Classification of e-learning styles in online learning environment

Abstract

Institutions have tended to provide online training and in-service training by using today's technologies due to the increasing number of employees and the increase in the number of in-service trainings to be given. While the number of trainings held in online environments is increasing day by day, it has gained importance to help learners learn and understand their e-learning styles to organize online learning environments according to their learning styles. The purpose of this research is to investigate the e-learning styles of employees who receive in-service training in corporate companies in online learning environment. The e-learning styles of the employees in this research investigated by gender, generation, education level, occupational experience period, occupational class, occupational lane, e-learning experience duration, and education category they have experienced. The data for the research were collected by the survey method. To determine the e-learning styles of the employees, the e-Learning Styles Questionnaire was applied. Data were collected by e-mail, and 2.796 people participated in the survey. Differences in e-learning styles were found in a sample of 2.796 people according to the variables of gender, generation, education level, occupational experience period, occupational class, occupational lane, e-learning experience duration, and education category they have experienced. As a result of this research, in order to create more learner-centered education environment, it is important to consider learners' e-learning styles. Also, establishing online training and development activities that appeal to the target audience or various learning styles by evaluating the learner profile in educational environments will serve the purpose of improving the competencies of the employees.

Keywords

• Learning Styles
• Online Learning
• Competency Based Learning

References

1. Acar, N. (1999). Sürekli gelişme öğrenen organizasyonlar ve yetkinlikler. Istanbul: May.
2. Akkoyunlu, B., & Soylu, M. Y. (2008). A Study of Student’s Perceptions in a Blended Learning Environment Based on Different Learning Styles. Journal of Educational Technology & Society, 11(1), 183–193.
3. Alemdağ, C., & Öncü, E. (2015). Kolb öğrenme stili modeline göre beden eğitimi öğretmen adayları. Alan Eğitimi Araştırmaları Dergisi (ALEG), 1(1), 1-12.
4. Bakır, S., & Mete H. (2014). Ortaokul öğrencilerinin öğrenme stilleri: Burdur ili örneği. Ahi Evran Üniversitesi Eğitim Fakültesi Dergisi (KEFAD), 15(3), 127-145.
5. Baneshi, A. R., Dehghan M., & Mokhtarpour, H. (2014). Grasha-riechmann college students’ learning styles of classroom participation: role of gender and majör. Journal of Advances in Medical Education & Professionalism, 2(3), 103-107.
6. Beresford, J. (2022). Age range by generation. Retrieved from https://www.beresfordresearch.com/age-range-by-generation.
7. Bernier, J. (2009). The relationship between learning styles and online education among entry-level doctor of pharmacy degree students. Retrieved from https://www.proquest.com/openview/d97ed5dad5b56aa1957a8337a2a0d94a/1?pq-origsite=gscholar&cbl=18750.
8. Bhagat, A., Vyas, R., & Singh, T. (2015). Students awareness of learning styles and their perceptions to a mixed method approach for learning. International journal of applied & basic medical research, 5(1), 58-65.

