personalized elearning - yes, or no · personalized elearning - yes, or no petra poulovÁ, ivana...
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Personalized eLearning - YES, or NO
PETRA POULOVÁ, IVANA ŠIMONOVÁ
University of Hradec Králové, Czech Republic Faculty of Informatics and Management
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Learning styles/in eLearning?
Unlocking the will to learn
e-application
Pedagogical experiment
Questionnaire
Results
Conclusions
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... "a set of cognitive, affective, psychological factors of behaviour serving as relatively stable indicators of how a learner perceives,minteracts and responds to the learning environment."(Keefe, in Coffield, 2004
mismatching can cause a wide range of further educational problems, it favours /discriminates some students (Felder, 1996)
only individuals with very strong preferences for one learning style do not study effectively, the others may be encouraged to develop new learning strategies (Gregorc, 1984)
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'Are there e-learning styles?' (Honey, 2010, p. 2).
242 respondents, indicated their LS preferences and reacted to a long list of potential likes and dislikes about e-learning → the likes and dislikes were remarkably similar regardless of learning style preferences
He seemed unlikely that learning at my own pace and when and for how long would be the same for learners of different learning styles.
'One size fits all' has never worked for clothes. Why should it for e-learning?'
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"Flexible model if the ICT-supported process of instruction reflecting individual learning styles"
• verify whether tailoring the process of instructionin online courses to learner´s individual preferences results in improving student´s knowledge
• online course Information education + literacy: library service, search for information
• pedagogical experiment - 400 resp, LCI - Ch. A. Johnston, 3 groups
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LCI questionnaire: 28 statements, 7-level Likert scale, and 3 open-answer questions:
Q1 - What makes assignments frustrating to you?
Q2 - If you could choose, what would you do to show your teacher what you have learnt?
Q3 - If you were the teacher, how would you have your students learn? → Sequential, Precise, Technical, Confluent processor
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PATTERN =
reflects the LCI results
(combines 4 LS + accepts, tolerates, rejects a type of study material, activity ...) →
generates the individual arrangement of various types of study materials on the entry page of online course. i.e. tailors each online course to learner´s individual preferences
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3 groups:
learner´s approach (LCI) + e-application
teacher´s approach (K)
general approach (CG)
pretest-instruction-posttest
→ no significant difference in knowledge
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0%
25%
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75%
100%
Animations PPT DOC PDF
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0%
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Animace PPT DOC PDF
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30%
46%
23%
1%
yes
rather yes
rather not
definitely not
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33 36 31
52 45
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26 20 21
1 0 3
0%
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K CG LCI
no
rather not
rather yes
yes
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0%
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90%
100%
K CG LCI
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0%
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K CG LCI
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Problems with :
start studying
keep studying
lack of time
tiredness
technology
difficulty of learning content
study materials - preferences, order of use
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0
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Star
t st
ud
yin
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Kee
p s
tud
yin
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e
Tire
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ess
Tech
no
logy
Star
t st
ud
yin
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Kee
p s
tud
yin
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Lack
of
tim
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dn
ess
Tech
no
logy
Star
t st
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yin
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Kee
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of
tim
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ess
Tech
no
logy
K CG LCI
1 2 3 4 5 6
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0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
K
CG
LCI
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0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
K
CG
LCI
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0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
K
CG
LCI
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0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
K
CG
LCI
1 2 3 4 5 6
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0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
K
CG
LCI
1 2 3 4 5 6
Only providing technologies does not change the situation much, but it can start new activities and approaches.
(Richard L. Venezky, Cassandra Davis, 2002)
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Bringing computers to schools is less important than provide teachers with new ideas.
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Technologies do not aim at removing traditional educational methods and forms.
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The new technologies do not automatically bring positive changes into the process of instruction. But they may contribute to increasing its effectiveness, under some conditions.
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