The discourse on learning styles in online education
Date Issued
2019-11-26
Author(s)
Idrizi, Ermira
Abstract
Online learning is a contemporary concept in
which ideas, models, and traditional teachings have changed.
We examine how learning style affects the learner’s academic
achievements in online lessons and gender-specific
environments. This research investigates whether VARK
styles are associated with course results, regardless of the
actual VARK results, and whether any study techniques are
associated with course results. The results indicate that
almost all students did not report on research approaches
after their VARK assessment and that the students'
achievement is not associated with their results in each
VARK category. This provides additional evidence that the
usual teaching styles should be redefined for Online classes
where the styles corresponding to the willingness of learners
are more difficult to be defined.
which ideas, models, and traditional teachings have changed.
We examine how learning style affects the learner’s academic
achievements in online lessons and gender-specific
environments. This research investigates whether VARK
styles are associated with course results, regardless of the
actual VARK results, and whether any study techniques are
associated with course results. The results indicate that
almost all students did not report on research approaches
after their VARK assessment and that the students'
achievement is not associated with their results in each
VARK category. This provides additional evidence that the
usual teaching styles should be redefined for Online classes
where the styles corresponding to the willingness of learners
are more difficult to be defined.
Subjects
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