ICT MODULES ON ENVIRONMENT EDUCATION AND THEIR COMPATIBILITY WITH LEARNING STYLE PREFERENCES OF ADULT LEARNERS

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Date
2016
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Professor Jayashankar Telanagana State Agricultural University
Abstract
Learning style describes basic and generalized dimensions individuality in learning. As a result of unique set of experiences, adults develop a preferred style of learning. Neil fleming (2006) introduced VARK model of adult learning which is an acronym that refers to the four types of learning styles: Visual, Auditory, Reading and Kinesthetic. Learners with a single learning style preference are referred to as unimodal, whereas others preferring a variety of styles are known as multimodal. Of the multimodal learners, there are bi, tri and quadra modal learners, who prefer to use two, three or four styles, respectively. ICT provides productive learning through the use of audio, text, multicolor images, graphics and animation. Consequently with the hypothesis that multimedia based ICT modules will support all learning styles by providing high-quality learning experience to adult learners, the present study with the title, 'ICT modules on Environment Education and their compatibility with learning style preferences of adult learners' was planned and carried out with 150 adult learners, xii randomly selected from five adopted villages of KVK, Malyala, Warangal district of Telangana state. An exploratory research design was adopted to conduct the study. The five selected topics for ICT modules on environment education were Global warming (9minutes 46seconds), Home gardening (11minutes 57seconds), Carriers of communicable diseases (10minutes 25seconds), Medicinal plants at home level (21minutes 31seconds) and Clean village (11minutes 31seconds). The content was presented in text and audio formats incorporating relevant images, videos and animations. The general profile of the respondents indicated that among the adult learners, female population (54.67%) was more than male (45.33%). Majority of adult learners were youth (85.33%) and (95.33%) were educated and the percentage of aspirants for occupation was high (45.33%). Highest use of news paper (57.33%) followed by television (54.67) Internet (50.00%), mobile phones (42.00%), radio (37.33), books (32.00%) and apps (6.00%) respectively. Majority of the respondents belong to unimodal learning style (86.67%). Among uni modal adult learners, auditory learners (73.84%) were more, followed by reading (14.61%) kinesthetic (6.92%) and visual (4.61%). Hence it can be inferred that, the predominant learning style among respondents was auditory learning style. Very unique combination was found among bimodal learners, though only (11.33%) are bimodal, AR (52.94%) learning style followed by AK & RK (17.64%), VA (11.76%) learning styles could be observed respectively. The trend between female (87.80%) and male (85.29 %) learning style preferences was similar. When analysed the ICT module wise and learning style wise overall mean scores, the module with the highest mean score is Medicinal plants at home level (19.69), followed by Clean village (19.55), Carriers of communicable diseases (18.04), Global warming (17.74) and Home gardening (17.17). With regard to learning styles, trimodal learning style respondents had highest mean score (18.80), followed by visual (18.67), bimodal (18.45), multi modal (18.10). The ranking of remaining unimodals were reading (18.31), auditory (18.03) and kinesthetic (17.92). Hence, it could be inferred that the ICT modules supported all the learning styles and resulted in learning. Experts judged the learning style preferences compatibility of ICT modules through an observatory inventory. Results indicated that ICT modules have the capability to uphold the learners with different learning styles to learn. xiii One way ANOVA was used to compare the knowledge acquired by four types of respondents i.e., uni, bi, tri and multi modal learning styles, and found that there was no significant variation. But a significant positive relationship existed between knowledge acquisition and ICT compatibility of learning styles at 0.5% level of probability. Irrespective of learning styles, knowledge was acquired equally among adult learners. When the ICT module compatibility enhanced, the learning also increased. As the ICT modules were like multimedia presentations in which text to read, audio to hear, images to see and appealing modulations to act upon are present, they become compatible with all the learning style adult learners. Adult learners suggested modifications about narration of technical terms and highlighting of key points with regard to content, length of ICT module, adding humour to motivate for action and accessibility of ICT modules through Gram panchayat, Youth club, Anganwadi centre and KVK.
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D10,111
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