Trayectorias diferenciadas por estilos de aprendizajes mediadas por un entorno e-learning

Abstract

The goal of this research was to analize the outcomes about the use of different activities designed according to the learning styles of the students. For that reason different learning pathways were set up. The experience was applied for teaching algebra in an e-learning environment to compare the outcomes from the activities and tests used. A semantic network was designed with the knowledge to teach, where the nodes were linked to didactic sequences according the learning styles. Later, an multimedia “adaptative” environment was configured for supporting the teaching process. Different profiles and data models were used to collect information for getting records about the learning process of students. Finally, some conclusions are commented

Keywords

• teaching
• learning styles
• algebra