Appropriate media choice for e-learning effectiveness: Role of learning domain and learning style

2014 ◽  
Vol 76 ◽  
pp. 237-249 ◽  
Author(s):  
Vikas Sahasrabudhe ◽  
Shivraj Kanungo
Keyword(s):  
Learning Style ◽  
Media Choice ◽  
Learning Effectiveness ◽  
E Learning

scholarly journals Learning Effectiveness and Students’ Perceptions in A Flexible Learning Course

2018 ◽  
Vol 21 (2) ◽  
pp. 44-52 ◽  
Author(s):  
Claude Müller ◽  
Michael Stahl ◽  
Mark Alder ◽  
Maximilian Müller
Keyword(s):  
Learning Style ◽  
Learning Effectiveness ◽  
Classroom Learning ◽  
Flexible Learning ◽  
Instructional Videos ◽  
Learning Time ◽  
Content Assessment ◽  
Learning Path ◽  
E Learning ◽  
Study Format

Abstract With flexible learning, students gain access and flexibility with regard to at least one of the following dimensions: time, place, pace, learning style, content, assessment or learning path. Zurich University of Applied Sciences (ZHAW) has launched a new flexible learning study format called FLEX, a blended learning design allowing students to be more flexible as to when and where they study. It reduces classroom learning time, replacing some of it with an e-learning environment for self-study that includes instructional videos. In a pilot phase, we conducted a semi-experimental study on the learning effectiveness of FLEX. Students’ perceptions of the new study format FLEX were found to be positive. In addition, the final test results of students in the FLEX programme were similar to those of other students, despite classroom learning time was reduced by about half.

The influence of learning style on satisfaction and learning effectiveness in the asynchronous web-based learning system

2017 ◽  
Vol 35 (4) ◽  
pp. 473-489 ◽  
Author(s):  
Fei-Fei Cheng ◽  
Chui-Chen Chiu ◽  
Chin-Shan Wu ◽  
Der-Chian Tsaih
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Learning System ◽  
Learning Effectiveness ◽  
Web Based ◽  
Content Type ◽  
Web Based Learning ◽  
Significant Difference ◽  
E Learning ◽  
The Web

Purpose The purpose of this paper is to investigate the effect of user’s learning style (including accommodators, divergers, convergers, and assimilators) on user’s satisfaction on the web-based learning system and their learning effectiveness. Design/methodology/approach This experimental research used the college students from a technology institute in Taiwan as the subject sources. By using the Kolb’s learning style model, the students are classified as four types of learners: convergers, divergers, assimilators, and accommodators. The authors analyzed the relationships among the different learning styles with their effectiveness of learning and satisfaction of using the web-based learning system. The mediation effect of gender is also presented. Findings This research indicates that: first, the satisfaction of the web-based learning system has significant influence on the learning performance of learners; second, different learning styles learners have no significant effect to the satisfaction on using the web-based learning system; third, learning effectiveness has significant difference among different learning style learners on the web-based learning system; the learning effectiveness of accommodators and divergers was significantly higher than the assimilators; fourth, different learning styles learners show significant difference in gender proportion. In addition to accommodators, whose proportion of women is higher than men, the other three learning styles’ proportions in men are higher than women. Research limitations/implications This study was grounded in the Kolb’s learning style theory. The authors provide implications for academic studies in e-learning research stream that aimed at understanding the role of learning style as well as gender differences in the asynchronous web-based learning system. Practical implications Results from this study provided the implications for students, educators, and e-learning system designers. The design of teaching materials as well as functions of e-learning systems should take learners’ learning style into consideration to ensure the best learning outcome. Originality/value This study examined the students’ learning style as well as gender differences in the asynchronous web-based learning system. An experiment was conducted to ensure the data were collected in a controlled environment, thus, offer the value that most of the prior study lacks.

Effectiveness of e-learning: the mediating role of student engagement on perceived learning effectiveness

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Ritanjali Panigrahi ◽  
Praveen Ranjan Srivastava ◽  
Prabin Kumar Panigrahi
Keyword(s):  
Information System ◽  
Student Engagement ◽  
Environmental Factors ◽  
Quality Parameters ◽  
Learning Effectiveness ◽  
Perceived Learning ◽  
Research Model ◽  
Content Type ◽  
E Learning

PurposeThis study extends the literature on the effectiveness of e-learning by investigating the role of student engagement on perceived learning effectiveness (PLE) in the context of Indian higher education. Further, the impact of personal factors (Internet self-efficacy (ISE)) and environmental factors (information, system and service quality parameters) on various dimensions of student engagement (behavioral, emotional and cognitive) is studied through the lens of social cognitive theory (SCT).Design/methodology/approachAn online management information systems (MIS) course is delivered to a batch of 412 postgraduate students. An online survey was conducted to measure the factors affecting their PLE. In addition to the survey, a summative assessment is conducted to evaluate the students in terms of their marks to assess their achievements (actual learning). Covariance-based structural equation modeling (CB-SEM) is used to validate the developed research model.FindingsIt is discovered that the IS (information system) quality parameters (environmental factors) positively impact PLE. The ISE affects the PLE through the mediating effect of all the dimensions of student engagement. Furthermore, there exists a positive relationship between PLE and student marks.Originality/valueThis study develops a research model using personal and environmental factors to understand PLE through the lens of SCT and then empirically validates it. The psychological process from the students' ISE to the PLE is explained through the mediating effects of various dimensions of engagement. Further, it is found that the PLE is positively related to student marks.

