Abstract

The introduction of e-training and e-learning in Malaysia was a major step towards the democratization of many aspects of education for diverse learners. Nevertheless, several surveys of blended or hybrid learning approaches showed some gaps in learning-style research involving the teaching and learning of technology. The initial framework of this study involved the construction of a questionnaire to assess the learning styles of technology trainees who had attended a hybrid e-training course. The questionnaire initially consisted of six factors that assessed learning styles in general. The factors were (i) visual, (ii) kinesthetic (iii) auditory (iv) tactual, (v) individual and (vi) group-learning styles. The questionnaire was administered to 249 ICT trainers from the Faculty of Education, in one public university in Malaysia. After going through the process of principal-component analysis, learning styles for technology training were eventually classified into five factors with slightly different items and factor names, namely (i) visual, (ii) auditory, (iii) kinesthetic-tactual, (iv) individual and (v) group. This paper shows how this process was carried out and further discusses the findings.

Original languageEnglish
Pages (from-to)44-50
Number of pages7
JournalWorld Applied Sciences Journal
Volume14
Issue numberSPL ISS 2
Publication statusPublished - 2011

Fingerprint

electronic learning
restructuring
learning
Malaysia
questionnaire
trainee
democratization
education
Group
university
Teaching

Keywords

  • Blended learning
  • Diverse learners
  • E-learning
  • Learning style
  • Technology training

ASJC Scopus subject areas

  • General

Cite this

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title = "Restructuring of the e-learning styles factors for technology training",
abstract = "The introduction of e-training and e-learning in Malaysia was a major step towards the democratization of many aspects of education for diverse learners. Nevertheless, several surveys of blended or hybrid learning approaches showed some gaps in learning-style research involving the teaching and learning of technology. The initial framework of this study involved the construction of a questionnaire to assess the learning styles of technology trainees who had attended a hybrid e-training course. The questionnaire initially consisted of six factors that assessed learning styles in general. The factors were (i) visual, (ii) kinesthetic (iii) auditory (iv) tactual, (v) individual and (vi) group-learning styles. The questionnaire was administered to 249 ICT trainers from the Faculty of Education, in one public university in Malaysia. After going through the process of principal-component analysis, learning styles for technology training were eventually classified into five factors with slightly different items and factor names, namely (i) visual, (ii) auditory, (iii) kinesthetic-tactual, (iv) individual and (v) group. This paper shows how this process was carried out and further discusses the findings.",
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AU - Abdul Karim, Aidah

AU - Omar, Rahilah

AU - Lubis, Maimun Aqsha

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N2 - The introduction of e-training and e-learning in Malaysia was a major step towards the democratization of many aspects of education for diverse learners. Nevertheless, several surveys of blended or hybrid learning approaches showed some gaps in learning-style research involving the teaching and learning of technology. The initial framework of this study involved the construction of a questionnaire to assess the learning styles of technology trainees who had attended a hybrid e-training course. The questionnaire initially consisted of six factors that assessed learning styles in general. The factors were (i) visual, (ii) kinesthetic (iii) auditory (iv) tactual, (v) individual and (vi) group-learning styles. The questionnaire was administered to 249 ICT trainers from the Faculty of Education, in one public university in Malaysia. After going through the process of principal-component analysis, learning styles for technology training were eventually classified into five factors with slightly different items and factor names, namely (i) visual, (ii) auditory, (iii) kinesthetic-tactual, (iv) individual and (v) group. This paper shows how this process was carried out and further discusses the findings.

AB - The introduction of e-training and e-learning in Malaysia was a major step towards the democratization of many aspects of education for diverse learners. Nevertheless, several surveys of blended or hybrid learning approaches showed some gaps in learning-style research involving the teaching and learning of technology. The initial framework of this study involved the construction of a questionnaire to assess the learning styles of technology trainees who had attended a hybrid e-training course. The questionnaire initially consisted of six factors that assessed learning styles in general. The factors were (i) visual, (ii) kinesthetic (iii) auditory (iv) tactual, (v) individual and (vi) group-learning styles. The questionnaire was administered to 249 ICT trainers from the Faculty of Education, in one public university in Malaysia. After going through the process of principal-component analysis, learning styles for technology training were eventually classified into five factors with slightly different items and factor names, namely (i) visual, (ii) auditory, (iii) kinesthetic-tactual, (iv) individual and (v) group. This paper shows how this process was carried out and further discusses the findings.

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KW - Learning style

KW - Technology training

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