The Experts below are selected from a list of 102 Experts worldwide ranked by ideXlab platform
Bill N Schwartz - One of the best experts on this subject based on the ideXlab platform.
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the canfield Learning Styles Inventory an assessment of its usefulness in accounting education research
Issues in Accounting Education, 2001Co-Authors: Barbara J Eide, Marshall A Geiger, Bill N SchwartzAbstract:Recent reviews of accounting education research have called for continued assessment of Learning style inventories in accounting contexts (Geiger and Boyle 1992; Rebele et al. 1998). This study presents a critical evaluation of the psychometric properties of the Canfield Learning Styles Inventory (LSI), proposed by Francis et al. (1995) as an instrument for possible use by accounting educators. The study administered two versions (standard and scrambled) to 531 accounting majors from eight universities, applying a test‐retest strategy after a 4–5 week interval. The versions were examined for internal consistency reliability, test‐retest reliability, classification stability, and construct validity. We found moderate internal consistency (item analyses scores weaker than those reported by Canfield [1988]) and a substantial amount of learner‐type classification instability across the two administrations. In terms of construct validity, two‐factor solutions were not consistent with those reported by Canfield...
Barbara J Eide - One of the best experts on this subject based on the ideXlab platform.
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the canfield Learning Styles Inventory an assessment of its usefulness in accounting education research
Issues in Accounting Education, 2001Co-Authors: Barbara J Eide, Marshall A Geiger, Bill N SchwartzAbstract:Recent reviews of accounting education research have called for continued assessment of Learning style inventories in accounting contexts (Geiger and Boyle 1992; Rebele et al. 1998). This study presents a critical evaluation of the psychometric properties of the Canfield Learning Styles Inventory (LSI), proposed by Francis et al. (1995) as an instrument for possible use by accounting educators. The study administered two versions (standard and scrambled) to 531 accounting majors from eight universities, applying a test‐retest strategy after a 4–5 week interval. The versions were examined for internal consistency reliability, test‐retest reliability, classification stability, and construct validity. We found moderate internal consistency (item analyses scores weaker than those reported by Canfield [1988]) and a substantial amount of learner‐type classification instability across the two administrations. In terms of construct validity, two‐factor solutions were not consistent with those reported by Canfield...
Said Assar - One of the best experts on this subject based on the ideXlab platform.
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student Learning Styles adaptation method based on teaching strategies and electronic media
Educational Technology & Society, 2009Co-Authors: Ana Lidia Franzoni, Said AssarAbstract:Introduction Humans have different ways of Learning. Some can assimilate in a better way the knowledge received visually, auditory or through a certain sense. Psychology and cognitive sciences have longtime explored this question. The Dual Coding Theory for example states that information is processed through one of two usually independent channels (Beacham et al., 2002). While one channel processes verbal information such as text or audio, the other one processes visual information like diagrams, images, animations, etc. The Sperry's Nobel Prize winning left-brain / right-brain model of thinking suggested that the right hand side and the left hand side of our brain possessed specialized and differentiated functions (Dervan, et al. 2006). The left cerebral hemisphere is thought to be more verbal, logical or clinical, that is, more analytical, while the right cerebral hemisphere influences more the artistic and the sensing side of our intellectual. Powerful encoding and visualization techniques have shown to enable the creation lasting memory and improve recall. Dual encoding, for example, has proven to be an extremely effective Learning tool. The simplest and most common form of which involves presenting the information both textually and visually. "Whole brain" Learning is known to be a far more effective way to learn. The better connected the two halves of the brain, the greater the potential of the brain for Learning and creativity (Rose, 1998; Dervan, et al. 2006). However, most educational systems have ignored individual differences that exist between learners, such as the Learning ability, the background knowledge, the Learning goals and the Learning style (Ford & Chen, 2001). Educational systems generally provide a unique and standardized teaching material to all learners which tend to benefit to those whose Learning style and background knowledge fits well with the teaching material. If the teaching style employed closely matches the student preferred style of acquiring knowledge, Learning becomes easier and more natural, results improve and Learning time is reduced (Rose, 1998). On the other hand, if for example a student is more visual than verbal and everything is written on the blackboard without auditory resources, student will experience difficulties in attaining the pedagogical goals in the requested time. In few words, traditional teaching material and strategies generally tend to benefit some students more than others. In this sense, it is necessary to deploy resources to support the Learning process in a way that it not only suits the characteristics of a few, but that it adapts to the characteristics of each student. In the context of Information Technology evolution and the availability of large number of electronic media, the idea of matching e-media with appropriate teaching and Learning Styles has been explored since the late 90's. There are many studies on the effectiveness of combining multimedia and hypermedia with Learning Styles in educational systems (Najjar, 1996) (Liao, 1999). They attempt to associate specific e-media characteristics to different categories of learners and propose instruments and methods for assessing Learning style (Riding & Rayner, 1998). Most of these studies rely on Kolb's Learning Styles Inventory (LSI) (Kolb 1984) and Soloman-Felder Index of Learning Styles (ILS) (Soloman, & Felder, 1993). However, very few researchers give an idea of which appropriate combinations of electronic media and Learning Styles are more effective than others. An electronic media can be used in different ways to implement different teaching strategies which can be matched with different Learning Styles. For example, a discussion forum can be used in different ways. It can be used to assign a practical task to students in such a way that students solve the assigned problem in a collective manner. This fits well with sensitive Learning style. The discussion forum can also be used to give a sequential series of theoretical presentations to students who can interact with the teacher. …
Marshall A Geiger - One of the best experts on this subject based on the ideXlab platform.
