On continual single index learning

In this paper, we generalize the problem of single index model to the context of

continual learning in which a learner is challenged with a sequence of tasks one by
one and the dataset of each task is revealed in an online fashion. We propose a
strategy that is able to learn a common single index for all tasks and a specific link
function for each task. The common single index allows to transfer the informaton
gained from the previous tasks to a new one. We provide a theoretical analysis of our
proposed strategy by proving some regret bounds. Moreover, as a by-product from
our work to provide an example of a within-task algorithm, we develop a novel online
algorithm for learning single index model in an online setting and provide its regret
bound.
Students’ Learning Styles and Self-Motivation
Learning styles are the basis on how students learn. There are different learning
styles. Three of the most popular ones are visual, auditory, and kinesthetic in which
students use to absorb information. On one hand, students’ motivation is an internal
drive of the students to do a task on their own will. The study used a univariate likert
scale questionnaire among Senior High School Students in Jagobiao National High
School to 244 individuals. Questionnaires were sent directly to targeted segment.
Firstly, the respondents reported that they absorb information best using hearing
aspects known as auditory learners. Secondly, they absorb information by visualizing
or the visual learners. Lastly, the respondents describe that they learn through actions
or the kinesthetic learners. The finding of the study is not statistically significant
between students’ learning styles and self-motivation because the ANOVA presented
that the result is greater than the alpha in which the decision is failed to reject and
there is no significant association between the two variables students’ learning styles
and self-motivation. Majority of the students preferred to listen while learning. It was
seen that it is the best way that the students absorb information effectively. It is
necessary that the teachers should identify the students learning strategies in order to
meet their teaching strategies. The study accentuates that students’ self-motivation
does not affect the students’ learning styles.
The nature of Learning
This chapter is the last of four which unpack each of the sections of the SRCL
framework. This chapter focuses on the Learning, which is considered to be the
knowledge created and constructed by teachers as they search for pedagogical
equilibrium. This chapter describes three themes which characterised the Learning
derived from the search for pedagogical equilibrium. Firstly, Learning can be
characterised as Situational, where new knowledge about the situation leads to greater
awareness about elements of that particular situation. Learning can also be
characterised as Pedagogical, which includes learning about the nature of teaching
and learning more generally through the formation of inferences or expectancy beliefs
for, and of, teaching. And finally, Learning can be characterised as Personal (or self),
which involves the development or consolidation of personal and philosophical
beliefs about teaching, ability, and values for, and about, teaching and learning.
The relationship between students’ learning styles and academic
performance: Final year accounting students
Accounting students at tertiary education basically prefer different types of learning
styles. This study investigated the impact of the relationship among the learning style
preferences of undergraduate accounting students, awareness of learning styles and
their academic achievements. Participants of the study consisted of all the final year
accounting students in UiTM Tapah. The results indicated that the students prefer
kinesthetic learning modality, and for the rest of the modalities students found that
they are generally well-balanced. The study found that there were significant
awareness of learning styles among students particularly for the kinesthetic type of
students. However, based on the test conducted, there was no significant correlation
between the academic achievement and the learning style preferences of the students.
There was also no significant relationship between learning styles and awareness of
the learning styles. Hence, types of learnings styles do not contribute directly to the
accounting students’ academic performance.
Learning Styles and Teaching Styles Determine Students' Academic
Performances
Individuals learn in different ways using several learning styles, but lecturers may not
always share material and learning experiences that match students' learning
preferences. Mismatches between learning and teaching styles can lead to
disappointment with students are taking, and lead to underperformance among them.
The aim of this study is to identify the learning styles of the students enrolled in
Universiti Malaysia Pahang who were registered in Programming Technique course
and to investigate the relationship between students' learning styles and teachers'
teaching styles. Five lecturers and 251 students were involved in the study as
participants and. Data from students were collected using Leonard, Enid's VAK
Learning Style Survey. Meanwhile, the teaching styles of the lecturers were identified
using Grasha and Reichmann's Teaching Style Survey. The findings revealed that
majority of the student's preferred visual learning style. The result also shows that the
lecturers' teaching styles give an impact towards the students' academic performance.
From this study, we can conclude that teaching styles have significant impacts on
students' learning styles and academic performances.
Naïve Bayes for Detecting Student’s Learning Style Using Felder-
Silverman Index
This paper focuses on detecting student learning styles using the Felder-
Silverman Index Learning Style (FSLM). Providing Adaptivity based
on learning styles can support students and make the learning process easier for them.
However, the student learning styles need to be identified and understood to provide
the appropriate adaptability. In this case, we use a questionnaire instrument to detect
student’s learning styles. This paper analyses of students from Professional Education
Teacher (PPG) at the Ministry of Research, Technology, and Higher Education
(Kemenristek DIKTI).   The results show that 1998 students who filled out the
questionnaire obtained the following conclusions for each zone with a
balanced learning style about 29.9% for dimension processing, 34.78% for input
dimension, and 36.98% for understanding dimension. However, most students have a
moderate sensing learning style with 31.13% for each zone for the dimension of
perception. This research contributes to some areas, such as providing
FSLSM learning style with a large dataset and capturing
