Learning Styles in Distance Education

@inproceedings{61781,
   author = {Fojtík, Rostislav},
   address = {Nitra, Slovensko},
   editor = {Milan Turčáni},
   keywords = {Asynchronous, distance learning, full-time learning, learning style, VARK, questionnaire, synchronous},
   howpublished = {tištěná verze "print"},
   language = {eng},
   location = {Nitra, Slovensko},
   isbn = {978-80-7676-410-1},
   pages = {197-206},
   publisher = {Wolters Kluwer},
   title = {Learning Styles in Distance Education},
   year = {2022}
}

TY  - JOUR
ID  - 61781
AU  - Fojtík, Rostislav
PY  - 2022
TI  - Learning Styles in Distance Education
PB  - Wolters Kluwer
CY  - Nitra, Slovensko
SN  - 9788076764101
KW  - Asynchronous, distance learning, full-time learning, learning style, VARK, questionnaire, synchronous
N2  - The development of distance education is excellent now. Dynamic changes in employees' knowledge, skills, and competencies are placing ever greater demands on education and the tertiary sector. Distance learning makes it possible to study even under conditions where face-to-face teaching is impossible, for example, during the Covid-19 pandemic, often in educational institutions where face-to-face teaching has prevailed. However, many studies show that learning outcomes in distance education are worse than in face-to-face education. It is, therefore, necessary to look for new approaches to improve distance learning. The preparation and development of appropriate study materials can motivate and help students in their studies. Different methods and learning styles suit the students. This paper describes a survey in which learning styles preferences are identified using the VARK questionnaire. The aim was to determine whether preferences for learning styles differ by field of study and which styles students prefer more. Following these results, the distance learning methodology was then adapted. The second part of the research focuses on comparing students' success rates in full-time, synchronous, and asynchronous distance learning. The aim was to determine whether these forms significantly impact learning and success rates. Another objective was to compare how much the synchronous and asynchronous modes of communication in teaching affect learning. From the results, it is clear that asynchronous instruction is the most difficult for students and their learning outcomes are worse than face-to-face and synchronous distance learning.
ER  - 

FOJTÍK, Rostislav. \textit{Learning Styles in Distance Education}. Nitra, Slovensko: Wolters Kluwer, 2022, s.~197-206. ISBN~978-80-7676-410-1.