E-Learning Instructional Design and the Mismatch between E-Learners and E-Educators' Learning Styles
Osama Hassanein, Asyut University, Egypt
International Journal on E-Learning Volume 14, Number 1, ISSN 1537-2456 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
The present study attempted to identify the preferred learning styles of non-Arabic speaking EFL faculties hired to teach at the Saudi universities and those of Saudi EFL university students towards learning English and to use learning styles data to inform e-learning design for Saudi EFL university students. The study used a mixed-methods design that integrates qualitative and quantitative data. Twenty-seven non-Arabic speaking EFL faculties (Eleven Indians, thirteen Pakistanis and three Bengalis) and seventy-four EFL students randomly selected from different levels of study at the Northern Borders University (NBU) volunteered to participate in this study. Reid's (1984) Perceptual Learning Style Preference Questionnaire (PLSPQ) and semi-structured group interviews of students were used to answer the study questions. Results revealed: 1) Both Saudi EFL students and their non-Arabic speaking EFL faculties have multiple learning style preferences. 2) Drastic mismatch do exist between non-Arabic speaking EFL faculties and their Saudi EFL university students in most of their learning style preferences. Based on the study results, recommendations for e-learning course design for those students were made.
Hassanein, O. (2015). E-Learning Instructional Design and the Mismatch between E-Learners and E-Educators' Learning Styles. International Journal on E-Learning, 14(1), 5-28. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE). Retrieved January 19, 2019 from https://www.learntechlib.org/primary/p/40595/.
© 2015 Association for the Advancement of Computing in Education (AACE)
Inclusive digital online environments as a device for pedagogic differentiation: a taxonomy proposal
Angélica Monteiro & Carlinda Leite
Journal of e-Learning and Knowledge Society Vol. 12, No. 4 (Sep 27, 2016)
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