students' learning styles based on four dimensions. 
Students’ Perceptions of ILS as a Learning-Style-Identification Tool
in E-Learning Environments
This paper presents the evaluation of the Index of Learning Styles, an assessment tool
of the Felder–Silverman learning model. A few studies have previously evaluated this
tool, but as far as we know, none of them considered the learners’ opinion to achieve
their goals. Considering that many studies suggest continuing with
the Index of Learning Styles’ evaluation, an experimental study was conducted using
Protus, developed as an adaptive learning system. Analysing the concurrent validity
of the Index of Learning Styles, students’ learning preferences were acquired via two
different tools: the Index of Learning Styles and the subjective questionnaire. Results
suggest that the Index of Learning Styles is valid for defining learning style at the
beginning of the learning process, resolving the cold-start problem. We found some
differences between the results of the Index of Learning Styles and subjective
assessment. By enhancing the Protus user interface with new functionality, which
allows a free choice of the learning style during the learning process, we overcome
the observed limitations of the Index of Learning Styles. This solution could be
implemented in different personalised e-learning environments, regardless of the
applied assessment tool, leading to a more reliable student model
EFL LEARNERS’ PREFERENCES AND PERSPECTIVES ON LEARNING
STYLES
Learning styles have become a growing issue in the pedagogical area and have been
explored by many studies in recent years. The concepts and theories of learning styles
could have significant implications for designing teaching instruction. Thus, this study
aims to identify students’ learning styles preferences and their perspectives on
learning styles in the English learning context. Particularly, it investigates students’
choices of learning styles and how they perceive their learning styles in learning
practice. It was conducted in the survey research using VAK Learning Styles Self-
Assessment Questionnaire, followed by some open-ended and close-ended questions
to see students’ perspectives on Learning Styles involving 44 respondents. The data
were analyzed using descriptive statistical analysis. Results indicate that students’
learning styles varied, but the highest percentage, 39 percent of students preferred to
learn through visuals. Related to students’ perspectives, most of them were quite
aware of their learning style, but unfortunately, 45.5 percent of them stated that their
English learning was not yet suitable with their learning style; this can be a reflection
for all of us. With all these results, this study was expected to give little information
and description related to students’ learning styles preferences and perspectives. 
Students’ Learning Strategies Based on Their VAK Learning Style
Learning styles have huge contributions in developing the efficiency in education.
The concept of learning styles has been explored by many experts in various
background of study. Fleming (2001) defines learning style as an individual’s
characteristics and preferred ways of gathering, organizing, and thinking about
information. This study aims to identify the students’ learning styles according to the
classifications of learning styles and how their learning strategies. VAK questionnaire
was utilized in this study to know the students’ preferred learning styles. Interview
was also conducted in collecting some additional information regarding the students’
learning. 21 adult EFL learners majoring in English education of postgraduate
Program of Universitas Ahmad Dahlan were involved as a research sample. From the
interview conducted to three participants as representatives of each learning styles it
was discovered that each learning has its own learning strategy which is different
from one another. One respondent as a visual learner argued that she felt happy if the
lecturer provides visual-demonstration in class such as movies, videos, and
PowerPoint presentation. Another respondent as an auditory learner preferred to learn
by listening and writing down important information that she have learnt. The other
respondent as a kinaesthetic learner would find easy to understand and remember well
if she was involved practice.
USING DATA MINING TECHNIQUES ON MOODLE DATA FOR
CLASSIFICATION OF STUDENT’S LEARNING STYLES
Building an adaptive e-learning system based on learning styles is a very challenging
task. Two approaches to determine students learning style are mainly used: using
questionnaires or data mining techniques on LMS log data. In order to build an
adaptive Moodle LMS based on learning styles we aim to construct and use a mixed
approach. 63 students from two courses that attended the same subject ?User
interface? completed the ILS (Index of Learning Styles) questionnaire based on
Felder-Silverman model. This learning style model is used to assess preferences on
four dimensions (active/reflective, sensing/intuitive, visual/verbal, and
sequential/global). Moodle keeps detailed logs of all activities that students perform
which can be used to predict the learning style for each dimension. In this paper we
have analyzed student?s log data from Moodle LMS using data mining techniques for
classifying their learning styles focusing on one dimension of Felder-Silverman
learning style: visual/verbal. Several classification algorithms provided by WEKA as
J48 Decision Tree classifier, Naive Bayes and Part are compared. A 10-fold cross
validation was used to evaluate the selected classifiers. The experiments showed that
the Naive Bayes reached the best result at 71.18% accuracy. 
Mai, T. T.. “On continual single index learning.” ArXiv abs/2102.12961 (2021): n. pag.

Moneva, J.C., Arnado, J.S., & Buot, I.N. (2020). Students’ Learning Styles and Self-
Motivation. International Journal of Social Science Research, 8, 16.

Mansfield, Jennifer. “The nature of Learning.” Pedagogical Equilibrium (2019): n. pag.

Mohd Isa, Noor Saatila, Norliana Omar, Farah Husna Mohd Fatzel, Zulkifli Mohd Ghazali
and Norazmi Anas. “The relationship between students’ learning styles and academic
performance: Final year accounting students.” EDUCATUM Journal of Social
Sciences (2021): n. pag.

Chetty, N.D.S., Handayani, L., Sahabudin, N.A., Ali, Z., Hamzah, N., Rahman, N.S.A. and
Kasim, S., 2019. Learning Styles and Teaching Styles Determine Students' Academic
Performances. International Journal of Evaluation and Research in Education, 8(4), pp.610-
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Marosan, Z., Savic, N., Klašnja-Milićević, A., Ivanović, M., & Vesin, B. (2022). Students’
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Norhasanah, N., Yusuf, F.N., & Suherdi, D. (2022). EFL LEARNERS’ PREFERENCES
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