An important factor for developing quality multimedia materials is that future developers should know the learning preferences and applicable strategies of potential students in depth and should also be able to look critically on the products developed by others and to be able to evaluate the added value of their own and others contributions. This paper describes our teaching strategy using an online collaborative methodology with added value based on: (a) generating student profile, (b) online knowledge building and (c) evaluation strategy. The applied methodology integrates e-learning preferences of different learning style dimensions and takes into consideration students´ expectations in learning situations as well as their background knowledge and skills. Knowledge building was realised by means of oral presentations and discussions and finalised within the online learning environment. Developing critical thinking and monitoring this learning progress was carried out by self-evaluation and peer-evaluation of one´s own products and those created by others and final evaluation required summed performance to be divided among students upon negotiated merits.
Article first published in ‘Interdisciplinary Journal of E-Learning and Learning Objects’, V. 6 (2010), pp. 203-215. Reprinted with permission of the Informing Science Institute
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The main objective of this study is to analyze the dimensions underlying the preferences of university students regarding instructional methods, and the relationship of these preferences with their learning styles and motivational strategies. The sample consisted of 158 students in their first year of teaching college at the University of Valencia (Spain). Learning style was evaluated using the Inventory of Learning Processes, motivational orientation through the Motivated Strategies for Learning Questionnaire, and preferences about instructional methods with a scale specifically designed for this study. Results highlight the existence of three types of preferences – multidirectional, unidirectional and autonomous – based fundamentally on the degree and type of interaction and level of autonomy each allows in academic learning. Preferences for multidirectional and unidirectional methods were significantly superior than preferences for autonomous learning. Furthermore, the results show a close relationship between preferences for multidirectional and unidirectional methods and elaborative processing, as well as an inverse relationship between the former and fact retention.
Preferences for unidirectional and authonomous methods are related to an internal attribution of the learning results, while preferences for multidirectional methods are related to high expectations of self-efficacy.
Article originally published in ‘Revista Electronica de Investigacion Psicoeducativa’, V. 6 (2008), n. 3, Reprinted with permission
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