VARK learning styles and online education: Case Study
Journal
learning
Date Issued
2018
Author(s)
Idrizi, Ermira
Abstract
In this paper we seek to understand the outcomes of
online education by observing the role of learning styles. Under the
assumption that the behaviors that maximize learning are
dependent on the delivery method, we compared learning
outcomes of students participating in two classes set up on an
interactive e-learning platform. Our results show that learning
styles are variables worthy of consideration in online settings, even
though the correlation among learning styles and test results does
not indicate a significant association. Specifically, we argue that
online education demands a particular set of behavioral patterns
(i.e., low companionship, achievement orientation) necessary to
navigate the eccentricity of online education (e.g., social isolation,
schedule flexibility). We discuss the theoretical implications of our
results in the context of online education and offer practical
suggestions for online teaching design.
online education by observing the role of learning styles. Under the
assumption that the behaviors that maximize learning are
dependent on the delivery method, we compared learning
outcomes of students participating in two classes set up on an
interactive e-learning platform. Our results show that learning
styles are variables worthy of consideration in online settings, even
though the correlation among learning styles and test results does
not indicate a significant association. Specifically, we argue that
online education demands a particular set of behavioral patterns
(i.e., low companionship, achievement orientation) necessary to
navigate the eccentricity of online education (e.g., social isolation,
schedule flexibility). We discuss the theoretical implications of our
results in the context of online education and offer practical
suggestions for online teaching design.
Subjects
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