The application of learning styles in both individual and collaborative learning
Entity
UAM. Departamento de Ingeniería InformáticaPublisher
IEEE Computer SocietyDate
2006Citation
10.1109/ICALT.2006.1652663
Advanced Learning Technologies, 2006. Sixth International Conference on. IEEE, 2006. 1141-1142
ISBN
0-7695-2632-2DOI
10.1109/ICALT.2006.1652663Funded by
This project has been funded by the Spanish Ministry of Science and Education, TIN2004-03140.Editor's Version
http://dx.doi.org/10.1109/ICALT.2006.1652663Subjects
InformáticaNote
Proceedings of the International Conference on Advanced Learning Technologies, ICALT 2006Reprinted from (relevant publication info). This material is posted here with permission of the IEEE. Such permission of the IEEE does not in any way imply IEEE endorsement of any of the Universidad Autónoma de Madrid’s's products or services. Internal or personal use of this material is permitted. However, permission to reprint/republish this material for advertising or promotional purposes or for creating new collective works for resale or redistribution must be obtained from the IEEE by writing to pubs-permissions@ieee.org.
Rights
Copyright © 2006 IEEE. Reprinted from (relevant publication info). This material is posted here with permission of the IEEE. Such permission of the IEEE does not in any way imply IEEE endorsement of any of the Universidad Autónoma de Madrid’s's products or services. Internal or personal use of this material is permitted. However, permission to reprint/republish this material for advertising or promotional purposes or for creating new collective works for resale or redistribution must be obtained from the IEEE by writing to pubs-permissions@ieee.org.Abstract
With the goal of applying learning styles in both individual and collaborative learning, some adaptation mechanisms have been developed. These mechanisms try to improve the process of learning by matching the teaching style with the student’s learning style and by grouping students in some specific ways. We use the Felder-Silverman Learning Style Model and its Index of Learning Styles (ILS) questionnaire in order to classify students depending on their preferences on four dimensions (active/reflective, sensing/intuitive, visual/verbal, and sequential/global).
The benefits of learning styles can be of interest for adaptive hypermedia learning systems in both individual and collaborative activities, especially if they support automatic grouping of users. From the results obtained by a case study with students of Computer Science in a collaborative task it can be concluded that some dimensions of the learning style model seem to affect the quality of the resulting work. With this aim, new grouping rules have been
incorporated in the TANGOW/WOTAN system to be used in the corresponding courses.
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Google Scholar:Paredes Barragán, Pedro
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Rodríguez Marín, Pilar
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