The DOI matches its Crossref record.
Representational model on Moodle’s activity: learning styles and navigation strategies
Open accessAbstract
This paper attempts to describe the conditions related to the representation of 63 navigational paths carried out on Moodle’s platform. The hypothesis that we advance is that learning styles determine the mode in which users browse through websites. The post-observational notes and the analysis of logs (register of users’ activity) indicate two main facts: on the one hand, the elaboration of a tool that is able to convert log files into graphs that could be visualized as courses of educational browsing. On the other hand, the confirmation of the relation between ways of learning and styles of browsing, giving rise to a method that anticipates choices made by users on the digital platform. There has been stated that assimilative and convergent learning students solve the assigned task consulting, preferably, the content modules on communicative interaction. For their part, accommodating learning students follow precise instructions and rely on his peers’ activity. Finally, divergent learning students tend to prefer collaborative activities and they also help each other. The practical application of the results aims at the usefulness of the findings in university education context, which can be used in the elaboration of quality assessments and the identification of the needs of educational mediation.
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“While some studies have proposed automatic detection of learning styles by analysing student's learning behaviour through mathematical models (Xiao & Rahman, 2017), other studies have developed simpler matrix systems that would allow the teacher to carry out a manual selection of tools for Moodle Learning after considering student's learning styles (Ljubimova et al., 2015; Meza-Fernández & Sepúl”
From A systematic review on trends in using Moodle for teaching and learning (2022) · cites this paper as Meza-Fernández & Sepúlveda-Sariego, 2017
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A systematic review on trends in using Moodle for teaching and learning
Gamage, S. H. P. W., Ayres, J. R., & Behrend, M. B. (2022) · International Journal of STEM Education · doi:10.1186/s40594-021-00323-x · Cited by 360
Metadata
- Authors
- Meza-Fernández, S., & Sepúlveda-Sariego, A.
- Venue
- International Journal of Educational Technology in Higher Education
- Published
- 2017-06-01
- Volume
- 14
- Issue
- 1
- ISSN
- 2365-9440 (ISSN-L)
- OpenAlex
- W2603555851
- Cited by
- 7
- References
- 0
- Citations by year
- 2023: 1 · 2022: 2 · 2020: 1 · 2018: 3
- FWCI
- 1.31
- Type
- journal article
- Language
- en
- Open access
- diamond
- doi.org
- Locations
- International Journal of Educational Technology in Higher Education (publishedVersion, cc-by)
- DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion)
- Redalyc (Universidad Autónoma del Estado de México) (submittedVersion)
- Topics
- Physical Sciences › Computer Science › Computer Science Applications › Online Learning and Analytics
- Social Sciences › Psychology › Developmental and Educational Psychology › Learning Styles and Cognitive Differences
- Physical Sciences › Computer Science › Information Systems › Educational Technology and E-Learning
- Keywords
- Moodle, learning styles, navigation strategies, user activity logs, web browsing behavior, VARK learning styles, cooperative learning, online learning platforms, quality assessment in higher education
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