Influence of Learning Style Preferences on Written Communication Skills in a Blended Learning Environment
Bibliographic Data
| ID | 12623445 |
|---|---|
| Authors | Gustavo Zurita-Alarcón (University of Chile, corresponding author), Gustavo Zurita-Alarcón Gustavo Zurita-Alarcón, Claudio Álvarez-Gómez (Universidad de Los Andes, Chile), Claudio Álvarez-Gómez Claudio Álvarez-Gómez |
| Year | 2024 |
| Volume | 33 |
| Issue | 1 |
| Publication date | 2024-03-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | El Profesional de la Informacion (JOURNAL) |
| Journal identifiers | ISSN: 1386-6710 • E-ISSN: 1699-2407 |
| Publisher | Ediciones Profesionales de la Informacion SL (PUBLISHER) |
| DOI | 10.3145/epi.2024.0001 |
| OpenAlex | W4395660755 |
| Language | EN |
| References cited | 12 |
Written communication is an essential skill for information professionals. Therefore, it is common to implement writing tasks to develop this skill in higher education. However, it is known that students' learning style preferences can influence improved written communication skills unequally among students, considering practice with writing tasks. This study examined how learning style preferences can influence the improvement of written communication skills in a blended learning environment for university students in information and management control engineering. Over seven semesters, 215 students participated in writing tasks supported by a discussion forum, and their learning style preferences were measured and analyzed using the Honey and Mumford model. Student performance on the online forum was repeatedly measured to determine the variation in written communication skills according to different learning style preferences and to identify which students benefited most from the intervention. The results indicate that although students' primary learning style preference influences their performance in written communication, these skills improve regardless of the learning style preference. Students with a primary "reflector" learning style preference were the most numerous and achieved the greatest learning gains. Students with a "theorist" learning style preference demonstrated medium-sized improvements in spelling and writing, and students with an "activist" learning style preference had small but significant increases in the quality of their justification and argumentation. Overall, the results suggest that learning style preferences are a relevant individual characteristic for personalizing electronic or hybrid learning environments in writing tasks
Art · Blended Learning · Educational technology · Mathematics education · Style (visual arts · Visual arts · Learning Styles and Cognitive Differences · Psychology
Defining Twenty-First Century Skills
Blended learning
Learning Styles and Learning Spaces
Do Learners Really Know Best? Urban Legends in Education
Student perceptions of collaborative learning, social presence and satisfaction in a blended learning environment
Blended learning in higher education
An examination of teachers’ strategies to foster student engagement in blended learning in higher education
The effect of blended learning on student performance at course-level in higher education
Comparing the Effectiveness of an Inverted Classroom to a Traditional Classroom in an Upper-Division Engineering Course
Evaluating a Web Lecture Intervention in a Human–Computer Interaction Course
What Do We Mean by Blended Learning
Transitions in students' learning styles
| Highly cited | No |
|---|