{"id":{"repo_id":"nott-trent","oai_identifier":"oai:irep.ntu.ac.uk:106"},"canonical_url":"https://search.dev.ndltd.org/etd/nott-trent/oai:irep.ntu.ac.uk:106","repository":{"repo_id":"nott-trent","name":"Nottingham Trent University","base_url":"https://irep.ntu.ac.uk/cgi/oai2"},"display":{"title":"E-Learning and learning styles:implementing and evaluation of learning sequence method","abstract":"This research began by accepting that different people learn differently from one another; have different learning styles, strengths and preferences in the ways they take in and process information. The research reported here asks whether, in Higher Education, and using new online technologies, the learning process can be enhanced by matching it to student learning style. To test this hypothesis blocks of eLearning material to support different learning activities was created for, and delivered to, students on the Computer Technology Module of a first year of a degree in Computer Technology. The author employed Honey and Mumford's (1986) classifications, and each student participating in the research was characterised as having one of four learning styles; Activist, Pragmatist, Reflector or Theorist. The material was designed so that the blocks could be delivered in four different sequences, each sequence in which the blocks was presented matched one of the learning styles. All students were tested to establish their learning style so that there was control of whether or not they were allocated to a group where order of delivery matched learning style. At the end of the course a Post-test assessed progress achieved, and student questionnaires evaluated attitudes towards the online course material and other aspects of the course. Three separate experiments were carried out:","abstract_html":"This research began by accepting that different people learn differently from one another; have different learning styles, strengths and preferences in the ways they take in and process information. The research reported here asks whether, in Higher Education, and using new online technologies, the learning process can be enhanced by matching it to student learning style. To test this hypothesis blocks of eLearning material to support different learning activities was created for, and delivered to, students on the Computer Technology Module of a first year of a degree in Computer Technology. The author employed Honey and Mumford's (1986) classifications, and each student participating in the research was characterised as having one of four learning styles; Activist, Pragmatist, Reflector or Theorist. The material was designed so that the blocks could be delivered in four different sequences, each sequence in which the blocks was presented matched one of the learning styles. All students were tested to establish their learning style so that there was control of whether or not they were allocated to a group where order of delivery matched learning style. At the end of the course a Post-test assessed progress achieved, and student questionnaires evaluated attitudes towards the online course material and other aspects of the course. 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The research reported here asks whether, in Higher Education, and using new online technologies, the learning process can be enhanced by matching it to student learning style. To test this hypothesis blocks of eLearning material to support different learning activities was created for, and delivered to, students on the Computer Technology Module of a first year of a degree in Computer Technology. The author employed Honey and Mumford's (1986) classifications, and each student participating in the research was characterised as having one of four learning styles; Activist, Pragmatist, Reflector or Theorist. The material was designed so that the blocks could be delivered in four different sequences, each sequence in which the blocks was presented matched one of the learning styles. All students were tested to establish their learning style so that there was control of whether or not they were allocated to a group where order of delivery matched learning style. At the end of the course a Post-test assessed progress achieved, and student questionnaires evaluated attitudes towards the online course material and other aspects of the course. Three separate experiments were carried out:"]},{"key":"dc:format","label":"Dc Format","values":["text"]},{"key":"dc:title","label":"Title","values":["E-Learning and learning styles:implementing and evaluation of learning sequence method"]}]}],"canonical_facts":{"dc:creator":["Hossin, A"],"dc:date":["2008"],"dc:date.issued":["2008"],"dc:description.abstract":["This research began by accepting that different people learn differently from one another; have different learning styles, strengths and preferences in the ways they take in and process information. The research reported here asks whether, in Higher Education, and using new online technologies, the learning process can be enhanced by matching it to student learning style. To test this hypothesis blocks of eLearning material to support different learning activities was created for, and delivered to, students on the Computer Technology Module of a first year of a degree in Computer Technology. The author employed Honey and Mumford's (1986) classifications, and each student participating in the research was characterised as having one of four learning styles; Activist, Pragmatist, Reflector or Theorist. The material was designed so that the blocks could be delivered in four different sequences, each sequence in which the blocks was presented matched one of the learning styles. All students were tested to establish their learning style so that there was control of whether or not they were allocated to a group where order of delivery matched learning style. At the end of the course a Post-test assessed progress achieved, and student questionnaires evaluated attitudes towards the online course material and other aspects of the course. 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