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Working with an older client group
Published in Rebecca Allwood, Working with Communication and Swallowing Difficulties in Older Adults, 2022
Learning styles broadly fall into categories. There are differing opinions of how many learning categories exist, but four that are often cited are described here: Visual: learning best from information presented in images, charts or graphs.Auditory: learning best from hearing information.Reading and writing: reading text or writing information down.Kinaesthetic: learning best through interactive or sensory learning environment.(Fleming and Mills, 1992)Willingham et al. (2015) argue that a learning style is a personal preference of modality through which to process information rather than a heightened ability to receive information in a particular form. Some people challenge the notion of a learning style and view it as a reflection on an individual’s belief of best learning style rather than how they actually process information (Krätzig et al., 2006). Nonetheless, it is useful for the clinician to be aware of each client’s preference of learning modality so that they can adapt the way that they present information to optimise the client’s retention and use of the information given.
Music Therapy as Specific and Complementary Training in the Early Rehabilitation of Adult Cochlear Implant Users: Insights from the “Heidelberg Model”
Published in Stavros Hatzopoulos, Andrea Ciorba, Mark Krumm, Advances in Audiology and Hearing Science, 2020
Heike Argstatter, Elisabeth Hutter
Broadly, there are two approaches to train auditory perception: The analytic and the synthetic approach (Fig. 3.9). Analytic and synthetic methods provide different benefits to auditory learning (Moore and Amitay, 2007).
Auditory Processing Disorders Across the Age Span
Published in John C Watkinson, Raymond W Clarke, Christopher P Aldren, Doris-Eva Bamiou, Raymond W Clarke, Richard M Irving, Haytham Kubba, Shakeel R Saeed, Paediatrics, The Ear, Skull Base, 2018
Doris-Eva Bamiou, Cristina Ferraz B. Murphy
It is well established that AT improves auditory trained tasks. However, the extent to which auditory learning transfers to top-down skills such as language and reading skills remains unclear. This topic is important due to the co-occurrence of APD with other learning difficulties such as dyslexia, phonological disorder and ADHD. Some studies have demonstrated learning generalization following non-linguistic AT to measures of language, including reading, speech perception and phonological awareness.65–67 Others reported on-task learning but no generalization to higher-level measures of language skills.52,68
Auditory training for adults with cochlear implants: a systematic review
Published in International Journal of Audiology, 2022
Georgia Cambridge, Tracey Taylor, Wendy Arnott, Wayne J. Wilson
The quality and potential sources of bias within each study included in the systematic review were assessed using the tool reported by Henshaw and Ferguson (2013). This tool considers five independent measures that are important for all empirical research: randomisation, controls, sample size and power calculation, blinding, and outcome measure reporting; and five additional measures that are specific to training intervention studies: generalisation of learning to functional benefits in real-world auditory performance (outcome selection), training feedback (previously shown to maximise auditory learning in auditory training: Amitay et al. 2010; Song et al. 2012), ecological validity, compliance with training protocols, and long-term follow-up of improvements. Each of these 10 study quality measures is assigned a score of 0, 1 or 2 where a score of 0 indicates flawed or no information from which to make a judgement, a score of 1 indicates weak information or lack of detail and a score of 2 indicates appropriate use and reporting. For the purposes of the present systematic review, a score of 2 for the parameter of outcome selection also required the inclusion of a measure of functional real-world auditory and, if multiple outcome measures were employed, an adjustment for multiple statistical comparisons. All four authors used the tool described above to independently rate each of the 10 studies included in the systematic review. Final ratings were assigned following unanimous agreement or after consultation to resolve conflicts.
Investigation of the relationship between chronotype, learning style and academic achievement of university students during distance education in the pandemic period
Published in Chronobiology International, 2022
Özgül Balcı, Muhittin Çalışkan
Our results have practical implications for designing effective teaching–learning environment for undergraduate students with different chronotypes. It is thought that the association reported in this study between chronotype and learning style can help design teaching-learning experiences appealing to undergraduates with different chronotype profiles. We suggest that the disadvantage associated with evening-orientation in terms of academic performance (Beşoluk et al. 2011; Davidson and Ritchie 2016; Enright and Refinetti 2017; Montaruli et al. 2019; Önder 2020; Randler and Frech 2006) can be minimized by taking E types’ learning styles into account and by ensuring learning experiences responding to preferably visual and auditory styles. Our result showing that both visual and auditory learning style percentages of high achievers were significantly higher than the percentage of kinesthetic learning style could support this perspective. Additionally, considering that visual learning style was the predominant style for all chronotypes followed by auditory and kinesthetic styles, providing multisensory learning experiences that meet the needs of all students with different style preferences may contribute to academic achievement and could provide flexibility in learning style, which was reported as being a strength for students (Kolb and Kolb 2017; Peterson et al. 2015).
Development of Kampo（traditional Japanese medicine）e-learning program: evaluation of the flipped classroom for medical students
Published in Medical Education Online, 2021
Aki Ito, Kenji Watanabe, Yoshitaka Fukuzawa, Kazuo Mitani, Shinichi Fujimoto, Takahide Matsuda, Kiyoshi Sugiyama, Kiyoshi Kitamura, Nobutaro Ban
Lectures in the ‘Systematic Kampo Curricula’ course consisted of Power Point slideshows with the lecturer’s audio narration and a script. According to the Learning Pyramid by National Training Laboratory of Bethel, Maine, auditory learning increases understanding, and the retention of knowledge is better than visual learning with textbook. Therefore, all lectures in the ‘Systematic Kampo Medicine Curricula’ course were accompanied by audio. Students requested the script for the lectures, reporting that ‘It’s helpful to understand the lectures.’ Since some Kampo terms are not familiar to medical students, it is often the case that the pronunciation is not understood if only the letters are seen, and vice versa. Based on these opinions, we decided to add audio scripts to all lectures. Therefore, we thought that combining text and audio would be helpful for students learning Kampo. Student evaluations of the transcripts described them as ‘helpful to understand the lectures’, and evaluations of the audio narration stated that ‘Study with auditory sensation is more effective than textbooks.’ It is generally said that student concentration lasts less than 15 minute [26]. Therefore, the lecture length of the ‘Systematic Kampo Curricula’ course was appropriate as students were able to maintain their concentration and easily comprehend the material. As a result, the lectures were evaluated as being effective for student retention of course content. Further, by providing review questions for each lecture, the course enabled students to verify their mastery of the subject matter while proceeding with the content.