From Learning Style to E-Learning Style
A Paradigm Shift in Digital Era
Bibliographic Data
| ID | 22200301 |
|---|---|
| Authors | Diksha Dhanda (Central University of Haryana), Aarti Yadav (0000-0002-9232-8585, Central University of Haryana), Gaurav Singh (0000-0002-4630-9797, Central University of Haryana) |
| Year | 2025 |
| Volume | 5 |
| Issue | 2 |
| Pages | 303-310 |
| Publication date | 2025-04-28 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Integrated Journal for Research in Arts and Humanities (JOURNAL) |
| Journal identifiers | ISSN: 2583-1712 • E-ISSN: 2583-1712 |
| Publisher | Stallion Publication (PUBLISHER) |
| DOI | 10.55544/ijrah.5.2.41 |
| OpenAlex | W4410287004 |
| Language | EN |
| References cited | 34 |
The swift progression of digital technologies has sparked a revolutionary change in educational paradigms, displacing conventional learning approaches with virtual learning environments. This paper, titled "From Learning Style to e-learning style: A Paradigm Shift in the Digital Era," explores the implications, challenges, and opportunities presented by this transition. For many years, educational techniques have been led by models such as VARK and Kolb which categorise traditional learning patterns. These approaches have been redefined by the use of information and communication technology (ICT) in education, which makes use of digital technologies to provide more individualised and interactive learning opportunities. This study looks at the factors that have caused this change, such as changes in learner demographics, technology improvements, and the effects of major world events like the COVID-19 epidemic. It draws attention to the advantages of online learning, including its improved flexibility, accessibility, and ability to foster interaction through multimedia resources. The study also discusses the difficulties brought about by the digital divide and the necessity of professional development for teachers. The research highlights the efficacy of ICT interventions in enhancing educational results for varied learner groups by examining case studies and real-world applications. The results indicate that although e-learning has many benefits, overcoming its obstacles and reaching its full potential will take a coordinated effort. In order to build inclusive and productive e-learning environments in the digital era, stakeholders are given guidelines in the paper's conclusion
Art · Cognitive psychology · Cognitive science · Epistemology · Literature · Paradigm shift · Learning Styles and Cognitive Differences · Online and Blended Learning · Online Learning and Analytics · Philosophy · Psychology
| Citation velocity | historical |
|---|---|
| Highly cited | No |