How do learners respond to computer based learning material which has been designed to suit their particular learning style

The development of ICT in education has changed the nature of people's learning. The evolution of Computer Based Learning (CBL) to virtual learning has had a huge effect on learning methodology. Learning theories from behaviourism, cognitivism and constructivism have been re-assessed. This...

Full description

Saved in:

Bibliographic Details
Main Author:	Hassan, Razali
Format:	Thesis
Language:	English
Published:	2008
Subjects:	LB Theory and practice of education LB1141-1489 Kindergarten
Online Access:	http://eprints.uthm.edu.my/7193/1/24p%20RAZALI%20HASSAN.pdf
Tags:	Add Tag No Tags, Be the first to tag this record!

id	my-uthm-ep.7193
record_format	uketd_dc
spelling	my-uthm-ep.71932022-06-16T01:32:28Z How do learners respond to computer based learning material which has been designed to suit their particular learning style 2008-03 Hassan, Razali LB Theory and practice of education LB1141-1489 Kindergarten The development of ICT in education has changed the nature of people's learning. The evolution of Computer Based Learning (CBL) to virtual learning has had a huge effect on learning methodology. Learning theories from behaviourism, cognitivism and constructivism have been re-assessed. This study explored students' feedback and experiences when using CBL material which has been adapted to particular learning styles. Studies show that individuals learn in different ways. They have different preferences in collecting, organizing and delivering information. These differences impact on learning outcomes. The framework in this study concerns itself with modal preferences known as the VARK Model. The study focuses on CBL material which has been designed for learning new software. This learning material was designed with four different learning routes to appeal to those with dominant Visual, Aural, Reading and Kinaesthetic preferences respectively. The learning package was called the MINDs learning system. Respondents involved were student teachers in two Universities in the UK and Malaysia. Sixty two respondents agreed to participate interviews and in trialling courseware. Data was collected through questionnaire, survey, interview and observation. Quantitative and qualitative data was analysed descriptively, triangulation of the findings was carried out and conclusions were drawn. Findings from the study show that learning styles instruments measure general preferences rather than offering an indication of the specific context in which learning takes place. Matching learning material with particular learning styles did not significantly increase motivation, comprehension or have a major impact on learning. However, learners are aware of having learning styles and found that learning with suited learning preferences made them feel more comfortable. Recommendations were put forward for future research to design and develop a 'new type' of CBL material which takes into account individual learning preferences. 2008-03 Thesis http://eprints.uthm.edu.my/7193/ http://eprints.uthm.edu.my/7193/1/24p%20RAZALI%20HASSAN.pdf text en public phd doctoral University of Warwick Institute of Education
institution	Universiti Tun Hussein Onn Malaysia
collection	UTHM Institutional Repository
language	English
topic	LB Theory and practice of education LB1141-1489 Kindergarten
spellingShingle	LB Theory and practice of education LB1141-1489 Kindergarten Hassan, Razali How do learners respond to computer based learning material which has been designed to suit their particular learning style
description	The development of ICT in education has changed the nature of people's learning. The evolution of Computer Based Learning (CBL) to virtual learning has had a huge effect on learning methodology. Learning theories from behaviourism, cognitivism and constructivism have been re-assessed. This study explored students' feedback and experiences when using CBL material which has been adapted to particular learning styles. Studies show that individuals learn in different ways. They have different preferences in collecting, organizing and delivering information. These differences impact on learning outcomes. The framework in this study concerns itself with modal preferences known as the VARK Model. The study focuses on CBL material which has been designed for learning new software. This learning material was designed with four different learning routes to appeal to those with dominant Visual, Aural, Reading and Kinaesthetic preferences respectively. The learning package was called the MINDs learning system. Respondents involved were student teachers in two Universities in the UK and Malaysia. Sixty two respondents agreed to participate interviews and in trialling courseware. Data was collected through questionnaire, survey, interview and observation. Quantitative and qualitative data was analysed descriptively, triangulation of the findings was carried out and conclusions were drawn. Findings from the study show that learning styles instruments measure general preferences rather than offering an indication of the specific context in which learning takes place. Matching learning material with particular learning styles did not significantly increase motivation, comprehension or have a major impact on learning. However, learners are aware of having learning styles and found that learning with suited learning preferences made them feel more comfortable. Recommendations were put forward for future research to design and develop a 'new type' of CBL material which takes into account individual learning preferences.
format	Thesis
qualification_name	Doctor of Philosophy (PhD.)
qualification_level	Doctorate
author	Hassan, Razali
author_facet	Hassan, Razali
author_sort	Hassan, Razali
title	How do learners respond to computer based learning material which has been designed to suit their particular learning style
title_short	How do learners respond to computer based learning material which has been designed to suit their particular learning style
title_full	How do learners respond to computer based learning material which has been designed to suit their particular learning style
title_fullStr	How do learners respond to computer based learning material which has been designed to suit their particular learning style
title_full_unstemmed	How do learners respond to computer based learning material which has been designed to suit their particular learning style
title_sort	how do learners respond to computer based learning material which has been designed to suit their particular learning style
granting_institution	University of Warwick
granting_department	Institute of Education
publishDate	2008
url	http://eprints.uthm.edu.my/7193/1/24p%20RAZALI%20HASSAN.pdf
_version_	1747831122197217280

How do learners respond to computer based learning material which has been designed to suit their particular learning style

Similar Items