Abstract
Current trend of using ICT in different areas of modern life is also reflected in the educational process. At present higher education is run in different forms of instruction which range from traditional classes through blended ones to pure online classes. Many research studies also confirm that students like being provided online courses because they appreciate having study materials within their easy reach and being able to see and read once again the lecture texts or other materials from their face-to-face classes. In addition, they can easily access them independently on their location. Designers of these materials try to tailor these study materials to the learners’ needs. Therefore the purpose of this article is to discuss what form of instruction students prefer; and on the basis of a questionnaire survey to explore whether students really welcomethe online learning materials and their likes and dislikes about these study materials which are offered to them.Keywords: students’ preferences; learning materials; forms of instruction; online learning; survey
Highlights
Most of the tertiary institutions nowadays have adopted virtual learning environments as the primary platform in delivering learning materials to their students
The designers should consider the nature of the learning activity, students’ preferences, and the environment and media within which the learning community is formed and learning activities are held
The aim of this article is to discuss what form of instruction students prefer; and on the basis of a questionnaire survey to explore whether students really welcome the online learning materials and their likes and dislikes about these study materials which are offered to them
Summary
Most of the tertiary institutions nowadays have adopted virtual learning environments as the primary platform in delivering learning materials to their students (cf. Dang, Pan, & Wang, 2011; Weller, 2007; or Frydrychova Klimova & Poulova, 2014). Since the designers of these materials want to satisfy their students’ needs as much as possible, the courseware for e-Learning should be more than just a set of online study materials (cf Dang, Pan, & Wang, 2011). The designers should consider the nature of the learning activity, students’ preferences, and the environment and media within which the learning community is formed and learning activities are held. In this process adaptive learning can contribute to the tailoring of learning materials to individual needs (Thalmann, 2014). In this process adaptive learning can contribute to the tailoring of learning materials to individual needs (Thalmann, 2014). Chen, Lee, & Chen, (2005) and Gkatzidou & Pearson (2009) add that the personalisation of learning materials in the form of a content adaptation tailored to the needs of the learner can increase the acceptance and efficiency of e-Learning. Vinuesa & Formos (2007) established the conceptual principles for designing and delivering online study materials, which are as follows: All resources should be integrated within a single learning environment; The study materials should cover the needs of all students on the course, the materials must be flexible; The materials should meet the twofold objective: it must be specific for a course, and referential, which can be used at any time; The format of the study materials should be created in pdf. files so that they are of high quality and suitable for printing; All the components of the study material should comprise a unit that is clearly recognized by the students; and
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