The impact of learning styles on student grouping for collaborative learning: a case study

Abstract

Esta es la versión de autor del artículo publicado en: This is an author produced version of a paper published in: Abstract.Learning style models constitute a valuable tool for improving individual learning by the use of adaptation techniques based on them. In this paper we present how the benefit of considering learning styles with adaptation purposes, as part of the user model, can be extended to the context of collaborative learning as a key feature for group formation. We explore the effects that the combination of students with different learning styles in specific groups may have in the final results of the tasks accomplished by them collaboratively. With this aim, a case study with 166 students of Computer Science has been carried out, from which conclusions are drawn. We also describe how an existing web-based system can take advantage of learning style information in order to form more productive groups. Our ongoing work concerning the automatic extraction of grouping rules starting from data about previous interactions within the system is also outlined. Finally, we present our challenges, related to the continuous improvement of collaboration by the use and dynamic modification of automatic grouping rules.

The Relationships among Motivation, Learning Styles and English Proficiency in EFL Music Students

“…Students with a similar proficiency level will have convergent needs of teaching content and pace. While the findings reported by Alfonseca et al (2006) support mixing students based on their learning styles, we argue that this grouping method is plausible for group tasks involving a very small number of group members. For a large class with about 100 students (which is usually the case in College English classes), it is better to group students homogeneously, while in break-out sessions or group projects, we could mix them to develop their less preferred styles (Felder & Spurlin, 2005).…”

“…Research results show that group heterogeneity by mixing students with different learning styles is conducive to better performance (e.g., Alfonseca et al, 2006). On the other hand, research also attests to the fact that students in a homogeneous group based on the proficiency level significantly outperformed students in a heterogeneous group (Baer, 2003).…”

Towards adaptation in e-learning 2.0

“…In our work, we build the user model based on the user knowledge as well as their actions in MOT 2.0. Furthermore, the work in (Alfonseca et al 2006) suggested the possibility of improving collaborative learning, by grouping students in specific ways, based on information stored in their user models. In MOT 2.0, the grouping mechanism is slightly different, as it is based on the given course.…”

Influencia de estilos de aprendizaje y roles de equipo en el aprendizaje colaborativo soportado por computadoras

“…Uno de los modelos de estilos de aprendizaje más utilizados es el propuesto por Felder-Silverman [Felder and Silverman 1988]. Por ejemplo, este modelo es aplicado en [Alfonseca et al 2006, Martin and Paredes 2004, Monteserin et al 2010. El primer trabajo explora los efectos que puede producir el hecho de combinar estudiantes con diferentes estilos de aprendizaje sobre los resultados del trabajo en grupo.…”