Universitat Oberta de Catalunya (SPAIN)
About this paper:
Appears in: EDULEARN17 Proceedings
Publication year: 2017
Pages: 3189-3196
ISBN: 978-84-697-3777-4
ISSN: 2340-1117
doi: 10.21125/edulearn.2017.1677
Conference name: 9th International Conference on Education and New Learning Technologies
Dates: 3-5 July, 2017
Location: Barcelona, Spain
There are many research related to learning styles in education. Among others, these approaches are based on experiential learning, VARK modalities, personal abilities, attitudes, and skills. Some of these theories have been used in online learning, which uses numerous ICT and devices, allowing each student to learn with different tools, to contact or not with other co-mates, to do personal tasks, to read content in public places, and many other possibilities. In this way, this paper proposes a psychometric scale related to the frequency of performing learning tasks by online students, and taking into account many of these current common situations related to personal and adaptative uses of ICT, spaces, and times.
Using survey data for 930 online students at the Open University of Catalonia and exploratory and confirmatory analysis, a psychometric scale is proposed with six latent variables (p=0.000; CFI=0.961; TLI=0.952; RMSEA=0.071; SRMR=0.068), according to learning based on: 1) pedagogical tools for ICT-supported pedagogical practices: wikis, OER, multimedia, games, and mixed reality (5 ítems); 2) social connectivity with other students (3 ítems); 3) polychronic-multitasking learning (chronotopos) by mixing learning, personal, and work tasks (3 ítems); 4) seamless learning (chronochora) by combininig many devices and mobile learning (3 ítems); 5) awareness study-life learning (kairochora) by balancing family and habits (3 ítems); and 6) monochronic traditional learning (kairotopos) by doing only one planned taks in a personal place at home (3 ítems).
Results allow us to know a validated instrument for assessing the way of studying by online learners when they add many ICT tools in their own personal learning contexts and environments. The results help to understand the ICT-space-time continuum in online education. Thus, this scale is very useful for lifelong e-learning institutions, which can use it for improving their quality standards.
e-learning, ways of studying, tools for ICT-supported pedagogical practices, ICT-space-time continuum, learning styles