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Exploring the Impact of Learning Styles on the Acceptance of Open Learner Models in Collaborative Learning

Exploring the Impact of Learning Styles on the Acceptance of Open Learner Models in Collaborative Learning

Yong Wee Sek, Hepu Deng, Elspeth McKay, Minghui Qian
Copyright: © 2016 |Volume: 6 |Issue: 3 |Pages: 15
ISSN: 1947-3052|EISSN: 1947-3060|EISBN13: 9781466691827|DOI: 10.4018/IJSSOE.2016070101
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MLA

Sek, Yong Wee, et al. "Exploring the Impact of Learning Styles on the Acceptance of Open Learner Models in Collaborative Learning." IJSSOE vol.6, no.3 2016: pp.1-15. http://doi.org/10.4018/IJSSOE.2016070101

APA

Sek, Y. W., Deng, H., McKay, E., & Qian, M. (2016). Exploring the Impact of Learning Styles on the Acceptance of Open Learner Models in Collaborative Learning. International Journal of Systems and Service-Oriented Engineering (IJSSOE), 6(3), 1-15. http://doi.org/10.4018/IJSSOE.2016070101

Chicago

Sek, Yong Wee, et al. "Exploring the Impact of Learning Styles on the Acceptance of Open Learner Models in Collaborative Learning," International Journal of Systems and Service-Oriented Engineering (IJSSOE) 6, no.3: 1-15. http://doi.org/10.4018/IJSSOE.2016070101

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Abstract

This study investigates the relationship between learners' learning styles and the acceptance of open learner models for information sharing in collaborative learning. Based on a survey of 240 undergraduate students in a Malaysian university, the study explores the relationship between learning styles and the acceptance of open learner models for information sharing using a chi-square test. An independent t-test is conducted to investigate the gender difference on the acceptance of open learner models. The result reveals that there is no association between learners' learning styles and the acceptance of open learner models for information sharing. It shows that there is no difference between genders on the acceptance of open learner models. Such findings can assist open learner models designers to apply appropriate instructional design strategies in developing sustainable collaborative learning.

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