The Application of Learning Styles in Both Individual and Collaborative Learning

Paredes, Pedro; Rodríguez, Pilar

doi:10.1109/icalt.2006.1652663

Cited by 16 publications

(9 citation statements)

References 5 publications

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“…Group formation is a broad research issue in itself and is mostly accomplished by developing independent systems focused solely on forming the desired groups for a CSCL activity (Sancho et al in [12] present NUCLEO system which facilitates adaptive group formation in Role Game Based Scenarios, Alfonseca et al in [44] Paredes and Rodriguez in [45] investigate the role of learning styles in forming groups for fruitful collaboration with successful results, Tourtoglou and Virvou in [46] form groups based on specific user models aiming the learning domain of UML while Pollalis and Mavrommatis in [47] and Christodoulopoulos and Papanikolaou in [48] all use and implement specific tools and strategies for forming groups in CSCL settings). We reckon that such systems if connected to an IMS-LD compliant script editor can facilitate implementation of more complex APs.…”

Section: Running the Apmentioning

confidence: 99%

Modeling Adaptation Patterns in the Context of Collaborative Learning: Case Studies of IMS-LD Based Implementation

Magnisalis

Demetriadis

2011

Technology-Enhanced Systems and Tools for Collaborative Learning Scaffolding

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Abstract. Research on collaborative learning has emphasized the need for providing flexible yet supportive tools to teachers in order to design collaborative learning tasks. In our work we present a next step in our pattern-based approach demonstrating how educators' ideas can provide the basis for adaptation patterns which, in turn, can be expressed in IMS-LD modeling language. In this paper we present representative and selective design case studies exemplifying the implementation of the core specification of an Adaptation Pattern (Input, Rules, Model and Output) on the basis of using tools compliant to IMS-LD. We analyze what is necessary for implementing an adaptation pattern and discuss the benefits of the pattern-based approach. Finally, we highlight what issues would be important toward integrating the adaptation pattern capabilities in LD compliant tools for collaborative learning design.

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Section: Running the Apmentioning

confidence: 99%

Modeling Adaptation Patterns in the Context of Collaborative Learning: Case Studies of IMS-LD Based Implementation

Magnisalis

Demetriadis

2011

Technology-Enhanced Systems and Tools for Collaborative Learning Scaffolding

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“…So that, it can help teachers to develop group formation system based on their cases. The various criteria or attributes have been applied in group formation, such as knowledge or expertise in a specific domain [9][15], learning goal [10], learners' performance in previous teamwork [10] [16], personality traits [16], learning style [8][17] [18], thinking style [13], Belbin role and minority [8], and preferred time slots and project [12].…”

Section: Introductionmentioning

confidence: 99%

Group Formation Using Multi Objectives Ant Colony System for Collaborative Learning

Fahmi¹,

Nurjanah²

2018

EECSI

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Collaborative learning is widely applied in education. One of the key aspects of collaborative learning is group formation. A challenge in group formation is to determine appropriate attributes and attribute types to gain good group results. This paper studies the use of an improved ant colony system (ACS), called Multi Objective Ant Colony System (MOACS), for group formation. Unlike ACS that transforms all attribute values into a single value, thus making any attributes are not optimally worth, MOACS tries to gain optimal values of all attributes simultaneously. MOACS is designed for various combinations of attributes and can be used for homogeneous, heterogeneous or mixed attributes. In this paper, sensing/intuitive learning styles (LSSI) and interests in subjects (I) are used in homogeneous group formation, while active/reflective learning style (LSAR) and previous knowledge (KL) are used for heterogeneous or mixed group formation. Experiments were conducted for measuring the average goodness of attributes (avgGA) and standard deviation of goodness of attributes (stdGA). The objectives of MOACS for homogeneous attributes were minimum avgGA and stdGA, while those for heterogeneous attributes were maximum avgGA and minimum stdGA. As a conclusion, MOACS was appropriate for group formation with homogeneous or mixed.

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“…Kolb/McCarthy learning cycle 10–13 is based on the assumption that learning involves a cycle of four learning stages, but each learner is likely to feel most comfortable in one of the four stages of the cycle based on his/her preferences along two dimensions of Perception (abstract/concrete) and Processing (active/reflective). There are five learning style dimensions specified in Felder– Silverman learning style model 14–19, which are Perception (sensing/intuitive), Processing (active/reflective), Input (visual/verbal), Organization (inductive/deductive), and Understanding (sequential/global). Gee 20 examined the influence of student learning style preference on student achievement in course content, course completion rates, and attitudes about learning in an on‐campus or distance education remote classroom.…”

Section: Introductionmentioning

confidence: 99%

Using learning style‐based diagnosis tool to enhance collaborative learning in an undergraduate engineering curriculum

Huang

Liao

Shen

et al. 2011

Comp Applic In Engineering

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In this study, an intelligent learning style aware diagnosis agent for computer-supported cooperative learning is proposed. Learners are first assigned to heterogeneous groups based on their learning styles questionnaire given right before the beginning of learning activities on the e-learning platform. The proposed diagnosis agent then scrutinizes each learner's learning portfolio on e-learning platform and automatically issues feedback messages in case some learner's behavior that is unfitted to his/her learning styles or devious argument on discussion board or wiki is detected. The Moodle, an open-source software e-learning platform, is used to establish the cooperative learning environment for this study. The experimental results reveal that the proposed learning style aware diagnosis agent indeed boosts the performance of the learners. ß

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The Application of Learning Styles in Both Individual and Collaborative Learning

Abstract: Esta es la versión de autor del congreso publicado en: This is an author produced version of a paper published in:

Cited by 16 publications

References 5 publications

Modeling Adaptation Patterns in the Context of Collaborative Learning: Case Studies of IMS-LD Based Implementation

Modeling Adaptation Patterns in the Context of Collaborative Learning: Case Studies of IMS-LD Based Implementation

Group Formation Using Multi Objectives Ant Colony System for Collaborative Learning

Using learning style‐based diagnosis tool to enhance collaborative learning in an undergraduate engineering curriculum

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