Search results

The purpose of this study is to conduct a systematic review to understand state-of-art research related to learning preferences from the aspects of impacts, influential factors and evaluation methods.

This paper uses the systematic synthesis method to provide state-of-the-art knowledge on learning preference research by summarizing published studies in major databases and attempting to aggregate and reconcile the scientific results from the individual studies. The findings summarize aggregated research efforts and improve the quality of future research.

After analyzing existing literature, this study proposed three possible research directions in the future. First, researchers might focus on how to use the real-time tracking mechanism to further understand other impacts of learning preferences within the learning environments. Second, existing studies mainly focused on the influence of singular factors on learning preferences. The joint effects of multiple factors should be an important topic for future research. Finally, integrated algorithms might become the most popular evaluation method of learning preference in the era of smart learning environments.

This review used the search results generated by Google Scholar and Web of Science databases. There might be published papers available in other databases that have not been taken into account.

The research summarizes the state-of-art research related to learning preferences. This paper is one of the first to discuss the development of learning preference research in smart learning environments.

This empirical research was conducted in a medium-sized private university located in the north-eastern region of the USA. The purpose of this paper was to understand whether demographic attributes (age, gender, country of origin and years of stay in the USA) of international students will predict any preferences for specific teaching methods. This study was conducted with international students from October 2012 through May 2013 (fall and spring semesters).

This research paper provides hypotheses to explore whether there is any relationship between demographic factors and preferences for various teaching methods. This study analyzes the results using both Pearson’s correlations and one-way ANOVA to reject or accept the hypotheses.

The results demonstrated that there were no significant correlations between the demographic variables of international students and teaching methods. However, the one-way ANOVA analyses suggested that there are differences among age groups and their preferences for group projects, years of studying in the USA and their preferences for classroom discussions, and gender and their preferences for textbook assignments.

This study suggests that scholars provide orientation or training on the host country’s pedagogies so that international students can assimilate better into their academic communities.

This pioneering paper examines the role between demographic variables of international students and teaching pedagogies. This specific concept has not been examined in this literature before. This understanding could contribute to a richer understanding of this population of students.

The purpose of this study is to examine empirically the relationship between cultural factors and students’ learning style preferences in the context of the current global convergence in accounting education.

Kolb's Learning Style Inventory and Hofstede's Value Survey Model for Young People were administered to 244 undergraduate students studying accounting in Japanese, Australian and Belgian universities.

The outcome of this research revealed that the student groups from Australia and Belgium tended to be more individualistic in their learning and were more willing to learn by doing, while Japanese students do not prefer to learn by doing, but prefer learning by watching.

The results might be of interest to accounting educators to assist them with the smooth introduction of the International Education Standards (IES) by the International Federation of Accountants (IFAC) and the International Accounting Education Standard Board (IAESB).

This article reviews the quantitative marketing literature on artificial intelligence (AI) through an economics lens. We apply the framework in Prediction Machines: The Simple Economics of Artificial Intelligence to systematically categorize 96 research papers on AI in marketing academia into five levels of impact, which are prediction, decision, tool, strategy, and society. For each paper, we further identify each individual component of a task, the research question, the AI model used, and the broad decision type. Overall, we find there are fewer marketing papers focusing on strategy and society, and accordingly, we discuss future research opportunities in those areas.

This study examined the reciprocal influence of demand learning and preference matching in the context of store brand customization. The demand-learning effect refers to the collection of market demand information through production, based on pre-order demands, enabling retailers to accurately predict and allocate product quantities, thus improving inventory management. The preference-matching effect involves engaging consumers in the production and design processes of store brands to align fully with their preferences, thereby increasing the purchase impact of store brand products and promoting consumption.

We employ game-theoretic models to analyze a two-echelon supply chain consisting of a manufacturer and a retailer. The retailer offers both national brands, manufactured by the supplier and in-house store brands. To enhance their competitive edge, the retailer can adopt a customized strategy targeting the store brand to attract a wider consumer base.

The analysis reveals that, under low commission fees, the manufacturer consistently opts for high production quantities, irrespective of the level of demand uncertainty. However, when the perceived value of a store brand is low and demand uncertainty is either low or high, the retailer should choose a minimal or zero production quantity. The decision-making process is influenced by the customization process, wherein the effects of demand learning and preference matching occasionally mutually reinforce each other. Specifically, when the perceived value of a store brand is low, or the product cost is high, along with high customization costs, the interplay between demand learning and preference matching becomes mutually inhibiting. Consequently, the significance of store brand customization diminishes.

This study enhances the current body of knowledge by providing a deeper understanding of the theoretical value of store brand customization. In addition, it offers valuable decision-making support to enterprises by assisting them in selecting appropriate inventory and customization strategies.

Student populations in higher education in the United States have become increasingly diverse as a result of demographic changes. As a result, educators need an understanding of the background and characteristics of these demographic subgroups in order to improve the quality of their education. Students’ approaches to learning affect their quality of learning and are influenced by their perceptions of the learning environment and assessment. The present study extends prior research by examining the approaches to learning, assessment preferences, and the relationship between approaches to learning and assessment preferences of intermediate accounting students enrolled in a public university in the United States with a diverse student population. Students with higher deep approaches to learning had higher preferences for assessment involving higher-order thinking tasks, integrated assessment, and nonconventional assessment. Students with higher surface approaches to learning had lower preferences for assessment involving higher-order thinking tasks. The differences in these relationships for subgroups of students defined by citizenship, age, gender, and race are presented. The implications of the results for teaching and learning in accounting education are discussed.

