E. Goranova, V. Voinohovska

University of Ruse (BULGARIA)
Interactive multimedia learning environments for disciplines in the computer science cycle are a reality that has been used in recent years to improve the results of traditional learning and to optimize teaching work. The efficiency of blended learning has been proven, but in search of even better learning outcomes, we are trying to create learning environments adaptable to cognitive style learners.

We have determined the characteristics of learners representing two contrasting cognitive styles - polar-dependent and polar-independent in previous studies, in order to create learning objects based on these characteristics to build adaptive multimedia environments.
As the lecturers most often are developers of multimedia learning environments, we are interested in the manifestation of their cognitive styles in e-learning because, as is well known, students tend to adapt to the style of teaching and turn it into a style of learning.

The purpose of the study is to find out if digital lecturers are approaching stylishly to their digital students.

The following methods are used to achieve this goal:
• We present the results of a survey of lecturers and teachers with a standardized questionnaire to identify their cognitive style by indicators related to the perception and processing of information;
• We perform quantitative and qualitative analysis of the results obtained by indicators;
• We make a comparative analysis of the similarities and differences in the manifestation of the styles of lecturers and learners interviewed with the same survey.

In conclusion, we discuss the similarities and differences in the indicators of cognitive styles of lecturers and learners, and we make a well-guessed guess at which indicators the lecturers would be influenced by their own cognitive style rather than the cognitive style of the learners.