Students’ Usage and Access to Multimedia Learning Resources in an Online Course with Respect to Individual Learning Styles as Identified by the VARK Model

2012 ◽  
pp. 548-548
Author(s):  
Tomislava Lauc ◽  
Sanja Kišiček ◽  
Petra Bago
Keyword(s):  
Learning Styles ◽  
Multimedia Learning ◽  
Individual Learning ◽  
Online Course ◽  
Learning Resources

Assessment ‘for' Learning

2017 ◽  
pp. 726-758
Author(s):  
Stephen M. Rutherford ◽  
Zoë C. Prytherch
Keyword(s):  
Decision Making ◽  
Learning Styles ◽  
Multimedia Learning ◽  
Assessment For Learning ◽  
Digital Natives ◽  
Diverse Learners ◽  
Learning Resources ◽  
Assessment Strategy ◽  
Decision Making Processes ◽  
Untapped Resource

This chapter evaluates an assessment strategy designed to reinforce learning whilst supporting the learning of the whole student cohort, through development of multimedia learning resources. Once created and evaluated, the resources were shared online for students to use in their ongoing learning and revision. The majority of the resources designed by students used an unfamiliar form of technology, showing that digital natives were eager to learn new technological skills. The depth and challenge of the resources was considerable. The chapter investigates the activity of students during this assessment and evaluates their decision-making processes in the design of their learning resources. The analysis reveals that students were aware of how technology would impact on different learning styles, and of the needs of diverse learners. The key observation is that digital natives are a rich (and largely-untapped) resource for the development of materials that can support their learning and that of their peers.

Multimedia Resources in an Online Course: Access and Usage with/Multimedijski resursi e-kolegija: pristup i upotreba s obzirom na osjetilni modalitet

2014 ◽  
Vol 16 ◽  
Author(s):  
Tomislava Lauc ◽  
Sanja Kišiček ◽  
Petra Bago
Keyword(s):  
Learning Styles ◽  
Multimedia Learning ◽  
Virtual Learning Environment ◽  
Learning Activity ◽  
Online Course ◽  
Course Content ◽  
Multimedia Resources ◽  
Perceptual Modality ◽  
Different Types ◽  
Research Findings

AbstractIn this paper we present a research on students perceptual modes and their learning activity with respect to use of multimedia learning resources in a virtual learning environment within an online course. The course content is offered in the form of lessons designed in the Moodle course management system. Lessons contain three different types of resources: textual, pictorial resources accompanied by text, and video resources. Considering the results of the VARK questionnaire, which labels the students learning styles, i.e. perceptual modes, as visual, aural, read/write and kinesthetic, we investigate the relation between the students perceptual modes and their learning activity regarding different types of resources. The results show that two out of three students are multimodal regarding their perceptual modality, and that students prefer pictorial resources accompanied by text. The research findings on learners preferences lead to more effective instructional design in an online learning environment.Key words: multimedia learning; perceptual modality; VARK.---SažetakU radu je prikazano istraživanje odnosa osjetilnog modaliteta i aktivnosti studenata s obzirom na odabir multimedijskih resursa e-kolegija. Sadržaj kolegija prezentiran je upotrebom lekcija izrađenih u sustavu za upravljanje nastavnim sadržajima Moodle. Lekcije sadrže tri tipa resursa: tekstualni, slikovno-tekstualni i video resurs. Upotrebom upitnika VARK utvrđeni su načini učenja utemeljeni na senzornom modalitetu (vizualni, auralni, tekstualni i kinestetički), zatim istraženi odnosi modaliteta studenata i aktivnosti s obzirom na odabir različitih multimedijskih resursa. Rezultati pokazuju da su dva od tri studenta multimodalni i da su u učenju skloni odabiru slikovno-tekstualnog resursa.Ključne riječi: multimedijsko učenje; osjetilni modalitet; VARK.

scholarly journals Learning videos - do they work?

