The MOOCs through the Typology of Learning Styles: What Prospects?

Authors

  • Soumaya EL EMRANI LIROSA Laboratory, Abdelmalek Essaâdi University of Tetuan, Morocco
  • Ali EL MERZOUQI LIROSA Laboratory, Abdelmalek Essaâdi University of Tetuan, Morocco
  • Mohamed KHALDI LIROSA Laboratory, Abdelmalek Essaâdi University of Tetuan, Morocco

Keywords:

Adaptive Learning, Learning styles, Learning Models, Adaptive cMOOC.

Abstract

This article has two main objectives: the first is to shed some light on the concept and the typology of
learning styles, and their fundamental role in the learning process in general, and in the case of MOOCs in particular,
through a descriptive study of some models, like the Kolb’s model, the HONEY and MUMFORD’s model, the VAK’s
model, and the DUNN and DUNN’s model.
The second objective of the article is to discuss the decision to use two particular models of learning styles in our work:
the Kolb’s experiential model to test the content across its measure instrument (LSI), and the DUNN and DUNN’s model
in order to test the general context of the course through the (BE) instrument.

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Published

2017-02-25

How to Cite

Soumaya EL EMRANI, Ali EL MERZOUQI, & Mohamed KHALDI. (2017). The MOOCs through the Typology of Learning Styles: What Prospects?. International Journal of Advance Research in Engineering, Science & Technology, 4(2), 121–130. Retrieved from https://ijarest.org/index.php/ijarest/article/view/777

Issue

Vol. 4 No. 2 (2017): Volume: 04, Issue: 02 - February, 2017.

Section

Articles