Naslov
Toward Integrated and Revised Learning Styles Theory Supported by Web and Multimedia Technologies

Autori
Kliček, Božidar ; Zekić-Sušac, Marijana

Vrsta, podvrsta i kategorija rada
Radovi u zbornicima skupova, cjeloviti rad (in extenso), znanstveni

Izvornik
Proceedings of the 8th Annual ELSIN Conference / - Kingston upon Hull : University of Hull, 2003, 391-410

Skup
The 8th Annual Conference of the European Learning Styles Information Network (ELSIN)

Mjesto i datum
Kingston upon Hull, Ujedinjeno Kraljevstvo, 30.06.2003. - 02.07.2003

Vrsta sudjelovanja
Predavanje

Vrsta recenzije
Međunarodna recenzija

Ključne riječi
index of learning styles (ILS); integration; Kolb's experiential model; learning theories; multimedia; Myers-Briggs type indicator; personal styles inventory; technology preferences; theory of multiple intelligences; VARK learning styles inventory; Web
(indeks stilova učenja (ILS); integracija; Kolb-ov iskustveni model; teorije učenja; multimedija; Myers-Briggs-ov indicator tipova; popis osobnih stilova; preference tehnologije; teorija višestruke inteligencije; VARK-ov popis stilova učenja; Web)

Sažetak
The paper describes an approach towards integration and revision of different learning style theories. Advanced uses of learning technologies need a very comprehensive and precise understanding of learning processes. Present theories describe learning only partially, by listing advantages, and have many similarities in their approaches and orientation toward the classical way of teaching. Several learning theories are investigated, such as Kolb's experimental model, the theory of multiple intelligences, Myers-Briggs type indicator, visual-auditory-kinaesthetically model, VARK learning styles inventory, modality strengths model, learning styles inventory, and index of learning styles (ILS). A survey was conducted in order to investigate the possibility of grouping students according to different learning styles and different technology preferences. The same group of students was tested using a multi-standard learning style questionnaire, with additional questions oriented towards different technologies that support today's learning. Analysed survey results explain some inter-connections among present theories, which could serve as an initial basis for integrating different approaches, as well as for revising the role of classical tools vs. multimedia and Web tools. A decision tree and neural networks using these results were made in order to test the dependency among learning styles and technology preferences. A significant inter-dependence of learning styles and technology preferences was found. An experimental Web multimedia educational system is suggested, enabling detailed empirical investigation of the learning process. This system is based on: a) semantic network learners model, b) assembled multimedia and Web technologies (animation, texts, sound, visual content, video, forum and chat communication, knowledge testing, etc.), c) support teachers and those familiarizing themselves with the learning process, d) comprehensive empirical research with detailed reports on the monitoring of the learning process of a particular large group of students. Initial research results show some important findings concerning knowledge comprehension and confirmation, main characteristics of the learning process, key entities and their roles, as well as adequate technologies needed to support each learning style. Due to the complexity of the learning process, we consider such approach to be an important step towards creating an integrated and revised theory of learning styles. The suggested Web multimedia educational system has been experimentally implemented as a part of the academic course of intelligent systems, through the Educational Repository for Intelligent Systems (ERIS) project. Besides being used for teaching the topics in question, such experimental system trains students to use different computer technologies, and offers a wide range of research instruments that can be used for further investigation of the learning process. The list of further promising researches is proposed and described.

Izvorni jezik
Engleski

Znanstvena područja
Informacijske i komunikacijske znanosti

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