Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.616529
Title: Design, development and evaluation of technology enhanced learning environments : learning styles as an evaluation tool for metacognitive skills
Author: Cemal Nat, Muesser
Awarding Body: University of Greenwich
Current Institution: University of Greenwich
Date of Award: 2012
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Abstract:
Recognising the powerful role that technology plays in the lives of people, researchers are increasingly focusing on the most effective uses of technology to support learning and teaching. Technology Enhanced Learning (TEL) has the potential to support and transform student learning and provides the flexibility of when, where and how to learn. At the same time, it promises to be an effective educational method (Wei and Yan 2009). One of the hottest topics in this field is adaptive learning (Mylonas, Tzouveli and Kollias 2004). Today, with the ability of advanced technologies to capture, store and use student data, it is possible to deliver adaptive learning based on student preferences. TEL can also put students at the centre of the learning process, which allows them to take more responsibility for their own learning. However, this requires students to be metacognitive so they can manage and monitor their learning progress. This thesis investigates the impact of student metacognitive skills on their learning outcomes in terms of recalling and retaining information within a formally designed and TEL environment. The learning outcomes of students who study a subject consistent with their learning styles and another group of students who study the same subject in contrast to their learning styles are then compared to determine which group performs better. Based on this approach, a TEL environment is designed for undergraduate students to use for the purpose of collecting the required experimental data. The results of this study suggest that effective use of metacognitive skills by students has a direct bearing on their learning performance and ability to recall information. The outcomes reveal that successful students use effective metacognitive skills to complete their studies and achieve their learning goals in a TEL environment. Therefore, it clear that metacognition can play a critical role in successful learning, and, furthermore, this approach can assist educationalists in understanding the importance of metacognition in learning and in considering how technology can be used to better to allow students to apply metacognitive skills. The designed TEL environment for this study can be utilised as a precursor to implement TEL environments that can be adapted to individual learning styles, and to support the development of metacognitive skills.
Supervisor: Bacon, Liz; MacKinnon, Lachlan; Walker, Simon; Dastbaz, Mohammad Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.616529  DOI: Not available
Keywords: LB2300 Higher Education ; QA Mathematics
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