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Please use this identifier to cite or link to this item: http://bura.brunel.ac.uk/handle/2438/6281

Title: Interactive learning systems for higher education: Learning styles and students' attitude
Authors: Sabry, Khaled A
Advisors: Baldwin, LP
Macredie, R
Publication Date: 2005
Publisher: Brunel University, School of Information Systems, Computing and Mathematics
Abstract: This dissertation reports research concerning the adaptation of learning systems to students' different learning styles (LSs), particularly in relation to the analysis and planning of Interactive Learning Systems (ILSs). Given the primacy of Interactive Learning and its pedagogical implication on educational designs, the motivation for this research is better understanding of students' different learning preferences and perceptions of Computer Mediated Learning Interactions (CMLIs), as this may present some insights into what and how interactivity can be incorporated more purposefully and efficiently into learning systems designs. This research undertakes a review of the literature relating to LSs' theories, which have been used to explore how individual learners approach learning, as well as different Learning Interactions in relation to Interactive Learning Systems (ILSs). The work undertaken in this research makes its contribution to the field in that it represents one of the first explicit investigations of the relationship between students' LSs (Active-Reflective/Visual Verbal dimensions) and their attitude towards different CMLIs that constitute essential part of ILSs, in terms of use, perceptions and learning preferences, from the users' (learners) perspective rather than the teachers and/or designers of these systems. The research provides evidence to support the differing views of learners of different LSs as well as evidence of common attitudes towards certain CMLIs. However, it warns against and highlights some of the limitations of using the LSs in isolation and the importance of considering other factors and aspects of students' individual differences. A model is proposed to guide the planning and design of ILSs, and to raise the designers' and teachers' awareness of learners' differences and call upon them to take necessary steps to consider actual learners' LSs in the learning design. Implications of the findings in terms of interactivity design considerations are discussed; research limitations and recommendations for future work are made.
Description: This thesis was submitted for the degree of Doctor of Philosophy and awarded by Brunel University.
URI: http://bura.brunel.ac.uk/handle/2438/6281
Appears in Collections:Information Systems and Computing
School of Information Systems, Computing and Mathematics Theses

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