Personalization of Distance Learning: Using PLS-SEM for Analyzing the Possibility of Differentiating Students with the Felder-Silverman Learning Style Model

Abstract

Personalization of learning, that is, taking into account various characteristics and needs of students, is a critical issue in organizing education and determines the relevance of finding ways to differentiate students for predicting the vector of their integration into the learning process, including in a distance learning format. This article discusses the possibility of using the Felder-Silverman model for personalizing distance learning. The purpose of the study is to explore the relationship between individual learning styles and factors causing anxiety in distance learning and shaping students' attitudes towards distance learning. The PLS-SEM method was used as a research tool. It is shown that the stylistic features of students determine the direction of their attitudes towards the negative and positive aspects of distance learning. Students' attitudes towards such social phenomena in distance learning as difficulties in communicating with other students, lack of student activity, social isolation, absence of competition between students, and difficulties in communicating with pedagogues depended on the stylistic features of the students. At the same time, the stronger these social phenomena caused anxiety in students, the higher their negative attitude towards the positive aspects of distance learning and the possibility of a full transition to distance learning or a full replacement of in-person learning with distance learning. Moreover, the higher the importance of classroom lessons and the presence of printed textbooks for students, the more anxiety the mentioned social phenomena caused in students. It is shown that such constructs of the PLS-SEM structural model as Social factors of distance learning anxiety and Importance of material factors in learning have a negative relationship with Attitude towards distance learning.