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dc.contributor.authorWILLIAMS, LUKE
dc.date.accessioned2015-02-13T11:10:46Z
dc.date.available2015-02-13T11:10:46Z
dc.date.issued2014
dc.identifier.urihttp://hdl.handle.net/10369/6646
dc.descriptionBSc Hons BUSINESS INFORMATION SYSTEMSen_US
dc.description.abstractAbstract This dissertation is a study of virtual learning environments (VLE), their use in universities and whether learners with different learning styles experience VLEs differently. A review of the available literature shows that while there is a significant amount of research in to VLEs, the research is often technology-led rather than being focussed on the learner. The literature review also detailed various learning style theories and identified the VARK test as a particularly popular theory. The VARK test involves categorising learners in to four categories: Visual, Aural, Reading/Writing and Kinaesthetic. A questionnaire was used in this study to gain data on how different individuals use VLEs. This questionnaire also included the VARK test in order to categorise the participants in to preferred learning style categories. The results were then analysed in a quantitative manner in order to establish if different learners, with varying learning styles, had different experiences of using VLEs. The data uncovered that there was a difference between learners and their experience of VLEs, with reading/writing and aural learners having better results than visual and kinaesthetic learners.en_US
dc.publisherCardiff Metropolitan Universityen_US
dc.subjectIs the Use of a Virtual Learning Environment at University Compatible with a Student’s Individual Learning Style?en_US
dc.titleIs the Use of a Virtual Learning Environment at University Compatible with a Student’s Individual Learning Style?en_US
dc.typeThesisen_US


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