Learning and navigating: an exploratory study of the relationships between learning styles and navigational practices in Moodle

http://rusc.uoc.edu Submitted in: December 2011 Accepted in: February 2013 Published in: July 2013 Recommended citation LAVIGNE, Gilles; DÍAZ, Karla María; McANALLY, Lewis; ORGANISTA, Javier (2013). “Learning and navigating: an exploratory study of the relationships between learning styles and navigational practices in Moodle” [online article]. Universities and Knowledge Society Journal (RUSC). Vol. 10, No 2. pp. 328-343. UOC. [Accessed: dd/mm/yy]. <http://rusc.uoc.edu/ojs/index.php/rusc/article/view/v10n2-lavigne-diaz-mcanally-organista/ v10n2-lavigne-diaz-mcanally-organista-en> <http://dx.doi.org/10.7238/rusc.v10i2.1402> ISSN 1698-580X RUSC VOL. 10 No 2 | Universitat Oberta de Catalunya and University of New England | Barcelona, July 2013 | ISSN 1698-580X CC CC G. Lavigne, K. Mª Díaz, L. McAnally and J. Organista, 2013 2013 by FUOC Rusc_lavigne_article_eng.indd 1 328 Original title: Navegar y aprender: una aproximación a las relaciones entre estilos de aprendizaje y la navegación en Moodle 04/08/14 12:38 http://rusc.uoc.edu Learning and navigating: an exploratory study of the relationships between learning styles… Abstract This study identifies the relationships between the learning styles and certain characteristics of the navigational practices of a group of students taking an online postgraduate course in Moodle.1 These two aspects may help to appreciate the characteristics of student learning and, therefore, to guide the teaching-learning process. They may also play an important role in the generation of theoretical and practical knowledge, thus enabling a better understanding of the topic. The study confirmed the existence of significant relationships between certain characteristics of navigational practices and one learning style in particular, thus suggesting the need for a more systematic exploration. Keywords navigation, learning, CHAEA, Moodle, e-learning Navegar y aprender: una aproximación a las relaciones entre estilos de aprendizaje y la navegación en Moodle Resumen En el presente estudio se identifican los estilos de aprendizaje y su relación con ciertas características de navegación de algunos estudiantes de un curso en línea de posgrado en el entorno de la plataforma Moodle. Estos dos componentes podrían ayudar a considerar las características de aprendizaje de los estudiantes, y, en este sentido, a orientar el proceso de enseñanza-aprendizaje. Además, puede ser importante en la generación de conocimientos teórico-prácticos que posteriormente permitan profundizar en el tema. La investigación confirmó la existencia de relaciones significativas entre algunas características de navegación y un estilo de aprendizaje en particular, lo cual indica que debería estudiarse de manera más sistemática no solo la navegación, sino también los estilos en relación con algunas características de navegación. Palabras clave navegación, aprendizaje, CHAEA, Moodle, e-learning Introduction The incorporation of information and communication technologies (ICTs) into higher education has brought about major changes in the teaching-learning process (Salinas, 2004). Today, an educational model based on an open, flexible learning process is required. This model acknowledges the students’ ability to set their own pace and intensity of learning (Moreira, 2003). The introduction of computers and their rapid technological development, specifically in relation to digital multimedia, as well as the widespread uptake of the World Wide Web, have together driven the expansion of e-learning as both a process and an educational mode (Bersin, 2004). Moodle’s design is based on a number of constructivist notions. In fact, for specialists in the field of education, constructivism encompasses an approach that enables the expected benefits from 1. Moodle is an acronym for Modular Object-Oriented Dynamic Learning Environment. It is free, open source software. RUSC VOL. 10 No 2 | Universitat Oberta de Catalunya and University of New England | Barcelona, July 2013 | ISSN 1698-580X CC CC G. Lavigne, K. Mª Díaz, L. McAnally and J. Organista, 2013 2013 by FUOC 329 Original title: Navegar y aprender: una aproximación a las relaciones entre estilos de aprendizaje y la navegación en Moodle http://rusc.uoc.edu Learning and navigating: an exploratory study of the relationships between learning styles… the use of computers in educational processes to be realised (Harper, Squires & McDougall, 2000). Two of these benefits are: 1) involving students as active agents in their learning processes; and 2) dealing with the diversity of their needs. In this respect, the learning style is related to the distinct and characteristic way of learning that each individual has (González, 2000). Rowntree (1992) underscored the need to take the context and student variables into account, and to be guided by the constructivist aspect of learning; he also asserted that it was important to develop flexible designs in e-learning. Students can be distinguished by how they learn. It is necessary to know what their ways of learning are because there is a wide diversity of learning style models.2 In this study, the Honey-Alonso learning styles questionnaire (CHAEA) was used. It is a model that falls within cognitive approaches to learning (Alonso, Gallego & Honey 1999). The CHAEA has been widely used by higher education students, and it has proven to be reliable and valid in the Spanish and Latin American context (Adán, 2001; Figueroa et al., 2004; García-Cue, 2006; García-Cue & Santizo 2009; Massimino, 2006; Orellana, Belloch & Aliaga, 2002; Pazos & Salinas 2004; Sánchez, 2007; Ramírez & Osorio, 2008). It is also important to ascertain how students taking online courses navigate the virtual learning environment (VLE), which, in the first instance, implies the identification of certain characteristics of navigational practices. In Mexico, there are several studies describing such characteristics (Lavigne, Organista & McAnally, 2008;3 Lavigne et al., 2011). Thus, the aim of this study is to identify the potential relationships between the learning styles and certain characteristics of the navigational practices of a group of students taking an online course in Moodle as part of the master’s degree programme in Education Sciences at the Autonomous University of Baja California (UABC). Previous studies The study of learning styles has transcended the field of face-to-face education. In e-learning, emphasis has been placed, firstly, on the need for lecturers to ascertain how students learn and, secondly, on the need for students to be aware of their own ways of learning (James & Gardner, cited in Pazos & Salinas, 2004). Furthermore, designers and lecturers alike must bear in mind the various teaching-learning strategies that enable tasks associated with different styles to be undertaken. Thus, by means of content and activity navigation models, it should be possible to achieve personalised learning in onli (...truncated)