The MOOCs through the Typology of Learning Styles: What Prospects?
Soumaya EL EMRANI
, Ali EL MERZOUQI, Mohamed KHALDI
LIROSA Laboratory, Abdelmalek Essaâdi University of Tetuan, Morocco, Morocco
LIROSA Laboratory, Abdelmalek Essaâdi University of Tetuan, Morocco, Morocco
Vol. 4, Issue 2 pp. 121-130 🌐 Open Access
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.
Keywords:
Adaptive Learning, Learning styles, Learning Models, Adaptive cMOOC.
