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Supporting the diversity of the E-learning 2.0 learners: The development of a psychological student model
PROCEEDINGS

, , University of Hertfordshire, United Kingdom

AACE Award

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Quebec City, Canada ISBN 978-1-880094-63-1 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

Abstract

This paper describes the development of a psychological student model based on the visual and verbal skills of learners. These skills are important factors of the learners' mental models that are employed when interacting with complex computer applications, such as the ones involved in E-Learning 2.0. In order to develop such a student model, it was important to identify a range of verbal and visual skills that are likely to be required in learning. In a laboratory based study with 50 learners, using software developed for the purpose, learners' performances on those skills were compared against their scores on the Wholist-Analytic (WA) and Verbaliser-Imager (VI) dimensions of Riding's Cognitive Styles Analysis (CSA). Findings of the study indicate that VI dimension of Riding's CSA was not a useful measure of the visual and verbal skills required to interact with complex computer applications. A factor analysis conducted on the data gathered from the visual and verbal skills test was able to identify important components of the necessary skills for inclusion in the student model.

Citation

Adisen, A. & Barker, T. (2007). Supporting the diversity of the E-learning 2.0 learners: The development of a psychological student model. In T. Bastiaens & S. Carliner (Eds.), Proceedings of E-Learn 2007--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 1943-1950). Quebec City, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved June 15, 2019 from .