9. Brown M. M. (2013). The relationalship between learning style and level of sport performance in division ıı collegiate athletes. Auburn: Alabama.
10. Cela, K., Sicilia, M. A., & Sánchez-Alonso, S. (2016). Influence of learning styles on social structures in online learning environments. British Journal of Educational Technology, 47(6), 1065-1082.
11. Chick, N. (2019). Learning styles. Center for Teaching. Retrieved from https://cft.vanderbilt.edu/guides-sub-pages/learning-styles-preferences/.
12. Coffield, F., Moseley, D., Hall, E., & Ecclestone, K. (2004). Learning styles and pedagogy in post-16 learning: a systematic and critical review. London: Learning and Skills Research Centre.
13. Dikmen, M. (2020). Üniversite öğrencilerinin e-öğrenme stillerinin çeşitli değişkenler açısından incelenmesi. Uluslararası Sosyal Bilimler ve Eğitim Bilimler Sempozyumu Tam Metin, 1, 351-362.
14. Dinçol, S., Temel, S., Oskay, Ö., Erdoğan, Ü. I., & Yılmaz, A. (2011). The effect of matching learning styles with teaching styles on success. Procedia-Social and Behavioral Sciences, 15, 854-858.
15. Dunn, R. S., & Dunn, K. J. (1979). Learning styles/teaching styles: should they...can they...be matched?. Educational Leadership, 36(4), 238-244.
16. Dunn, R., & Dunn, K. (1993). Teaching secondary science students through their individual learning styles: practical approaches for grades. New York: Allyn and Bacon.
17. Elban, M. (2018). Learning styles as the predictor of academic success of the pre-service history teachers. European Journal of Educational Research, 7(3), 659-665.
18. Ergün, E., & Kurnaz, F. B. (2019). E-öğrenme ortamlarında öğrenme stilleri ve akademik başarı arasındaki ilişkinin incelenmesi. Journal of Theoretical Educational Science, 12(2), 532-549.
19. Ergür, D. O. (1998). Hacettepe üniversitesi dört yıllık lisans programlarındaki öğrenci ve öğretim üyelerinin öğrenme stillerinin karşılaştırılması. (Doktora tezi). https://tez.yok.gov.tr sayfasından erişilmiştir.
20. Eymir, Z. (2011). Lise öğrencilerinin öğrenme stillerinin lise türü, akademik başarı ve cinsiyete göre karşılaştırılması. (Yüksek lisans tezi). https://tez.yok.gov.tr sayfasından erişilmiştir.
21. Felder, R., & Brent, R. (2005). Understanding student differences. Journal of Engineering Education, 94(1), 57-72.
22. Felder, R.M., & Silverman, L.K. (1988). Learning and teaching styles in engineering education. Journal of Engineering Education, 78(7), 674–681.
23. Fleming, N. D. (1995, July). I'm different; not dumb. Modes of presentation (VARK) in the tertiary classroom. In Research and development in higher education, proceedings of the 1995 Annual Conference of the Higher Education and Research Development Society of Australasia (HERDSA), HERDSA, 18, 308-313.
24. Gencel, E. İ. (2006). Öğrenme stilleri, deneyimsel öğrenme kuramına dayalı eğitim, tutum ve sosyal blgiler program hedeflerine erisi düzeyi. (Doktora tezi). https://tez.yok.gov.tr sayfasından erişilmiştir.
25. Grasha, A. F. (1996). Teaching with style: a practical guide to enhancing learning by understanding teaching and learning styles. San Bernardino: Alliance.
26. Gregorc, A. F. (1985). Gregorc style delineator developmental technical and administrative manual. Columbia: Gregorc.
27. Gülbahar, Y., & Alper, A. (2014). Elektronik ortamlar için e-öğrenme stilleri ölçeğinin geliştirilmesi. Eğitim ve Bilim, 39(171), 421-435.
28. Halili, S. H., Naimie, Z., Siraj, S., AhmedAbuzaid, R., & Leng, C. H. (2014). Learning styles and gender differences of USM distance learners. Procedia - Social and Behavioral Sciences, 141, 1369-1372.
29. Hargadon, S. (2010). Learning Style Theory versus Sustained Hard Work. Retrieved from https://www.stevehargadon.com/2010/learning styles- theoryversus- sustained.html.
30. Heffler, B. (2001). Individual learning style and the learning inventory. Educational Studies, 27(3), 307-316.
31. Heidrich, L., Victória Barbosa, J. L., Cambruzzi, W., Rigo, S. J., Martins, M., Scherer dos Santos, R. B. (2018). Diagnosis of learner dropout based on learning styles for online distance learning. Telematics and Informatics, 35(6), 1593-1606.
32. Honey, P., & Mumford, A. (1986). The manual of learning styles. Peter Honey.
33. Hsieh, S. W., Jang, Y. R., Hwang, G. J., & Chen, N. S. (2011). Effects of teaching & learning styles on students’ reflection levels for ubiquitous learning. Computers & Education, 57(1), 1194-1201.
34. Jaggars, S. S., & Xu, D. (2016). How do online course design features influence student performance?. Computers & Education, 95, 270-284.
35. Jones, C., Reichard, C., & Mokhtari, K. (2003). Are students’ learning styles discipline specific?. Community College Journal of Research and Practice, 27, 363-375.
36. Jung, C. G. (1971). Psychological types: the collected works. London: Routledge and Kegan Paul.
