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Relationship between Kolb’s Learning Styles and Readiness for E-learning: A Cross-sectional Study in the Covid-19 Pandemic
|Interdisciplinary Journal of Virtual Learning in Medical Sciences|
|مقاله 2، دوره 14، شماره 2 - شماره پیاپی 53، شهریور 2023، صفحه 99-107 اصل مقاله (607.32 K)|
|نوع مقاله: Original Article|
|شناسه دیجیتال (DOI): 10.30476/ijvlms.2023.97515.1200|
|Sareh Mehni1؛ Farshid Chahartangi1؛ Mahsa Tahergorabi2؛ Neda Dastyar* 3؛ Akbar Mehralizadeh4؛ Azimeh Amirmijani5|
|1Student Research Committee, Shiraz University of Medical Sciences, Shiraz, Iran|
|2Department of Environmental Health Engineering, Jiroft University of Medical Sciences, Jiroft, Iran|
|3Department of Midwifery, Nursing and Midwifery School, Jiroft University of Medical Sciences, Jiroft, Iran|
|4Department of Statistics, School of Medicine, Jiroft University of Medical Sciences, Jiroft, Iran|
|5Jiroft University of Medical Sciences, Jiroft, Iran|
|Background: Significant changes have occurred in education, including the emergence of E-learning which appeared to be an alternative method of carrying out teaching and learning activities. This research seeks to examine the correlation between Kolb’s learning styles and readiness for e-learning.|
Methods: This cross-sectional study was conducted in Jiroft University of Medical Sciences (southern Iran) in 2021. 247 eligible medical students were selected using convenient sampling. Data were collected using the Watkins standard e-learning questionnaire and Kolb’s learning styles questionnaire. Data were analyzed by SPSS version 23 using descriptive and inferential statistics (ANOVA and post hoc LSD tests) which were all used to find connections. A P-value<0.05 was considered statistically significant.
Results: The participants’ mean age was 21.5 (SD: 1.69) years and average score in the e-learning readiness tests was 127.54 (SD: 27.05). According the findings of this study, the learning style of most students was divergent (104 (42.1%)). One-way analysis of variance, showed that there was a statistically significant difference between the average e-learning readiness ratings for various learning styles (F=3.20, P=0.024). Converging style is the top favored learning style among students who are ready for online learning, according to researchers.
Conclusion: According to the findings of the study, students’ learning styles were statistically relevant to their readiness for e-learning. The study may be useful for a balanced pedagogical system in both pandemic and post-pandemic situations. University planners need to pay special attention to the students’ learning styles because one of the ways to increase preparation for e-learning is to know the students’ learning style.
|Learning؛ Education؛ Kolb’s learning styles؛ E-learning؛ Medical students؛ Covid-19؛ Readiness|
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