Learning and E-Learning in HE: The Relationship between Student Learning Style and VLE Use

Autor/inn/en	Heaton-Shrestha, Celayne; Gipps, Caroline; Edirisingha, Palitha; Linsey, Tim
Titel	Learning and E-Learning in HE: The Relationship between Student Learning Style and VLE Use
Quelle	In: Research Papers in Education, 22 (2007) 4, S.443-464 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0267-1522
Schlagwörter	Undergraduate Students; Cognitive Style; Educational Technology; Teaching Methods; Computer Uses in Education; Online Courses; Web Based Instruction; Distance Education; Virtual Classrooms; Foreign Countries; Educational Environment; Access to Education; Student Attitudes; Active Learning; Correlation; United Kingdom + Suchen Sie Ihr Suchwort? Cognitive styles; Kognitiver Stil; Unterrichtsmedien; Teaching method; Lehrmethode; Unterrichtsmethode; Computernutzung; Online course; Online-Kurs; Web Based Training; Distance study; Distance learning; Fernunterricht; Ausland; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Education; Access; Bildung; Zugang; Bildungszugang; Schülerverhalten; Aktives Lernen; Korrelation; Großbritannien
Abstract	The article addresses the issue of whether student learning style has an impact on use of a learning technology such as a virtual learning environment (VLE). It is based on material from a broader research project at a UK university (Kingston University) on the use of VLEs in teaching and learning and explores the findings from the analysis of qualitative interviews with 43 first-year undergraduate students, drawn from three faculties and four subject areas. It discusses the features of the VLE that are most valued by students (including their evaluation of more flexible modalities of learning); how students integrate the VLE with other learning and studying activities; and the specific ways in which various learning styles and approaches affect VLE use. (Contains 2 tables and 13 notes.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10