles. Each individual may possess a single style or could possess a combination of different learning styles. In most cases, the characteristics of a learning style can even be observed at a relatively young age. (Ldpride2008).
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    A STUDY ON LEARNING STYLES AMONG COMPUTER SCIENCE STUDENTS IN COIMBATORE
    (Indus, 2019) Vidyakala K; Nithyakala K; Deepa J; Prathibha L; Nandhini P
    Technically, an individual’s learning style refers to the preferential way in which the student absorbs processes, comprehends and retains information. Students learn differently from each other and it has been determined that brain structure influences language structure acquisition. It also has different hemispheres of the brain contain different perception avenues efficient methods of acquiring, processing, storing and manipulating information, based on the theory that individuals differ on best take in and work with information.
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    A STUDY ON LEARNING STYLES OF B VOC STUDENTS IN COIMBATORE
    (Indus, 2019) Vidyakala K; Nithyakala K; Deepa J; Maheswari B; Nandhini P
    Learning Style has been regarded as one of the most important factors that control the way people learn. There is also a propensity to match students learning styles to the “teaching styles” of concerned teachers. In the realm of instructional design, the emphasis has gradually shifted towards achieving a match between the way learning resource materials are presented and the learning styles of the learners themselves.
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    A CONCEPTUAL STUDY ON LEARNING STYLES
    (JETIR, 2019) Vidyakala K; Nithyakala K; Deepa J; Nandhini P
    Learning style is a popular concept in psychology and education and is intended to identify how people learn best. VARK model of learning classified as visual learners, auditory learners, reading/writing learners, kinesthetic learners is the most preferred learning style used in research. It has long been a question as to whether students learn best when teaching methods and school activities match their learning style, learning strengths, and preferences. The fame of this idea developed drastically amid the 1980s, in spite of the proof proposing that individual learning inclinations have almost no genuine effect on learning results. While the current research has discovered that coordinating training techniques to learning styles has no effect on instructive results, the idea of learning styles remains greatly well known.
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    ASSESSMENT OF OUTCOME BASED EDUCATION AMONG COMPUTER SCIENCE STUDENTS IN COIMBATORE
    (JETIR, 2019) Vidyakala K; Nithyakala K; Deepa J; Nandhini P
    Learning style assessments provide an opportunity to learn to respond under different circumstances and learn to approach information in a different way. Learning styles classifies different ways people learn and acquire information. Many a times students feel that they are unable to learn some concepts even after adopting a method followed by their parents, friends, colleagues or teachers. It signals that though all share some learning patterns each individual might have a different learning style. Knowing one’s own style, might help them to match the way they approach information, with the way they learn and process the information which leads to dramatic improvements in understanding, meaning making, self-image and improvement in grades.
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    A STUDY ON LEARNING STYLES OF B COM ECOM STUDENTS IN COIMBATORE
    (JETIR, 2019) Vidyakala K; Nithyakala K; Deepa J; Nandhini P
    Learning style assessments provide an opportunity to learn to respond under different circumstances and learn to approach information in a different way. Learning styles classifies different ways people learn and acquire information. Many a times students feel that they are unable to learn some concepts even after adopting a method followed by their parents, friends, colleagues or teachers. It signals that though all share some learning patterns each individual might have a different learning style. Knowing one’s own style, might help them to match the way they approach information, with the way they learn and process the information which leads to dramatic improvements in understanding, meaning making, self-image and improvement in grades.
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    A STUDY ON LEARNING STYLES OF B COM CA STUDENTS IN COIMBATORE
    (IJRAR, 2019) Vidyakala K; Nithyakala K; Deepa J; Kokila E; Nandhini P
    The way a person prefers to absorb, process, comprehend and retain information is called his/her learning style (Harlon, 2017). Understanding learning styles or preferences is also crucial for teachers. Most classrooms are large and will have students showing a variety of preferences. Teachers should combine teaching methods geared towards these diverse types. Students learn more when information is obtainable in a variety of approaches rather than from a single approach (Teng, 2016)