2014 ◽  
Vol 3 (6) ◽  
Author(s):  
Gabriela Daniels
Keyword(s):  
Learning Styles ◽  
Digital Technology ◽  
Teaching And Learning ◽  
Multimedia Learning ◽  
Learning Resources ◽  
Instructional Videos ◽  
Face To Face ◽  
Guided Learning ◽  
The Face ◽  
Further Development

The videos which were subject of this investigation could be classified broadly as instructional videos, presenting processes or specialist machine introductions. As such, they can be referred to as a type of multimedia learning resources. This study compared staff’s views with the students’ perceptions of relevance and usability of a range of instructional videos. The use of videos and mobile digital technology was seen as an enabler of rapid access and self-guided learning, but overwhelmingly, tutors and students valued the face-to-face interaction as a prime enabler of learning. Further development of video resources should be based on the following key considerations: constructing the shortest visual and audio messages, identifying key meta-data to enhance reusability, adaptation of teaching and learning styles.

Assessment ‘for' Learning

2016 ◽  
pp. 121-153
Author(s):  
Stephen M. Rutherford ◽  
Zoë C. Prytherch
Keyword(s):  
Decision Making ◽  
Learning Styles ◽  
Multimedia Learning ◽  
Assessment For Learning ◽  
Digital Natives ◽  
Diverse Learners ◽  
Learning Resources ◽  
Assessment Strategy ◽  
Decision Making Processes ◽  
Untapped Resource

This chapter evaluates an assessment strategy designed to reinforce learning whilst supporting the learning of the whole student cohort, through development of multimedia learning resources. Once created and evaluated, the resources were shared online for students to use in their ongoing learning and revision. The majority of the resources designed by students used an unfamiliar form of technology, showing that digital natives were eager to learn new technological skills. The depth and challenge of the resources was considerable. The chapter investigates the activity of students during this assessment and evaluates their decision-making processes in the design of their learning resources. The analysis reveals that students were aware of how technology would impact on different learning styles, and of the needs of diverse learners. The key observation is that digital natives are a rich (and largely-untapped) resource for the development of materials that can support their learning and that of their peers.

scholarly journals Designing Reenacted Chatbots to Enhance Museum Experience

2021 ◽  
Vol 11 (16) ◽  
pp. 7420
Author(s):  
Yeo-Gyeong Noh ◽  
Jin-Hyuk Hong
Keyword(s):  
Learning Styles ◽  
History Education ◽  
Individual Learning ◽  
National Museum ◽  
Language Style ◽  
Museum Experience ◽  
Depth Interviews

The increased availability of chatbots has drawn attention and interest to the study of what answers they provide and how they provide them. Chatbots have become a common sight in museums but are limited to answering only simple and basic questions. Based on the observed potential of chatbots for history education in museums, we investigate how chatbots impact history education and improve the overall experience according to their appearance and language style. For this, we built three models, designed by factors on embodiment and reflection, and 60 sets of answer–questions, designed for the National Museum of Korea. We conducted a study with a total of 34 participants and carried out a variety of analyses covering individual learning styles, museum experience scales, gaze data, in-depth interviews and observations from researchers. We present various results and lessons regarding the effect of embodiment and reflection on the museum experience. Our findings show how people with different learning styles connect with chatbot models and how visitors’ behavior in the museum changes depending on the chatbot model. Specifically, the chatbot model equipped with embodiment and reflection shows its superiority in enhancing the museum experience, in general.

Building Quality Online Courses

2018 ◽  
pp. 309-331
Author(s):  
Veronica Outlaw ◽  
Margaret L. Rice ◽  
Vivian H. Wright
Keyword(s):  
Learning Styles ◽  
Online Courses ◽  
Online Course ◽  
Course Development ◽  
Instructional Designers ◽  
Design Development ◽  
Proposed Model ◽  
Online Course Development ◽  
And Training

The authors have personally experienced the burdens of creating online courses without the assistance of trained instructional designers. Many faculty are employed in conditions where they develop online courses without the proper knowledge and training of many essential aspects that should accompany the development of an online course (e.g., design, development, learning styles, copyright, design principles, accessibility, incorporating technology, and technical skills) (Singleton et al., 2013; Speck, 2000; Wickersham et al., 2007). The authors propose and describe the use of a detailed online course development and delivery model (Outlaw & Rice, 2015) that was created to provide distance education units with a systematic approach to course development. The proposed model nourishes the partnerships between faculty and designers to improve the quality of online courses, while providing the support faculty need to successfully create online courses. The authors discuss a model that provides consistency in efforts to create efficient workflows to develop online courses.

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