Learning Styles in the e-Learning Environment

2017 ◽  
Vol 15 (2) ◽  
pp. 45-61 ◽  
Author(s):  
Pavel Doulik ◽  
Jiri Skoda ◽  
Ivana Simonova
Keyword(s):  
Learning Environment ◽  
Learning Styles ◽  
Meta Analysis ◽  
Approaches To Learning ◽  
Significance Level ◽  
Period 2 ◽  
Time Period ◽  
Chi Squared ◽  
E Learning ◽  
Traditional Approaches

The paper focuses on the field of learning styles in e-learning. The study is structured in two main parts: (1) a brief overview of traditional approaches to learning styles is presented and their role in the process of instruction is set; this part results in the reflection of current state, when learning styles are considered within e-learning; (2) results of meta-analysis dealing with learning styles in the e-learning environment are introduced focusing on two periods (2001-2007, 2008-2014) and journals in selected databases ProQuest Central, Elsevier Science Direct and ERIC. Totally 5,361 papers were collected and structured according to three criteria: (1) time period, (2) relevancy of information sources and (3) relevant key words. Collected data underwent the chí-squared test for independence and the analysis of adjusted residuals on the significance level a=0.05. No statistically significant changes were discovered in the research sample, however, some shifts were detected in this field. Finally, the results were discussed and relating conclusions provided.

Who Profits Most from Blended Learning?

2009 ◽  
Vol 23 (4) ◽  
pp. 285-292 ◽  
Author(s):  
Dirk T. Tempelaar ◽  
Bart Rienties ◽  
Bas Giesbers
Keyword(s):  
Learning Environment ◽  
Learning Styles ◽  
Blended Learning ◽  
Student Learning ◽  
Approaches To Learning ◽  
Study Data ◽  
Independent Learning ◽  
Learning Tools ◽  
Innovative Learning ◽  
The Relationship

The authors investigate the relationship between student learning choices and learning styles in the use of an innovative learning environment for statistics. For teaching introductory statistics to first-year students in economics and business, Maastricht University uses a blended learning environment. It allows students to individualize learning by attuning the available learning tools to their personal preferences. The blended learning environment consists of tutorials focused on problem-based learning, lectures, independent learning and an electronic learning environment (ALEKS) based on knowledge space theory. The paper examines the intensity of use of ALEKS and investigates the relationship between this and student learning dispositions in a correlational study. Data from around 4,650 students are used. The findings suggest that less academically-inclined students, such as those with ‘surface’ approaches to learning, profit most from the availability of e-learning tools.

scholarly journals The learning climate of chartered quantity surveying practices

2011 ◽  
Vol 11 (4) ◽  
pp. 1-20 ◽  
Author(s):  
David Lowe ◽  
Martin Skitmore
Keyword(s):  
Staff Development ◽  
Learning Environment ◽  
Learning Styles ◽  
Approaches To Learning ◽  
Structured Interview ◽  
Learning Ability ◽  
Learning Climate ◽  
Working Practices ◽  
Quantity Surveying ◽  
Human Support

This paper reports on a fully structured interview survey investigating the relationship between the learning climate of chartered quantity surveying practices and individual learning styles, approaches to learning, ability, measures of length of service and the size of the quantity surveying organisation. The results indicate that the learning environment is generally supportive in terms of human support, but less supportive in terms of staff development systems; as individuals rise in the hierarchy of an organisation, their perception of its ability to provide an appropriate learning environment increases. Likewise, perceptions of human support and working practices within organisations increase significantly with length of time in the profession; larger organisations have more advanced staff development systems but provide less human support; and the learning environment both overall and in terms of working practices correlates positively with learning styles and approaches to learning.

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