Effects of a Centered Virtual Teaching Environment on Learning Styles in the Academic Performance of College Students

Authors

  • Fernando Segundo Iriarte Díaz-Granados Universidad del Norte
  • E. Dominguez Universidad del Norte
  • C. Ricardo Universidad del Norte
  • H. Fontalvo Universidad del Norte

DOI:

https://doi.org/10.3991/ijet.v4i0.809

Keywords:

Virtual learning, learning styles, intrinsic motivation, adaptive hypermedia.

Abstract


Based on the concept of adaptive hypermedia, the webCT platform was used to design a learning virtual environment that would allow studentsâ?? interaction of different support materials with their usual styles of learning. GA Latin Square design was used to determine the role that environment and learning styles, along with intrinsic motivation, played on academic performance, navigation patterns, and number of visits to the support materials. The study showed an important difference in academic performance in favor of the Balanced group. Intrinsic motivation was the main explicative factor for the differences found beyond learning styles. The conclusion was that there are differences in the way of using the objects of learning, and that there are differentiated patterns to access the support material, depending on the studentsâ?? learning styles.

Author Biography

Fernando Segundo Iriarte Díaz-Granados, Universidad del Norte

Atlántico

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Published

2009-03-03

How to Cite

Iriarte Díaz-Granados, F. S., Dominguez, E., Ricardo, C., & Fontalvo, H. (2009). Effects of a Centered Virtual Teaching Environment on Learning Styles in the Academic Performance of College Students. International Journal of Emerging Technologies in Learning (iJET), 4, pp. 59–63. https://doi.org/10.3991/ijet.v4i0.809

Issue

Section

Special Focus Papers