Identifying Student Usability Needs for Collaborative Learning Environment Design

2010 ◽  
pp. 196-215
Author(s):  
Danuta Zakrzewska ◽  
Joanna Ochelska-Mierzejewska
Keyword(s):  
Learning Style ◽  
Experimental Result ◽  
Environment Design ◽  
Pedagogical Strategies ◽  
Student Groups ◽  
Learning Style Preferences ◽  
Learning Environment Design ◽  
E Learning ◽  
Usability Requirements ◽  
Style Preferences

Performance of Web-based collaborations depends not only on pedagogical strategies but also on the effectiveness of e-learning systems. The factors that may help designers in creating collaborative environments acceptable to users are considered. It is shown that usability needs may differ among students attending the same course who have similar technical skills, and it is difficult to determine average user requirements. The research is based on two case studies of students evaluating the same environment. As an experimental result, it is stated that usability requirements may be influenced by learning style preferences, and therefore student groups may be created. Some indications concerning identification of usability needs are presented.

Learning Style Flexibility for Effective Virtual Teams

2006 ◽  
pp. 32-52
Author(s):  
Pieter H.D. Toit ◽  
Peter V. Petegem
Keyword(s):  
Learning Style ◽  
Virtual Teams ◽  
Full Potential ◽  
Learning Groups ◽  
Team Members ◽  
Constructive Learning ◽  
Learning Style Preferences ◽  
Potential Formation ◽  
E Learning ◽  
Style Preferences

Changes currently taking place globally in education, training and all areas of human potential development where learning forms the crux, have implications for e-learning. Interactive participation in virtual teams has become an evident means of promoting the principles of deep and constructive learning, and the life-skill of working in teams. Team members working in virtual teams are interdependent of each other and learning to become independent learners as an end result. Value is added to learning in virtual teams when the principles of learning style flexibility (LSF) are integrated with the principles of effective collaborative e-learning. The idea of learning style flexibility proposed in this chapter underpins the notion of developing learners’ full potential and facilitating the process of becoming flexible in problem solving. The Ned Herrmann whole brain theory is used as the basis of the theoretical framework and adapted for learning style flexibility in virtual teams. In this chapter we discuss awareness of one’s own learning style preferences, flexibility in terms of learning with the aim of developing one’s full potential, formation of diverse e-learning groups according to learning style preferences for optimizing virtual group performance, and using collaborative action learning to promote constructive learning.

scholarly journals Are learning style preferences of health science students predictive of their attitudes towards e-learning?

2009 ◽  
Vol 25 (4) ◽  
Author(s):  
Ted Brown ◽  
Maryam Zoghi ◽  
Brett Williams ◽  
Shapour Jaberzadeh ◽  
Louis Roller ◽  
...  
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Linear Regression Analysis ◽  
Health Science ◽  
Science Students ◽  
Health Science Students ◽  
Learning Style Preferences ◽  
E Learning ◽  
Students Attitudes ◽  
Style Preferences

<span>The objective for this study was to determine whether learning style preferences of health science students could predict their attitudes to e-learning. A survey comprising the </span><em>Index of Learning Styles</em><span> (ILS) and the </span><em>Online Learning Environment Survey</em><span> (OLES) was distributed to 2885 students enrolled in 10 different health science programs at an Australian university. A total of 822 useable surveys were returned generating a response rate of 29.3%. Using </span><em>SPSS</em><span>, a linear regression analysis was completed. On the ILS Active-Reflective dimension, 44% of health science students reported a preference as being active learners, 60% as sensing learners, and 64% as sequential learners. Students' attitudes toward e-learning using the OLES showed that their </span><em>preferred</em><span> scores for all 9 subscales were higher than their </span><em>actual</em><span> scores. The linear regression analysis results indicated that ILS learning styles accounted for a small percentage of the OLES </span><em>actual</em><span> and </span><em>preferred</em><span> subscales' variance. For the OLES </span><em>actual</em><span> subscales, the ILS Active-Reflective and Sensing-Intuitive learning style dimensions were the most frequent predictors of health science students' attitudes towards e-learning. For the OLES </span><em>preferred</em><span> subscales, ILS Active-Reflective and Sequential-Global learning style dimensions accounted for the most frequent source of variance. It appears that the learning styles of health science students (as measured by the ILS) can be used only to a limited extent as a predictor of students' attitudes towards e-learning. Nevertheless, educators should still consider student learning styles in the context of using technology for instructional purposes.</span>

