Annotated Bibliography
Asrining Tyas, P., & Safitri, M. (2017). Kinesthetic learning style preferences: A survey of Indonesian EFL learners by gender. JEES (Journal of English Educators Society), 2(1), 53-64.
The researchers explore students’ learning preferences in terms of their gender. The focus is on EFL learners and conventional classrooms. It is found that over 40% of male learners have kinesthetic preferences. Asrining Tyas et al. (2017) also note that females tend to become kinesthetic learners, so students’ learning preferences may change. It was found that more than 30% of female students became kinesthetic learners and benefited from the use of the corresponding teaching strategies. It is noteworthy that this study is characterized by quite a low generalizability, as only slightly over a hundred students participated in the research. University students took part in the study, so the data can be different for middle-school students. However, this article is still an important source of the proposed study as it provides insights into gender differences related to learning preferences. This information can be utilized for the adaptation of the online programs created for kinesthetic students. This article also sheds light on an important area for further research.
Cabual, R. A. (2021). Learning styles and preferred learning modalities in the new normal. Open Access Library Journal, 08(04), 1-14.
This study provides valuable insights into the dynamics of the development of learning styles. The researcher emphasizes that students’ learning styles tend to transform constantly, and their learning preferences may change multiple times. Cabual (2021) notes that the majority of students have visual or audial learning styles. It is concluded that educators need to identify their students’ learning styles at the beginning of the course to ensure the provision of the most effective assignments and instructions. The screening inventories based on the VARK model can help in identifying students’ learning styles. The researcher states that in the post-pandemic environment, online education is likely to be exploited at an increasing rate, so educators need to adapt to this trend. The present study provides valuable data concerning students’ learning styles and ways to ensure the provision of the most effective educational services. The need to identify students’ learning styles at the beginning of an online project can become common and ensure the use of the most appropriate teaching strategies for particular students.
Muali, C., Islam, S., Bali, M. E. I., Hefniy, Baharun, H., Mundiri, A., Jasri, M., & Fauzi, A. (2018). Free online learning based on rich internet applications; the experimentation of critical thinking about student learning style. Journal of Physics: Conference Series, 1114, 1-7.
This source is concerned with the peculiarities of learning styles and the effectiveness of rich Internet applications to address these students’ needs. Muali et al. (2018) note that e-learning is becoming more widespread and teachers need to develop appropriate tools to address the needs of their students. The researchers examined the effectiveness of a set of online instruments with a focus on different learning preferences. It is found that kinesthetic learners benefit from the application of self-directed online learning. Collaboration is also seen as an effective component in enhancing learning outcomes. The article is an important source of data for the present research as it sheds light on the strategies educators can employ to help kinesthetic learners reach their academic goals. The descriptions of particular online tools can be instrumental in creating effective online programs or teaching strategies that will benefit kinesthetic learners.
Stamm, M., Francetic, K., Reilly, R., Tharp, A., Thompson, N., & Weidenhamer, R. (2021). Kinesthetic learners during the COVID-19 pandemic: Occupational therapy students’ perspective on e-learning. Journal of Occupational Therapy Education, 5(2), 1-20.
The present study dwells upon kinesthetic learners’ perspectives regarding e-learning. Stamm et al. (2021) employed a mixed-method research design with a focus on qualitative data. The current online courses are often characterized by low adaptability to the needs of kinesthetic learners. It is reported that kinesthetic learners felt a lack of confidence and clarity when they had to start online education programs. Some of the major areas of concern were the lack of a proper environment and unclear instructions. The participants found video conferences and workshops highly beneficial. Group projects were also seen positively as learners’ motivation and confidence increased due to collaborative effort. When considering potential ways to improve online courses, the kinesthetic learners noted that more videos and more detailed instructions outlining the overall course objectives and progress were needed. This article is a relevant source for the proposed study as it provides insights into kinesthetic learners’ challenges and the solutions they find most effective. This data can be instrumental in developing appropriate e-learning methods and tools.
Wood, N., & Sereni-Massinger, C. (2016). Engaging online kinesthetic learners in active learning. Proceedings of IMCIC – ICSIT 2016. IIIS.
This article dwells upon the learning strategies used with kinesthetic learners in the online education setting. Wood and Sereni-Massinger (2016) note that the VARK learning style preference inventory is a widely utilized educational instrument enabling teachers to create diverse, effective teaching strategies. It is also noted that visual and aural learners find it easy to transfer to the e-learning format characterized by various visual and audial materials. The researchers claim that kinesthetic learners need another type of online assignments and contexts. Such tools as role-playing, case studies, gaming, reality-based scenarios, and inquiry-based dialogues are the most effective learning strategies to facilitate the progress of kinesthetic learners. The authors add that interaction and learners’ experimentation with different materials and strategies are critical for the target population. This article is an important source of data for this study as it discovers the most effective learning strategies utilized with kinesthetic learners. The researchers provide a brief description of these instruments based on a sound review of the latest literature. This data can be employed for the development of a set of tasks for the learners.
References
Asrining Tyas, P., & Safitri, M. (2017). Kinesthetic learning style preferences: A survey of Indonesian EFL learners by gender.JEES (Journal of English Educators Society), 2(1), 53-64.
Cabual, R. A. (2021). Learning styles and preferred learning modalities in the new normal.Open Access Library Journal, 08(04), 1-14.
Muali, C., Islam, S., Bali, M. E. I., Hefniy, Baharun, H., Mundiri, A., Jasri, M., & Fauzi, A. (2018). Free online learning based on rich internet applications; the experimentation of critical thinking about student learning style.Journal of Physics: Conference Series, 1114, 1-7.
Stamm, M., Francetic, K., Reilly, R., Tharp, A., Thompson, N., & Weidenhamer, R. (2021). Kinesthetic learners during the COVID-19 pandemic: Occupational therapy students’ perspective on e-learning.Journal of Occupational Therapy Education, 5(2), 1-20.
Wood, N., & Sereni-Massinger, C. (2016). Engaging online kinesthetic learners in active learning.Proceedings of IMCIC – ICSIT 2016. IIIS.