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https://biblioteca-repositorio.clacso.edu.ar/handle/CLACSO/128583Registro completo de metadatos
| Campo DC | Valor | Lengua/Idioma |
|---|---|---|
| dc.contributor | en-US | |
| dc.contributor | es-ES | |
| dc.creator | Tanwinit, Anchalee | - |
| dc.creator | Sittiprapaporn, Wichian | - |
| dc.date | 2017-02-20 | - |
| dc.date.accessioned | 2022-03-25T19:01:45Z | - |
| dc.date.available | 2022-03-25T19:01:45Z | - |
| dc.identifier | https://ojs.uv.es/index.php/LEEME/article/view/9810 | - |
| dc.identifier | 10.7203/LEEME.25.9810 | - |
| dc.identifier.uri | http://biblioteca-repositorio.clacso.edu.ar/handle/CLACSO/128583 | - |
| dc.description | Some previous studies postulate that every individual has a different learning style. Students have preferences for the ways in which they receive information. One of the most challenges that music educator in Thailand face today is improving the level of music student satisfaction with the curriculum and learning environment. To determine whether a particular teaching method might enhance student satisfaction with the learning process, a learning preferences survey linked to sensory modalities was given to music students of Undergraduate Studies at College of Music Mahidol University, Thailand. The survey called VARK (an acronym for Visual, Aural, Read-Write, and Kinesthetic) was applied in order to identify student’s preferences for particular modes of information presentation. The purpose of this descriptive study was thus to determine the learning style and measure the distribution of learning preference mean scores of the music students and note any significant differences among classes and gender determined using 348 participants from the Mahidol University College of Music, Thailand, in 2008-2009. According to the VARK questionnaire, students were divided into five groups (visual, auditory, read-write, kinesthetic, and multimodal learners). The unimodality preference was 33.9 % and multimodality was 66.1 %. Among the students who preferred one mode of information presentation, 15.3 % were kinesthetic, 62.7 % were auditory, 10.2 % were visual, and 11.9 % were read-write learners, respectively. Some students preferred multiple modes: bimodal (26.4 %), trimodal (27.3 %), and quadmodal (12.4 %), respectively. Music students prefer aural learning at a higher percentage than other modes. Inter-class differences varied while gender differences were not significant. Introducing the VARK survey can provide a vehicle for self-knowledge and to explore opportunities for making the music educational experience both more productive and enjoyable for students and faculty members. Knowing the music students preferred learning modes can: (1) help provide instruction tailored to the student’s individual preferences, (2) overcome the predisposition to treat all music students in a similar way, (3) motivate teachers to move from their preferred mode(s) to using others, and (4) develop appropriate learning approaches and explore opportunities so that music educators will be able to make the educational experience more productive. | en-US |
| dc.description | Algunos estudios previos postulan que cada individuo posee un diferente estilo de aprendizaje. Los estudiantes tienen preferencias en los modos de presentación de la información. En la actualidad, uno de los retos más grandes que afrontan los educadores musicales de Tailandia es mejorar el nivel de satisfacción del estudiante en relación al curriculum y al contexto de aprendizaje. Con el fin de determinar si un método particular de enseñanza podría aumentar dicha satisfacción, se administró a estudiantes de Pregrado en el College of Music Mahidol University de Tailandia un cuestionario de preferencias de aprendizaje en relación a las modalidades sensoriales. Un cuestionario, denominado VARK (abreviación de Visual, Aural, Lecto-Escritor y Kinestésico), fue aplicado para identificar las preferencias de los estudiantes sobre los modos de presentación de información. El propósito de este estudio descriptivo fue determinar el estilo de aprendizaje, medir la distribución de las puntuaciones de los estudiantes de música respecto a sus preferencias de aprendizaje y determinar las diferencias habidas entre clases y género. Los participantes fueron 348 alumnos de Mahidol University College of Music, Tailandia, durante el curso 2008-2009. De acuerdo al cuestionario VARK, se dividió a los estudiantes en cinco grupos (visual, auditivo, lectura-escritura, kinestésico y multimodal). El porcentaje de estudiantes que prefirieron un solo modo de presentación de información fue del 33,9%, mientras que el 66,1% prefirieron un modo multimodal. De los estudiantes del modo unimodal, el 15,3% prefirieron el modo kinestésico, 62,7% el modo auditivo, 10,2% el modo visual y 11,9% el modo lecto-escritor. Algunos estudiantes prefirieron modos múltiples de presentación de información: bi-modal (26,4%), tri-modal (27,3%) y cuatri-modal (12,4%). Los estudiantes de música prefieren un modo auditivo en un mayor porcentaje que otros modos. Las diferencias entre clases variaron mientras que las diferencias de género no fueron significativas. El cuestionario VARK puede constituir un vehículo de auto-conocimiento, así como para explorar oportunidades para hacer la experiencia educativa en música más productiva y agradable tanto para estudiantes como para profesores. Conocer los modos de aprendizaje preferidos por los estudiantes puede: 1) ayudar a adaptar la enseñanza a los modos preferidos del estudiante; 2) superar la predisposición de tratar por igual a todos los estudiantes de música; 3) motivar a los profesores a cambiar sus modos preferidos por otros; y 4) desarrollar enfoques apropiados de enseñanza y explorar oportunidades para que los educadores musicales puedan ser capaces de hacer la experiencia educativa más productiva. | es-ES |
| dc.format | application/pdf | - |
| dc.format | application/pdf | - |
| dc.language | eng | - |
| dc.language | spa | - |
| dc.publisher | Universitat de València | es-ES |
| dc.relation | https://ojs.uv.es/index.php/LEEME/article/view/9810/9237 | - |
| dc.relation | https://ojs.uv.es/index.php/LEEME/article/view/9810/9842 | - |
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| dc.source | Electronic Journal of Music in Education; Núm. 25 (2010): Revista Electrónica de LEEME; 149-163 | en-US |
| dc.source | Revista Electrónica de LEEME; Núm. 25 (2010): Revista Electrónica de LEEME; 149-163 | es-ES |
| dc.source | 1575-9563 | - |
| dc.subject | es-ES | |
| dc.subject | Modos de aprendizaje; visual; auditivo; lector-escritor; kinestésico; educación musical. | es-ES |
| dc.subject | en-US | |
| dc.subject | Learning Modes; Visual; Auditory; Reading-Writing; Kinesthetic; Music Education. | en-US |
| dc.title | Learning Styles of Undergraduate Musical Students Attending Music College in Thailand | en-US |
| dc.title | Estilos de aprendizaje de alumnos universitarios de Música en Tailandia (Editado en: inglés) | es-ES |
| dc.type | info:eu-repo/semantics/article | - |
| dc.type | info:eu-repo/semantics/publishedVersion | - |
| dc.type | Artículo revisado por pares | es-ES |
| dc.type | es-ES | |
| dc.type | en-US | |
| Aparece en las colecciones: | Institut Universitari de Creativitat i Innovacions Educatives - ICIE - Cosecha | |
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