E-LEARNING AND LEARNING STYLES

Mihaela GURANDA, Daniela NAGY Faculty of Aeronautical Management, “Henri Coanda” Air Force Academy, 160 Mihai Viteazu Street, Brasov 500183,

Romania

mihaela.guranda@yahoo.com, nagydaniela@yahoo.com

Abstract: By e-learning one can develop the ability of a quick identification of any type of information

related to the area of education. The new approaches to learning and transmission of contents by means

of computer also involve the personality of the individual subjected to memorizing these contents.

Starting from the idea that one’s style of learning contributes to the effectiveness of the memorizing or

acquiring process and data processing, we have initiated an analysis regarding the students attending

distance-learning courses, namely the institutors. The findings showed that the implementation of

interactive courses, of on-line tests and applications is accomplished differently, according to various

aural, visual and kinesthetic- tactile learning styles specific to each student. For a better improvement

of the instructive- educational process (probed by school and professional performance), a set of

efficient instruments able to stimulate the teaching styles will be elaborated together with IT specialists.

In our e-learning world, in which technology cooperates with the human being, we must improve the

educational process, change the current learning method, and accelerate the research and innovation

pace.

Keywords: learning style, e-learning, interactive methods, efficient learning, performance, satisfaction.

I. INTRODUCTION

In an attempt of making the education process more efficient, student-centered learning

stresses on the education process‘ particularities and on learning styles. From this perspective, modern

educators strive to discover new learning strategies able to stimulate students to contribute to their own

formation and development.

Numerous research have indicated that the teacher influences his student by the methodology

he approaches at the class level but also by his own teaching style (Banner and Rayner, 1997; Dunn

and Bello, 1999; Dunn and Griggs, 2003; Reid, 2005) [1]. Therefore, throughout the instructive-

educational process it is required that individual particularities of learners should be complied,

together with the use of various interactive methods and acknowledgement of learning styles.

II. CURRENT APPROACHES TO LEARNING STYLES

There are different opinions related to learning styles and, in some instances, they are

contradictory. Such is the case of research done by Kolb (1981), Dunn and Dunn (1993), Stahl (1988),

Kavelle and Forness (1987), Dunn, Beaudry and Klavas (1989) Taghiyareh (2007) [2], [3]. Current

research has highlighted that learning styles embody a manner of receiving, analyzing, storing and

upgrading data through education [1] or ―a specific and preferential matrix for processing the learning

tasks, in order to adapt the strategies to the required environmental conditions‖ [4]. Researchers

defined ―learning style‖ as ―a description of the attitudes and behavior which determines an

individual‘s preferred way of learning‖ [5], [6].

Steve Rayner states that debate around learning styles has involved ―a heady mix of metaphor,

sound bites and polemic … an academic and political debate in which far more heat than light is

generated‖ [7]. The most recent review of learning styles was accomplished by Coffield [8]. In the

review the usefulness of the idea of learning styles on several grounds is being questioned, including

the validity and reliability of the instruments developed to measure these styles. Other research in the

field of this topic belong to Ford and Chen [9], who highlight the impact of personal characteristics in

school performance achievement, to Shaw and Marlow [10], who illustrate the students‘ attitudes

toward advanced technology, or to Jelfs and Colbourn [11], who explain the students‘ perception

toward e-learning classes. Furthermore, Halsne [12] proposes an inventory of students‘ learning styles

used in basic training and in online courses whereas Allan and Lawless [13] stress on students

‗satisfaction, as a result of applying courses presented on e-learning platforms. Thus, learning styles

may be differentiated in accordance with:

- the genetic component involved, thus existing four main learning styles: aural, visual,

tactile and kinesthetic [14];

- the cerebral hemisphere predominantly activated during learning, thus existing two

cognitive styles: global (the right hemisphere is dominant) and analytical or sequential

style (the left hemisphere is dominant).

Learning styles also depend on a series of other factors detaining a modeling role and which

equally depict the inter-dependence relationships with them. For instance, the situational context is

equally reliant, within the mediated relationship, on psycho – physiological mechanisms and on

strategic competence, with its structures regarding world knowledge (and, implicitly, learning styles),

and on linguistic competence [15].

We could ask ourselves which learning style is the most utilized and what strategy needs to be

applied in order to exploit learning in this direction. Researchers like Reid (2005), Mortimore (2003),

Rayner (2000), Armstrong and Rayner (2002), Peterson (2004) and Prashing (1998) were concerned

by this aspect and they implied diverse strategies in relation with each learning style. The learning

styles exploitation transforms the instructive-educational process into a personalized process.

