The importance of learning style in end-user training
MIS Quarterly
From adaptive hypermedia to the adaptive web
Communications of the ACM - The Adaptive Web
Student Resistance to ICT in Education
ICCE '02 Proceedings of the International Conference on Computers in Education
Context-Aware Support for Computer-Supported Ubiquitous Learning
WMTE '04 Proceedings of the 2nd IEEE International Workshop on Wireless and Mobile Technologies in Education (WMTE'04)
Using mobile learning to increase environmental awareness
Computers & Education
Effects of high level prompts and peer assessment on online learners' reflection levels
Computers & Education
A learning style classification mechanism for e-learning
Computers & Education
An observational study of undergraduate students' adoption of (mobile) note-taking software
Computers in Human Behavior
If you think socialisation in mLearning is difficult, try personalisation
International Journal of Mobile Learning and Organisation
A conversational intelligent tutoring system to automatically predict learning styles
Computers & Education
Design of a personalized navigation support system for context-aware ubiquitous learning environment
Proceedings of the 2012 RecSys workshop on Personalizing the local mobile experience
Journal of Network and Computer Applications
A context-aware video prompt approach to improving students' in-field reflection levels
Computers & Education
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Ubiquitous learning (u-learning), in conjunction with supports from the digital world, is recognized as an effective approach for situating students in real-world learning environments. Earlier studies concerning u-learning have mainly focused on investigating the learning attitudes and learning achievements of students, while the causations such as learning style and teaching style were usually ignored. This study aims to investigate the effects of teaching styles and learning styles on reflection levels of students within the context of u-learning. In particular, we investigated the teaching styles at the dimensions of brainstorming and instruction and recall and the learning styles at the dimensions of active and reflective learning. The experiment was conducted with 39 fifth grader students at an elementary school in southern Taiwan. A u-learning environment was established at a butterfly ecology garden to conduct experiments for natural science courses. The experimental results of one-way ANCOVA show that those students who received a matching teaching-learning style presented a significant improvement in their reflection level. That is, matching the learning styles of students with the appropriate teaching styles can significantly improve students' reflection levels in a u-learning environment.