37. Karamustafaoğlu, O., Şeker, Ş. ve Şahin, H. (2016). Ortaokul öğrencilerinin öğrenme stillerinin farklı değişkenlerle incelenmesi. Gazi Eğitim Bilimleri Dergisi, 2(1), 51-68.
38. Karasar, N. (2005). Bilimsel Araştırma Yöntemi. Ankara: Nobel.
39. Keefe, J. W. (Ed.). (1982). Student learning styles and brain behavior: programs, instrumentation, research. Reston: National Association of Secondary School Principals.
40. Kılıç, E., & Karadeniz, S. (2004). Cinsiyet ve öğrenme stilinin gezinme stratejisi ve başarıya etkisi. GÜ Gazi Eğitim Fakültesi Dergisi, 24 (3), 129-146.
41. Knight, M. H. (2016). Generational learning style preferences based on computer-based healthcare training. https://www.proquest.com/dissertations-theses/generational-learning-style-preferences-based-on/docview/1793940511/se-2?accountid=11054 sayfasından erişilmiştir.
42. Kolb, D. A. (1984). Experiential learning. Englewood Cliffs: Prentice Hall.
43. Kuru, O. (2018). Sınıf öğretmenliği öğrencilerinin e-öğrenme stilleri. Kahramanmaraş Sütçü İmam Üniversitesi Sosyal Bilimler Dergisi, 15(1), 105-114.
44. Cook, L. (1991). Learning style awareness and academic achievement among community college students. Community Junior College Research Quarterly of Research and Practice, 15(4), 419-425.
45. Mahiroğlu, A. (1999). Gazi Üniversitesi teknik eğitim fakültesi öğrencilerinin öğrenme stilleri. IV. Ulusal Eğitim Bilimleri Kongresi Bildirileri, 1, 275-290.
46. Mansor, M. S., & Ismail, A. B. (2012). Learning styles and perception of engineering students towards online learning. Procedia-Social and Behavioral Sciences, 69, 669-674.
47. McCarthy, B. (1987). The 4mat system: teaching to learning styles with right/left mode techniques. Barrington: Excel.
48. Merter, F. (2009). Cumhuriyet, Dicle ve İnönü üniversitesi eğitim fakültesi ilköğretim bölümü öğrencilerinin öğrenme stilleri ve öğrenme stillerini farklılaştıran sosyo ekonomik faktörler. Dicle Üniversitesi Ziya Gökalp Eğitim Fakültesi Dergisi, 13, 78-96.
49. Moallem, M. (2007) Accommodating individual differences in the design of online learning environments. Journal of Research on Technology in Education, 40(2), 217-245.
50. Özdemir, N., & Kesten, A. (2012). Sosyal bilgiler öğretmen adaylarının öğrenme stilleri ve bazı demografik değişkenlerle ilişkisi. Atatürk Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 16(1), 361-377.
51. Özer, B. (2001). Öğrenmeyi öğretme. M. Gültekin (Ed.), Öğretimde Planlama ve Değerlendirme içinde (s. 161-172). Eskişehir: Anadolu Üniversitesi.
52. Pilli, O., & Admiraal, W. F. (2017). Students' learning outcomes in massive open online courses (MOOCs): some suggestions for course design. Journal of Higher Education, 7 (1), 46-71.
53. Quitadamo, I. J., & Brown, A. (2001). Effective teaching styles and instructional design for online learning environments. Paper presented at the National Educational Computing Conference, July 25-27 (Chicago, IL).
54. Rogers, K. M. A. (2009). A preliminary investigation and analysis of student learning style preferences in further and higher education. Journal of Further and Higher Education, 33(1), 13-21.
55. Schultz, C. (2021). The future of HR. In Sánchez-Gardey, G., Martín-Alcázar, F., & García-Carbonell, N. (Ed.), Beyond human resources - research paths towards a new understanding of workforce management within organizations. IntechOpen.
56. Seyal, A. H., & Rahman, M. N. A. (2015). Understanding learning styles, attitudes and intentions in using e-learning system: evidence from Brunei. World Journal of Education, 5(3), 61–72.
57. Sidekli, S., & Akdoğdu, E. (2018). Öğrenme stillerinin sınıf öğretmeni adaylarının akademik başarılarını yordama gücü. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 33(2), 503-517.
58. Şentürk, C., & Ciğerci, F. M. (2018). Sınıf öğretmenlerinin e-öğrenme stillerinin incelenmesi. Kahramanmaraş Sütçü İmam Üniversitesi Sosyal Bilimler Dergisi, 15(1), 69-88.
59. Şimşek, N. (2002). BİG 16 öğrenme biçimleri envanteri. Eğitim Bilimleri ve Uygulama Dergisi, 1(1), 33-45.
60. Tomlinson, C. A. (2001). How to differentiate instruction in mixed-ability classrooms. Upper Saddle River: Pearson Education.
61. Tulbure, C. (2010). DeterminanĠi psihopedagogici ai reuúitei academice (Psychological and educational predictors of academic achievement). Cluj-Napoca: Presa Universitara Clujeana.
62. Ural, O., & Esmer, E. (2017). Yetişkin öğrenenlerin düşünme ve öğrenme stilleri arasında ilişki var mı?. Anadolu Üniversitesi Eğitim Fakültesi Dergisi, 1(1), 1-18.
63. Vincent, A., & Ross, D. R. (2001). Learning style awareness: a basis for developing teaching and learning strategies. Journal of research on technology in education, 33(5), 200.
64. White, J. (1994). Individual characteristics and social knowledge in ethical reasoning. Psychological Reports, 7, 627-649.
65. Willingham, D. T., Hughes, E. M., & Dobolyi, D. G. (2015). The scientific status of learning styles theories. Teaching of Psychology, 42(3), 266-271.