III. METHODOLOGICAL ASPECTS

The latest technologies challenge learning according to particularities of each individual

involved in the learning progression. It would be extremely interesting to study whether the learning

style has an impact on learning supported by advanced technology [6]. Starting from this challenging

situation, we initiated a research in collaboration with two other colleagues from ―Transilvania‖

University from Brasov, namely with Andreea Laurentiu and Mariana Norel. Our working hypothesis

was ―the more we know about the learning styles of students attending distance learning courses and

who use the e-learning platforms, the more we can improve school results by organizing our courses

and applicative activities in accordance with their learning styles” [6]. The study conducted at

―Transilvania‖ University, base on interviews and questionnaires (Questionnaire of personal learning

style [14], consisted of 17 items which differentiated four learning styles: visual, aural, tactile and

kinesthetic [3]), reveals the fact that learning efficiency increases if individual particularities of

students are taken into account. The predominant style of the sample students was the visual style.

Considering these particularities, courses and applications presented on e-learning platforms should

include a multitude of pictures, schemes, figures that enhance the student‘s memory, analysis and

organization of transmitted data. The key aim of e-supported learning is to increase students‘ success

by supporting diversity in its widest sense (student background, personal circumstances, learning

styles), to improve retention and enhance learning [6].

“E-learning is commonly referred to as the intentional use of networked information and

communications technology in teaching and learning‖ [16]. The term e-learning incorporates in it

more than online learning, virtual learning, distributed learning, networked or web-based learning. If

letter e of the word e-learning defines the word electronic, e-learning itself refers to those educational

activities involving electronic devices so as to reach its addressees, irrespective of the fact whether

they are connected to a network or a computer or whether or not they work individually or in groups,

at the same time or at various times. These various types or modalities of e-learning activities are

represented in TABLE 1 [17], [16].

TABLE 1. E-learning modalities

Individualized self-paced

e-learning online

Individualized self-paced

e-learning offline

Group-based

e-learning synchronously

Group-based

e-learning asynchronously

An increased number of teachers use diverse modern technologies to improve their teaching

style. The contemporary population of students (often referred to as ―Net‖ Generation or the

Millennium Generation), who were brought up with the information and communications technology,

hope to use these technologies in their learning experiences [18], [16].

IV. CONCLUSIONS

E-learning supports professors who organize and teach online courses. This reality facilitates

both acknowledgement of students‘ individual learning styles by their professors and the organization,

planning, explanation and distribution of courses to all students. Equally, it makes easier the

identification process of strengths and weaknesses in each student‘s learning activity. By e-learning

programs, a synchronization of the teaching style with the student‘s learning modality, thus providing

learning performance. In order to increase education quality by means of advanced technology,

considering individual particularities and learning styles of pupils/students, we propose a variety of

strategies such as:

- overcoming of psychological barriers (phobia – fear of using new technologies, alteration

of self-image, or lack of competences in e-learning);

- supporting online learning by providing access to learning resources and equally to

assessment resources [6];

- providing an online supportive tutor;

- facilitating access to links to various information systems;

- sending personalized messages – that warn the pupil/student throughout the instructive-

educational process;

- giving personalized tasks, with various degrees of difficulty;

- providing personalized assessment tools;

- setting up of group zones where participants to learning may establish work-teams for

resolving tasks;

- providing audio, video and also kinesthetic recorded courses so as to use different learning

styles [14], [3];

- diversifying existent courses by means of adding visual and audio elements.

The efficiency of the proposed strategies was also proved by researches shown in British

Journal of Educational Technology (September 2003) and the Psychology of Education Review

(March 2005) [6]. The topic of e-learning and learning styles remains open, thus offering the chance of

initiating new research in the field. The future e-learning – learning styles relationship will be a very

tight one because satisfaction in learning will bring about an involvement of students in their

development process and will initiate an instructive-educational process that will be permanently

active-participative.

References

[1] Rayner, S., 2007, A teaching elixir, learning chimera or just fool‘s gold? Do learning styles matter? in Support for

Learning, volume 22, number 1, pages 24-29.

[2] Dunn, D., Dunn, A. (n.d.), 2010, The Dunn and Dunn Learning Style Model of Instruction. Retrieved November

15, 2010, from

http://www.ethica.dk/doc_uflash/The%20Dunn%20and%20Dunn%20Learning%20Style%20Model%20of%20Instr

uction.htm in Laurentiu, A.R., Norel, M., Student‘s Learning Style and Multiple Intelligence profile at The First

International Conference Teachers for the Knowledge Society (article to be published), March, 2011.

[3] Laurentiu, A.R., Norel, M., 2011, Student‘s Learning Style and Multiple Intelligence profile at The First

International Conference Teachers for the Knowledge Society (article to be published).

[4] Neacsu, I., 2006, Independent Academic Learning. Methodological Guide. Bucharest. in Laurentiu, A.R., Norel,

M., Student‘s Learning Style and Multiple Intelligence profile at The First International Conference Teachers for

the Knowledge Society (article to be published), March, 2011.