scholarly journals Improvements from a Flipped Classroom May Simply Be the Fruits of Active Learning

2015 ◽  
Vol 14 (1) ◽  
pp. ar5 ◽  
Author(s):  
Jamie L. Jensen ◽  
Tyler A. Kummer ◽  
Patricia D. d. M. Godoy
Keyword(s):  
Active Learning ◽  
Student Satisfaction ◽  
Learning Style ◽  
Flipped Classroom ◽  
Higher Learning ◽  
Learning Gains ◽  
Quasi Experimental ◽  
E Learning ◽  
And Control

The “flipped classroom” is a learning model in which content attainment is shifted forward to outside of class, then followed by instructor-facilitated concept application activities in class. Current studies on the flipped model are limited. Our goal was to provide quantitative and controlled data about the effectiveness of this model. Using a quasi-experimental design, we compared an active nonflipped classroom with an active flipped classroom, both using the 5-E learning cycle, in an effort to vary only the role of the instructor and control for as many of the other potentially influential variables as possible. Results showed that both low-level and deep conceptual learning were equivalent between the conditions. Attitudinal data revealed equal student satisfaction with the course. Interestingly, both treatments ranked their contact time with the instructor as more influential to their learning than what they did at home. We conclude that the flipped classroom does not result in higher learning gains or better attitudes compared with the nonflipped classroom when both utilize an active-learning, constructivist approach and propose that learning gains in either condition are most likely a result of the active-learning style of instruction rather than the order in which the instructor participated in the learning process.

scholarly journals IMPACT OF DIGITAL MEDIA ON STUDENTS’ ENGAGEMENT VIA E-LEARNING: A CRITICAL LITERATURE REVIEW USING BIBLIOGRAPHIC ANALYSIS

2021 ◽  
Vol 13 (7) ◽  
pp. 27-34
Author(s):  
Disha Sharma ◽  
Shilpi Gupta
Keyword(s):  
Literature Review ◽  
Digital Media ◽  
Learning Style ◽  
Clear Understanding ◽  
Bibliographic Analysis ◽  
Learning Patterns ◽  
E Learning ◽  
The Impact ◽  
Critical Literature

The conventional learning style and engagement of students has changed since the inception of digital media. The present paper purpose is to delve into the literature of the last decade and to track the progression of digital media in context to student's engagement in e-learning through critically accessing the literature. The study was conducted with 300 published articles based on the selected keyword ‘Digital Media’, ‘Students Engagement’, and ‘E-Learning’ in the last 10 years. Researchers systematically analyzed the articles, following type and period of publication; publisher wise; citations, publishers, and years; authors; titles; and top journals to identify the impact of Digital Media. The finding provides the role of Digital media and its impact on E-Learning patterns of students. Furthermore, it is accommodating in comprehending the students in putting the knowledge gained through Digital Media to optimal use. Based on finding this platform can be enlarged to serve all streams of learning materials. Confiding Digital Media only for Learning of Students could be considered a narrow approach, hence part from selected keyword studies could also be conducted. The present research will help future researchers and academician to have a clear understanding of Digital Media to utilize it as learning.

scholarly journals Exploring the Predictive Role of E-Learning Readiness and E-Learning Style on Student Engagement

Open Praxis ◽  
2020 ◽  
Vol 12 (2) ◽  
pp. 175
Author(s):  
Esin Ergün ◽  
Fatma Betül Kurnaz Adıbatmaz
Keyword(s):  
Student Engagement ◽  
Learning Style ◽  
Learning Ability ◽  
Stepwise Multiple Regression ◽  
Learning Readiness ◽  
Visual Elements ◽  
E Learning ◽  
Predictive Role ◽  
Online Learning Readiness

The aim of this study was to determine the factors predicting student engagement. The sample of the study consisted of 527 students from Karabuk University Distance Education Center. Independent variables of the study were e-learning style and online learning readiness. The data were analyzed using the stepwise multiple regression analysis. The findings revealed that students, who set a learning goal, can manage their time in line with this goal, put effort, organize their learning considering their needs, pay attention to learning situations or the learning object, prefer to work with visual elements, enjoy doing research, can remember easily and study with visuals that facilitate retrieval, prefer to work independently, take responsibility for their learning, and believe in their learning ability, have higher levels of engagement.

The Role of User Characteristics in the Development and Evaluation of E-Learning Systems

2011 ◽  
pp. 333-350 ◽  
Author(s):  
Dianna Newman ◽  
Aikaterini Passa
Keyword(s):  
Instructional Technology ◽  
Learning Communities ◽  
Learning Style ◽  
Learning Systems ◽  
User Characteristics ◽  
E Learning ◽  
Multi Phase

This chapter presents a multi-phase cyclical model of designing, developing, and evaluating instructional technology (IT) learning systems based on inclusion of users’ characteristics (experience with technology, familiarity with content, adaptability, learning style, gender, professional level). The model was developed and piloted over the course of seven years in more than 50 learning communities and has resulted in documentation of stages in which user variables interact with the process. Key elements of the model are presented in detail and supported by samples of development and related evaluation. The authors hope that the chapter contains excellent recommendations for the practice of designing and evaluating IT learning systems that meet the varied individual, cultural, and contextual needs of users.

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