learning - Academic Conferences Limited

The Optimal Teaching Style Based on Variability of Study
Materials
Blanka Czeczotková, Kateřina Kostolányová and Jana Šarmanová
Ostravská univerzita, Ostrava, Česká republika
D09434@student.osu.cz
Katerina.Kostolanyova@osu.cz
Jana.Sarmanova@osu.cz
Abstract: Teaching by standard eLearning is being gradually replaced by a new form - personalized eLearning.
Personalized eLearning is understood as not only an instruction tailored to each student according to his
characteristics, but it is also adaptable according to the actual conditions under which the learning takes place.
Pilot testing of students and subsequent analysis determined a group of student´s characteristics to which the
eLearning study environment can be adapted. These characteristics must be put into accord with forms and
variants of created learning materials. This paper deals with the assignment of an appropriate method of learning
management to students' individual learning styles.
Keywords: adaptive eLearning, virtual teacher, teaching styles, learning styles, teaching methods
1. Introduction
Learning of an individual is affected by many factors - in particular by student learning styles, their
personalities and motivation to learn. From this perspective, each student can be seen as an
individual. During a standard instruction, the student is a part of a team and the teacher adapts
teaching to suit the majority of students in the classroom. An experienced teacher notices during faceto-face
instruction when the students lose their train of though.(Barker, 2005,2009)
Let us move from the conventional instruction in a classroom to electronic education. Electronic
education requires the teachers prepare all study materials for the students and organizational
guidelines in order to minimize student's discomfort when following the course. Of course there is the
possibility of consultations, either in person or by means of communication technologies (telephone,
e-mail, chat, etc.) If such a kind of instruction is supported by information and communication
technologies (ICT), we are talking about eLearning, managed by a Learning Management System
(LMS). Even in such a case the learning process is not adapted to the specificity of each individual.
The curriculum is presented to students in an integral coherent form, with the course walk through
exactly planned. However, not every student may find such prepared procedures convenient.
When we upgrade eLearning to the next quality level, we get to the personalized eLearning. Such an
environment is predestined to consider each student’s individuality.(Brusilovský, 2001)
By personalised eLearning we mean an automated way of teaching which adapts to different qualities
of students which are characteristic for their learning styles.
In case students learn without a direct contact with a teacher, they usually use textbooks. A good
textbook can be regarded as another form of “a teacher”. Its author has put in it his optimal
instructional approach, scope and detail of the information presented. It is known that the classic
textbooks supplement direct interpretation given by a teacher, whereas textbooks for independent
learning, so-called “distance education”, are supposed to substitute not only an interpretation of a new
topic itself, but also the communication with the teacher, practicing and reviewing of the content, etc.
To create an adaptive eLearning environment that will ensure a personalized (individual) approach for
each student, we need to provide study materials processed in different variants.
The system we have designed may be illustrated by the following schema (see Figure 1: Adaptive
eLearning system schema).(Šarmanová, 2009)
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