Towards a Personalised, Learning Style Based Collaborative Blended Learning Model with Individual Assessment

Abstract

In this paper we aim to describe the process by which our personalised web-based collaborative teaching/learning methodology (CECIP -Collaboration -Evaluation -Critical thinking -Individual assessment -learner Profile) evolved originating from Vygotsky's theory and based on the (C) collaborative construction of student's knowledge, (E) developing evaluation and assessment skills, (C) developing critical thinking skills, (I) integrating individual evaluation and (P) generating learner profile. Our CECIP methodology integrates individual learning style dimensions and their preferences into e-learning environment by filling out MBTI, Gardner, GEFT and Felder-Silverman questionnaires during our four-semester-research. The paper covers the theoretical foundations of Learning Styles giving analogies to preferred learning strategies. A three-part-research process is described through which the described CECIP model emerged: (1) analysing Learning Styles and Learning Management Systems that claim to support their work; (2) raising the background knowledge of students in cognitive psychology in order to improve design and evaluation methodologies of multimedia learning materials; (3) personalising tasks and assessment based on Bloom's Taxonomy.

Combining the Best of Online and Face-to-Face Learning: Hybrid and Blended Learning Approach for COVID-19, Post Vaccine, & Post-Pandemic World

“…In the paper entitled “Towards a Personalised, Learning Style Based Collaborative Blended Learning Model with Individual Assessment” Béres et al (2012) presented four models that aim to enhance the practice of e-learning. These models are: (a) Anderson’s Online Learning Model, (b) Collis & Moonen’s Flexible Learning Approach, (c) Salmon’s Five Stage Model, and (d) McLoughlin’s Inclusive Pedagogical Model.…”

“…This online learning model highlights both students and teachers, and their exchanges/communication with one another and with the content. Learners can interact directly with any content (Anderson, 2008; Béres et al, 2012). Collis & Moonen’s approach identifies several dimensions of flexibility and then discusses methods how organizations can introduce technology to offer enhanced flexibility along a fixed, less flexible and more flexible continuum model.…”

“…Collis & Moonen’s approach identifies several dimensions of flexibility and then discusses methods how organizations can introduce technology to offer enhanced flexibility along a fixed, less flexible and more flexible continuum model. Important flexibility dimensions are time, course content, entry requirements, teaching methods, and resources utilized and delivery (Béres et al, 2012; Collis & Moonen, 2004). Salmon’s model presents a highly methodical five-stage approach where each stage builds on the previous stage.…”

“…These stages mainly focus on access and motivation, socialization, information exchange, knowledge construction, and development. In addition to these, McLoughlin’s Inclusive Pedagogical Model demonstrates that it is extremely important to combine student involvement with real world tasks and underscores the notion that one cannot obtain knowledge without collaboration and active participation (Béres et al, 2012; McLoughlin, 2007; Jones, 2019).…”

Kolaborasi dalam Pendidikan Vokasional: Mewujudkan Pembelajaran Teradun Melalui Teknologi Web 2.0

“…Kajian yang dijalankan menunjukkan bahawa sistem pembelajaran secara kolaboratif boleh dibuat lebih cekap jika ia dipertingkatkan dengan alat pembelajaran kolaboratif yang lebih terkini (Mohammad, Norshakila, Mohamad Syazli, & Abdul Karim, 2014;Munkhchimeg & Sanjaasuren, 2013). Untuk mencapai matlamat ini, selain daripada termasuk guru berorientasi interaktif, kita perlu dapat menangani perbezaan pelajar, mengintegrasikan aktiviti berpusatkan pelajar, pembelajaran secara menyelesaikan masalah, kadar interaksi yang tinggi dibina dari segi hubungan, refleksi dan penilaian, serta kerjasama pembangunan pengetahuan (Béres, Magyar, & Turcsányi-szabó, 2012).…”