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the canfield Learning Styles Inventory an assessment of its usefulness in accounting education research
Issues in Accounting Education, 2001Co-Authors: Barbara J Eide, Marshall A Geiger, Bill N SchwartzAbstract:Recent reviews of accounting education research have called for continued assessment of Learning style inventories in accounting contexts (Geiger and Boyle 1992; Rebele et al. 1998). This study presents a critical evaluation of the psychometric properties of the Canfield Learning Styles Inventory (LSI), proposed by Francis et al. (1995) as an instrument for possible use by accounting educators. The study administered two versions (standard and scrambled) to 531 accounting majors from eight universities, applying a test‐retest strategy after a 4–5 week interval. The versions were examined for internal consistency reliability, test‐retest reliability, classification stability, and construct validity. We found moderate internal consistency (item analyses scores weaker than those reported by Canfield [1988]) and a substantial amount of learner‐type classification instability across the two administrations. In terms of construct validity, two‐factor solutions were not consistent with those reported by Canfield...
Tine Nielsen - One of the best experts on this subject based on the ideXlab platform.
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changes in bsc business administration and psychology students Learning Styles over one two and three years of study
Studies in Educational Evaluation, 2013Co-Authors: Tine NielsenAbstract:Abstract Knowledge on general or discipline-specific changes in the Learning Styles of university students can be utilised in the design and execution of courses, but little is known of such changes. The study examined the changes in the Learning Styles of three year groups of BSc Business Administration and Psychology students from admittance to one, two and three years later for the three year groups respectively. Learning Styles were measured using the Danish Self-Assessment Learning Styles Inventory, which is an adaptation of Sternberg's MSG Thinking Styles Inventory within the theory of mental self-government. The Hierarchic and Oligarchic Learning Styles decreased significantly for all three year groups. The Judicial Learning style increased significantly for the year groups who had studied for two and three years. The Global Learning style increased significantly for the year group who had studied for one year. The findings are discussed in relation to comparable research.
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reducing the item number to obtain same length self assessment scales a systematic approach using result of graphical loglinear rasch modeling
Journal of applied measurement, 2011Co-Authors: Tine Nielsen, Svend KreinerAbstract:The Revised Danish Learning Styles Inventory (R-D-LSI) (Nielsen 2005), which is an adaptation of Sternberg-Wagner Thinking Styles Inventory (Sternberg, 1997), comprises 14 subscales, each measuring a separate Learning style. Of these 14 subscales, 9 are eight items long and 5 are seven items long. For self-assessment, self-scoring and self-interpretational purposes it is deemed prudent that subscales measuring comparable constructs are of the same item length. Consequently, in order to obtain a self-assessment version of the R-D-LSI with an equal number of items in each subscale, a systematic approach to item reduction based on results of graphical loglinear Rasch modeling (GLLRM) was designed. This approach was then used to reduce the number of items in the subscales of the R-D-LSI which had an item-length of more than seven items, thereby obtaining the Danish Self-Assessment Learning Styles Inventory (D-SA-LSI) comprising 14 subscales each with an item length of seven. The systematic approach to item reduction based on results of GLLRM will be presented and exemplified by its application to the R-D-LSI.