Paper deals with teaching methods and teaching styles of teachers, which can be used in electronic form of education. By electronic form of learning we mean individual electronic education, where electronic education and individualization merge. This type of electronic education is controlled by learning management software system – virtual teacher. The principle of virtual teacher is as follows. Based on detected individual learning style of student, virtual teacher optimizes education to student’s needs. Virtual teacher contains an extensive database of different learning styles, attributes of students and methodologies of creation of adaptive learning materials. The aim of this paper is the use of teaching methods and teaching styles of teachers, which virtual teacher applies during individual student‘s learning. For the student learning via this adaptive form is more effective and beneficial.
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