Gheorghe-Florin Trif, Nicolae Jurcău


A current issue in e-learning design is finding empirical data about the different types of students learning styles to support adaptative content and navigation deployment. The objective of this research was to investigate the relationship between learning styles and two evaluation methods of an e-learning content: knowledge test and concept map. The results show that different learning styles predict differently the test and concept map scores. The students who prefers to process information analytically and had extrinsic motivation scored better on knowledge test. Those characterized by deep information processing, are intrinsically motivated and had constructivist epistemological beliefs drew better concept maps. E-learning developers could use these findings for designing adaptative online learning.


e-learning; learning styles; e-learning evaluation methods; adaptative e-learning


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