Aims: The aim of this study is to explore the interaction between feedback timing (immediate via mobile learning vs. delayed via Moodle) and learning styles (active vs. reflective) and their effect on the acquisition of blogging design skills and satisfaction in a distance e-learning environment.
Study Design: A factorial experimental design (2 × 2) was
employed, dividing 67 students from a distance learning program into four
groups: active learners with immediate feedback, active learners with delayed
feedback, reflective learners with immediate feedback, and reflective learners
with delayed feedback. Feedback was delivered synchronously via mobile tools
for immediate feedback, and asynchronously via Moodle for delayed feedback.
Methodology: Data were gathered using an observation checklist for
blogging design outputs, a satisfaction scale for the e-learning environment,
and the Felder-Silverman Learning Styles Model to categorize students.
Results: The study revealed significant differences in skill
acquisition between students who received immediate feedback and those who
received delayed feedback. Active learners performed better than reflective
learners in both practical skills and satisfaction. However, no significant
interaction between feedback timing and learning style was found regarding
satisfaction with the e-learning environment.
Conclusion: Immediate feedback through mobile learning tools
enhances practical skill acquisition, particularly for active learners. The
study recommends incorporating mobile learning for immediate feedback and
conducting workshops for faculty to enhance their feedback strategies in
e-learning environments.
Author (s) Details
Mohammed Kamal Afify
College of Education, Imam Abdulrahman Bin Faisal University, P. O. Box
1982, Dammam, 31441, Saudi Arabia.
Please see the book here:- https://doi.org/10.9734/bpi/aoller/v6/2716
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