Enhancing individualised learning and interaction in online learning environments.
The quality of the student learning experience in an online learning course has raised many debates in educational studies. Evidence found in current literature indicates that individualised learning and interactive learning do contribute to the student learning experience in online learning courses. However, there is little evidence of any major studies that have tried to explore the impact of both individualised learning and interactive learning on the students' experience. Drawing on the constructivist "student-centred" learning perspective, this study aims to match instructional methods to the students' individual learning pace, learning styles and individualised course content in a technology- enhanced learning environment. The study was carried out in China with fourth-year undergraduate computing science students enrolled on a Cisco CCNA course. The study was carried out using a mixed methods research approach. Qualitative data were analysed using content analysis and quantitative data were analysed using SPSS. The findings of this study suggest that students taking an online course in which the contents/materials are individualised (based on: learning style, learning pace and prior knowledge structure), and who are supported with relevant interactions and learning objects technology, have an improved quality of learning and a better learning experience than the normal 'one-size-fits-all text/graphic based format' online course or the online course with only individualised features or interaction tools. Results from this study found significant statistical difference in both the level of students' achievement and learning experience. This study confirmed that synergies could be formed by combining individualised learning and interactive learning within an online learning environment. It also demonstrated that students with different learning styles interact more effectively in online learning courses. An interaction model has been designed to guide the design and implementation of effective learning in online situations through a diverse range of interactions. The findings of this study may be impacted upon by the cultural norm of 'strict compliance to rules and regulations' within the Chinese educational system. The study proposes educational principles to support the transferability of individualised and interactive learning to other cultures and disciplines.
WANG, D. 2008. Enhancing individualised learning and interaction in online learning environments. Robert Gordon University, PhD thesis. Hosted on OpenAIR [online]. Available from: https://doi.org/10.48526/rgu-wt-1695148
|Deposit Date||Jun 23, 2022|
|Publicly Available Date||Jun 23, 2022|
|Keywords||Online learning; Distance learning; Virtual learning environments (VLEs); Pedagogy|
WANG 2008 Enhancing individualised learning and interaction
Copyright: the author and Robert Gordon University