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.
In order to effectively implement adaptive learning within E-learning systems, it is crucial to accurately define thelearner's profile that reflects the characteristics necessary for optimal learning. Traditional methods of identifying profiles often relyon questionnaires to collect data from learners, which can be time-consuming and result in irrelevant data due to arbitrary responses.As a solution, we propose an intelligent and dynamic model for adaptive learning that takes into account the entire learning process,from diagnostic assessment to knowledge assimilation. Our approach utilizes the k-means classification algorithm to group learners based on similar characteristics, as defined by the KOLB model. To enhance the accuracy of our model, we also incorporate neural networks to automatically predict learning styles and using decision tree to propose a adaptative pedagogical content to learner. By doing so, we aim to improve the overall performance of our proposed model.
The term learning style refers to the concept of individual differences in which teaching or learning mode is most effective for them. Proponents of learning style assessment believe that optimal teaching requires diagnosing individual learning styles and adjusting teaching accordingly. The assessment of learning styles usually requires people to assess what kind of information presentation they like and/or the mental activities they find most attractive or suitable, although the assessment tools are very diverse, in this article we will propose a pedagogical scenarios 'design adapted to different learning style.
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