Learning style preferences and the perceived usefulness of e-learning

2012 ◽  
Vol 17 (3) ◽  
pp. 309-322 ◽  
Author(s):  
Alexander Toni Mohr ◽  
Dirk Holtbrügge ◽  
Nicola Berg
Keyword(s):  
Learning Style ◽  
Perceived Usefulness ◽  
Learning Style Preferences ◽  
E Learning ◽  
Style Preferences

scholarly journals Using learning styles data to inform e-learning design: A study comparing undergraduates, postgraduates and e-educators

2011 ◽  
Vol 27 (6) ◽  
Author(s):  
Julie Willems
Keyword(s):  
Learning Styles ◽  
Learning Environments ◽  
Learning Style ◽  
Mixed Methods Research ◽  
Teaching And Learning ◽  
Learning Style Preferences ◽  
Index Of Learning Styles ◽  
Significant Difference ◽  
E Learning ◽  
Style Preferences

<span>What are the differences in learning styles between students and educators who teach and/or design their e-learning environments? Are there variations in the learning styles of students at different levels of study? How may we use this learning styles data to inform the design in e-learning environments? This paper details mixed-methods research with three cohorts teaching and learning in e-learning environments in higher education: novice undergraduate e-learners, graduate e-learners, and educators teaching in, or designing for, e-learning environments (Willems, 2010). Quantitative findings from the </span><em>Index of Learning Styles (ILS)</em><span> (Felder &amp; Silverman, 1988; Felder &amp; Soloman, 1991, 1994) reflect an alignment of the results between both the graduate e-learner and e-educator cohorts across all four domains of the</span><em>ILS</em><span>, suggesting homogeneity of results between these two cohorts. By contrast, there was a statistically significant difference between the results of the graduate and educator cohorts with those of the undergraduate e-learners on two domains: sensing-intuitive (p=0.015) and the global-sequential (p=0.007), suggesting divergent learning style preferences. Qualitative data was also gathered to gain insights on participants' responses to their learning style results</span>

Learning Style Flexibility for Effective Virtual Teams

2008 ◽  
pp. 1665-1678
Author(s):  
Pieter H du Toit ◽  
Peter van Petegem
Keyword(s):  
Learning Style ◽  
Virtual Teams ◽  
Full Potential ◽  
Learning Groups ◽  
Team Members ◽  
Constructive Learning ◽  
Learning Style Preferences ◽  
Potential Formation ◽  
E Learning ◽  
Style Preferences

Changes currently taking place globally in education, training and all areas of human potential development where learning forms the crux, have implications for e-learning. Interactive participation in virtual teams has become an evident means of promoting the principles of deep and constructive learning, and the life-skill of working in teams. Team members working in virtual teams are interdependent of each other and learning to become independent learners as an end result. Value is added to learning in virtual teams when the principles of learning style flexibility (LSF) are integrated with the principles of effective collaborative e-learning. The idea of learning style flexibility proposed in this chapter underpins the notion of developing learners’ full potential and facilitating the process of becoming flexible in problem solving. The Ned Herrmann whole brain theory is used as the basis of the theoretical framework and adapted for learning style flexibility in virtual teams. In this chapter we discuss awareness of one’s own learning style preferences, flexibility in terms of learning with the aim of developing one’s full potential, formation of diverse e-learning groups according to learning style preferences for optimizing virtual group performance, and using collaborative action learning to promote constructive learning.

scholarly journals Experiential Learning And Management Education: Empirical Research And Implications For Practice In Higher Education In Slovenia

2011 ◽  
Vol 15 (1) ◽  
Author(s):  
Sandra Penger ◽  
Jana Znidarsic ◽  
Vlado Dimovski
Keyword(s):  
Higher Education ◽  
Experiential Learning ◽  
Learning Styles ◽  
Learning Style ◽  
Management Education ◽  
Meta Analysis ◽  
Research Process ◽  
Pedagogical Strategies ◽  
Learning Style Preferences ◽  
Style Preferences

