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Kolb's Learning Styles: Implementation and Integration in an Adaptive E-Learning System

Kolb's Learning Styles: Implementation and Integration in an Adaptive E-Learning System

Chaimae Waladi (Abdelmalek Essaadi University, Morocco), Mohammed Lamarti Sefian (Abdelmalek Essaadi University, Morocco), and Mohamed Khaldi (Abdelmalek Essaadi University, Morocco)
Copyright: © 2023 |Pages: 16
DOI: 10.4018/978-1-6684-7634-5.ch017
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Abstract

This study focused on the relationship between Kolb learning styles and duration of online learning behaviors, the relationship between Kolb learning styles and learning achievements, and also examined the effects of these variables and their mediating mechanisms affecting student learning in e-learning settings. This study focuses on the relationship between Kolb learning style and the duration of online learning behavior and the relationship between Kolb learning style and learning outcomes. Forty students were selected as subjects for the online learning experiment. The results showed that the Kolb learning style had a significant impact on the total reading time and total discussion time of the topics. Although there is no significant effect between Kolb learning styles and learning outcomes, experimental data show that convergers and assimilators have higher average learning outcomes than divergers and accommodators. The findings of this study are of critical importance to educators and facilitators of online courses.
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Introduction

In recent decades, most research in computer science and education has raised various questions related to adaptive learning systems and learning style indices (Tseng, 2008). Therefore, several learning systems have been proposed and different design and implementation models have been followed to measure students' learning preferences to help teachers determine the preferred ways in which students can learn effectively. Snow and Farr published an article in which they described learning theory as unrealistic and incomplete without regard to learner preferences, suggesting that no learning will succeed if there is close attention to the needs of individual students. In addition, (Russell, 1997) also encourages educational institutions to recognize individual differences among learners and use relevant materials and existing technology to teach accordingly. Snow and Farr published an article in which they described learning theory as unrealistic and incomplete without regard to learner preferences, suggesting that no learning will succeed if there is close attention to the needs of individual students. In addition, (Russell, 1997) encourages educational institutions to recognize individual differences among learners and to teach accordingly using relevant materials and available technologies. Numerous other studies have clearly pointed to the role of cognition and learning styles in learning outcomes, and the relationship that exists between subject-specific students and how learners learn.

Many educational institutions and software vendors believe that most of today's educational challenges and students' unique needs can be addressed through a one-to-one tutoring system (Hamada, 2016). Adaptive tutoring systems have the potential to provide such services. comprehensive insights were obtained suggesting the use of adaptive learning systems to support efficient learning. More recently, Hou and Fidopiastis (Hou, 2017) have highlighted the application of intelligent adaptive learning systems that effectively help address a variety of teaching challenges, and they also outline some guidelines and approaches for designing adaptive yet intelligent learning systems. This study focuses on the relationship between Kolb learning styles, online learning behaviors, and learning outcomes. It is hoped that this research can help teachers understand the role of learning styles in online learning environments, to design online learning modules suitable for different students.

Learning Style

Different students have different learning methods. Some people can understand quickly with pictures, while others may prefer words and reading. Some people are good at theory, and some people learn through experiments and examples. It provides an opportunity to design and deliver interventions tailored to individual needs through an in-depth understanding of different learning styles. In addition, valuable advice can be provided to a wide range of stakeholders. For example, insight into their own style enables learners to learn more confidently and optimize their learning pathways (Herod, 2004). It will provide teachers with valuable feedback on how to design appropriate instruction and learning materials for different groups of students at appropriate stages of the learning process (Stash, 2007). There is evidence from previous research showing a link between learning styles and career choices. On this basis, advice and guidance can be developed to support career planning. With this strong appeal, learning styles have attracted researchers and educators of great interest to workers. Coffield, Moseley, Hall, and Ecclestone (2004), reviewing more than 70 theories developed over the past 30 years (1979), can be defined as: how learners perceive and interact with the learning environment and robust indicators of responsiveness to the learning environment”... On the one hand, there are theories such as Dunn and Dunn's Learning Style Model and Tool that suggest that learning styles have a constitutional basis. On the other hand, researchers tend to focus on tactics rather than learning styles. Learning strategies assume that learning behavior can be Happening. This branch includes theories such as Entwistle's Inventory of Student Learning Methods and Study Skills (Entwistle, 1997)and Vermunt's Inventory of Learning Styles (Vermunt, 1998). Other well-known theories are Kolbs (Kolb, Osland, & ., 1994) and Felder-Silvermans (Felder, 1988)which argue that learning styles are fairly stable indicators but can change over a lifetime.

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