Actively Engaging Visual Learner’s Online

It might be argued that the predominant learning style of higher education design and visual arts students adversely impacts their ability to engage with eLearning spaces. In order to actively engage these predominantly visual learners, the design of the virtual learning environment (VLE) interface...

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Bibliographic Details
Published in:International journal of technology, knowledge and society knowledge and society, 2012, Vol.7 (5), p.127-142
Main Authors: Coleman, Kathryn, Allen, Belinda, Rourke, Arianne
Format: Article
Language:English
Subjects:
Adaptive technology
Arts
Brain
CAI
Case studies
Cognitive style
College students
Computer assisted instruction
Computer graphics
Distance learning
Graphical representations
Higher education
Interfaces
Internet
Learning environment
Learning management systems
Machine learning
Online instruction
Research design
Students
Virtual environments
Visual arts
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Summary:It might be argued that the predominant learning style of higher education design and visual arts students adversely impacts their ability to engage with eLearning spaces. In order to actively engage these predominantly visual learners, the design of the virtual learning environment (VLE) interface should use emerging adaptive technologies that support their specific learning styles and preferences. Research into learning and cognitive styles in education has been reported for many decades (Dunn and Dunn, 1999; Kolb, 1984; Honey and Mumford, 1982). This paper reports a case study that seeks to develop a model of learning that allowed higher education students to work from a learning object on the home page of the VLE that is interactive through a graphic representation of the learning content. The aim was to design a VLE interface that advances one step further than the typical approach to personalization in eLearning. This project builds upon previous work in web CT Vista and the project participants knowledge and experiences of online L&T and LMS and their use for fully online courses in art and design education. The research into learning styles, LMS and VLE in recent years indicates the need for personalized online learning (Zajac, 2008; Willems, 2007; Manochehr, 2006; Graf & Kinshuk, 2002). This paper will argue that it is imperative for design and visual arts students to engage in holistic right brain visual eLearning and have access to interactive visual interfaces versus the sequentially organized left-brain corporate models used in many LMS/VLE.
ISSN:1832-3669
DOI:10.18848/1832-3669/CGP/v07i05/56232