Nowadays lecturers in higher education need an awareness of the experiential learning style preferences of students in order to develop and utilize effective and efficient teaching and pedagogical strategies and methods. The experiential learning styles literature has had a revival during last years, especially in the first decade of 21st century (Alban & Metcalfe 2002; Duff & Duffy, 2002; Kayes, 2003; Loo, 2004; Reynolds & Vince, 2007; Cowen & Kazamias, 2009). Upon reviewing the literature on experiential learning, the intense rate and growing interest is involved also in Slovenia, especially when analyzing the case of University of Ljubljana, Faculty of Economics (FELU; http://www.ef.uni-lj.si/en/) in Slovenia. In April 2010 FELU joined an elite group of institutions that have achieved business accreditation from AACSB International. Moreover, combined with EQUIS accreditation, FELU is ranked among 45 best business schools worldwide. The purpose of this paper is to offer a better insight into the experiential learning practices at FELU in order to develop appropriate teaching and pedagogical strategies for improving higher management education in Slovenia. The research objective of this study was to develop rather comprehensive inventory of experiential learning styles and methods, included both a descriptive and an exploratory perspective. In the theoretical part of the study the qualitative meta-analysis method was used to overview the literature background of the study. In the empirical part of the study the Principal Axis Factoring, using varimax rotation, was performed on the explanatory variables with primary goal of data reduction. The modified version of experiential learning style theory was used as research instrument in the questionnaire to determine Slovenian students’ experiential learning styles. According to the research process we can summarize research thesis that matching students’ experiential learning-style preferences with complementary course syllabus improve management education, academic achievements and student’s attitudes toward learning.

scholarly journals Personalized E-Learning: Relation Between Felder– Silverman Model and Academic Performance

2019 ◽  
Vol 24 (1) ◽  
pp. 25-31 ◽  
Author(s):  
Diana Zagulova ◽  
Viktorija Boltunova ◽  
Sabina Katalnikova ◽  
Natalya Prokofyeva ◽  
Kateryna Synytsya
Keyword(s):  
Academic Performance ◽  
Learning Styles ◽  
Learning Style ◽  
University Education ◽  
Global Learning ◽  
Learning Style Preferences ◽  
Index Of Learning Styles ◽  
E Learning ◽  
Style Preferences

Abstract The growing demands for the training of students and the need for continuous improvement of the quality of university education make it necessary to find and apply more effective educational technologies and practices based on the correlation of teaching with the student’s profile and his/her individual Learning Style. This article discusses the topic of relevance of personalized e-learning. It describes Learning Styles and looks at the Felder– Silverman model in more detail. The article contains the results of student surveys on the basis of which the interrelation between the Index of Learning Styles and academic performance is analysed. The relation between performance and learning styles according to the Felder-Silverman Learning Style Model is shown: in some specialties, students with sequential learning style have higher academic performance than students with global learning style, as well as students with mild learning style preferences on the Activist/Reflector dimension.

Learning Style Preferences of Undergraduate Nursing Students: A Systematic Review

2019 ◽  
Vol 21 (1) ◽  
Author(s):  
Tonderai Washington Shumba ◽  
Scholastika Ndatinda Iipinge
Keyword(s):  
Systematic Review ◽  
Academic Performance ◽  
Academic Success ◽  
Nursing Students ◽  
Learning Styles ◽  
Learning Style ◽  
Undergraduate Nursing Students ◽  
Learning Style Preferences ◽  
Undergraduate Nursing ◽  
Style Preferences

This study sought to synthesise evidence from published literature on the various learning style preferences of undergraduate nursing students and to determine the extent they can play in promoting academic success in nursing education of Namibia. A comprehensive literature search was conducted on electronic databases as a part of the systematic review. Although, kinaesthetic, visual and auditory learning styles were found to be the most dominant learning style preferences, most studies (nine) indicated that undergraduate nursing students have varied learning styles. Studies investigating associations of certain demographic variables with the learning preferences indicated no significant association. On the other hand, three studies investigating association between learning styles and academic performance found a significant association. Three studies concluded that indeed learning styles change over time and with academic levels. The more nurse educators in Namibia are aware of their learning styles and those of their students, the greater the potential for increased academic performance.

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