The purpose of this paper is to address the use of Honey and Mumford’s Learning Styles Questionnaire (LSQ) to investigate the learning style preferences of undergraduate students at the American University of Ras Al Khaimah (AURAK) in the United Arab Emirates (UAE) culture. It also investigates whether there are significant differences across the four dimensions of learning styles due to students’ demographics.

Questionnaires were distributed to a sample of 200 undergraduate students at AURAK in the UAE. The majority of students were Arabic native-speakers. Descriptive statistics were used to present the main characteristics of respondents and the results of the study. The independent samples t-test, Mann–Whitney test and Kurskal–Wallis test were used to find out if there are significant differences across the four dimensions of learning styles due to students’ demographics.

The results of the study illustrated that undergraduate students at AURAK have preferences for the reflector (15.0), pragmatist (14.2), theorist (13.9) and activist (12.3) learning styles. Moreover, there are only significant differences between Emirati and non-Emirati students across the four learning styles and between single and married students in the theorist learning style.

This study has a number of limitations. First, the findings of the study are based on the data collected from only one university. Second, the sample is limited to undergraduate students and, therefore, it excludes graduate students who might have different experiences. Third, the results are based on a self-reported questionnaire which might affect the reliability of the results. On the other hand, it has a number of implications for educators and students. Educators will benefit from the results of this study in the sense that they need to adopt teaching styles and strategies that match the learning styles of the majority of their students. Students themselves will benefit from knowing their own learning style.

The present study validates a learning style theory developed in a western culture in an Arabic culture.

The purpose of this paper is to explore the extent to which learning styles influence tertiary students' preferences for flexible delivery and assessment methods in higher education.

A voluntary self‐administered questionnaire was distributed within three core undergraduate courses. A total of 891 students responded to the survey, across a range of locations, representing a response rate of approximately 45 per cent

Results reveal that learning styles do not appear to influence students level of preference overall for flexible delivery methods and assessment approaches. However, there remain a significant percentage of students who report that they do not want all course delivery to be online. The findings generally suggest that there are changing expectations of students in relation to delivery and assessment in tertiary education

The research has been conducted at undergraduate level in business disciplines and therefore may not adequately represent the opinions of postgraduate students, or students from other disciplines. In addition over 75 per cent of respondents fall within the Generation Y category, which means that these results may not be generalisable to older populations of learners.

Demonstrates to educators the importance of considering learning styles when developing, delivery and assessing courses, and reinforces that very few students desire entirely online courses.

The paper focuses specifically on the preferences of students in relation to assessment and delivery via technology and identifies critical considerations for course developers.

This conceptual paper relates disparate evidence on the factors influencing reading format choice and preference, whether print or digital, in order to inform educational practice and scholarship.

The authors propose a reading event analysis model (REAM) to help guide practitioners and scholars through a consideration of relevant factors, as evidenced by empirical research, to predicting whether print or digital formats will best support the reading and/or learning objectives of a reader in a given reading event in the current technological era.

The evidence synthesized and communicated by the REAM model reflects complex interactions between reader characteristics, task characteristics and text characteristics that influence the effects and outcomes of reading in print or digital format.

This model serves to guide scholars in the design of future empirical studies that account for critical performance variables related to reading comprehension and user preference.

In examining the effects of reading format on learning and the relationship of learning to overall reader format preferences, this model will help educators, educational administrators, industry practitioners, technologists and interface developers transfer current findings to practice, make decisions and determine developmental priorities to meet the needs of readers and learners across a variety of contexts and support the pursuit of equity in education.

This model is necessary and contributes important original synthesis and to an area of scholarship that in recent years has yielded results that at times appear contradictory. The model provides possible resolutions to these apparent contradictions in a construct that lends translational value for practice.

The purpose of this research is the modeling of the relationship of Learning Style and Learning Source Preferences to Organizational Learning Capability (OLC).

A survey questionnaire gave us data from 274 employees in the hotel industry in Cyprus, which was chosen because it is a labor-intensive industry with big economic impact on the National Domestic Product (as per Cyprus Investment Promotion Agency this is more than 20%). SPSS and AMOS were used to analyse the proposed model.

The findings provided evidence to support the position that the proposed model demonstrates that OLC is affected by the Individual Learning Preferences (ILP) which are the learning style preference and the learning source preference of individual workers.

The study did not consider the effect of learning style and learning source preferences on the different departments of a hotel. Further, a longitudinal study with more organizations within the hotel sector, or other economic sectors, was outside the scope of this study.

The proposed model can be used by organizations to reflect on how learning source and learning style preferences can affect the OLC.

What relevant research did not explore enough, is the learning preferences of individuals in their work environment and not as often seen, the learning styles or learning (dis)abilities of students in a school environment. Therefore, this research fulfills the need to study learning preferences in the business context and examines their effects on OLC.