[5] Honey, P., Mumford, A., 2000, The learning styles: helper‘s guide. Maidenhead: Peter Honey Publications. in

Heaton-Shrestha, C., Gipps, C., Edirisingha, P., Linsey, T., 2007, Learning and e-learning in HE: the relationship

between student learning style and VLE use. UK.

[6] Heaton-Shrestha, C., Gipps, C., Edirisingha, P., Linsey, T., 2007, Learning and e-learning in HE: the relationship

between student learning style and VLE use, UK, in Research Papers in Education. Volume 22, number 4, page 44.

[7] Rayner, S., 2006, A teacher‘s elixir or fools‘ gold—does learning style matter? ELSIN Newsletter: An International

Forum, Winter 2005–2006, pages 5–7, in Heaton-Shrestha, C., Gipps, C., Edirisingha, P., Linsey, T., 2007,

Learning and e-learning in HE: the relationship between student learning style and VLE use, UK, in Research

Papers in Education, volume 22, number 4, page 449.

[8] Coffield, F., Moseley, D., Hall, E., Ecclestone, K., 2004, Learning styles and pedagogy in post-16 learning: a

systematic and critical review. London: Learning and Skills Research Centre, in Heaton-Shrestha, C., Gipps, C.,

Edirisingha, P., Linsey, T., 2007, Learning and e-learning in HE: the relationship between student learning style

and VLE use, UK, in Research Papers in Education, volume 22, number 4, page 447.

[9] Ford, N., Chen, S. Y., 2001, Matching/mismatching revisited: an empirical study of learning and teaching styles.

British Journal of Educational Technology. Volume 32, pages 5–22, in Heaton-Shrestha, C., Gipps, C., Edirisingha,

P., Linsey, T., 2007, Learning and e-learning in HE: the relationship between student learning style and VLE use.

UK. in Research Papers in Education, volume 22, number 4, pages 447-448.

[10] Shaw, G., Marlow, N., 1999, The role of student learning styles, gender, attitudes and perceptions on information

technology assisted learning. Computers and Education, volume 33, pages 223–234, in Heaton-Shrestha, C., Gipps,

C., Edirisingha, P., Linsey, T., 2007, Learning and e-learning in HE: the relationship between student learning style

and VLE use, UK, in Research Papers in Education, volume 22, number 4, pages 447-448.

[11] Jelfs, A., Colbourn, C. 2002, Do students‘ approaches to learning affect their perceptions of using computing and

information technology? Journal of Educational Media, volume 27, pages 41–54. in Heaton-Shrestha, C., Gipps,

C., Edirisingha, P., Linsey, T., 2007, Learning and e-learning in HE: the relationship between student learning style

and VLE use, UK, in Research Papers in Education, volume 22, number 4, pages 447-448.

[12] Halsne, A. M., 2002, Online versus traditionally-delivered instruction: a descriptive study of learner

characteristics in a community college setting. Ph.D., dissertation, accessed through the ERIC database, in Heaton-

Shrestha, C., Gipps, C., Edirisingha, P., Linsey, T., 2007. Learning and e-learning in HE: the relationship between

student learning style and VLE use, UK, in Research Papers in Education, volume 22, number 4, pages 447-448.

[13] Allan, J., Lawless, N., 2005. Stress caused by collaborative e-learning: an evolving study into collaborative team

roles as stressors, Psychology of Education Review, volume 29, pages 7–16, in Heaton-Shrestha, C., Gipps, C.,

Edirisingha, P., Linsey, T., 2007. Learning and e-learning in HE: the relationship between student learning style

and VLE use, UK, in Research Papers in Education, volume 22, number 4, pages 447-448.

[14] Linksman, R. 1999, How to Learn Anything Quickly. Bucuresti: Teora. in Laurentiu, A.R.,Norel, M., 2011.

Student‘s Learning Style and Multiple Intelligence profile at The First International Conference Teachers for the

Knowledge Society (article to be published).

[15] Lesenciuc, A. 2010, Teoria comunicarii. Brasov: Editura Academiei Fortelor Aeriene Henri Coanda, Page 57.

[16] Naidu, S. 2003, 2006. E-learning. A Guidebook of Principles, Procedures and Practices. New Delhi:

Commonwealth Educational Media Center for Asia. Pages: 1-2.

[17] Romiszowski, A., 2004, How‘s the e-learning baby? Factors leading to success or failure of an educational

technology innovation, Educational Technology, volume 44, number 1, January-February, pages: 5-27, in Naidu, S.

2003, 2006, E-learning. A Guidebook of Principles, Procedures and Practices. New Delhi: Commonwealth

Educational Media Center for Asia, Pages: 1-2.

[18] Oblinger, D., Oblinger, J., 2005, Educating the Net Generation. EDUCAUSE E-Book. In Naidu, S. 2003, 2006, E-

learning. A Guidebook of Principles, Procedures and Practices. New Delhi: Commonwealth Educational Media

Center for Asia, Page 3.