Will personalized e-Learning increase deep learning in higher education?
| Published date | 01 March 2019 |
| Pages | 53-63 |
| Date | 01 March 2019 |
| DOI | https://doi.org/10.1108/IDD-08-2018-0039 |
| Author | María Consuelo Sáiz-Manzanares,César Ignacio García Osorio,José Francisco Díez-Pastor,Luis Jorge Martín Antón |
| Subject Matter | Library & information science,Library & information services,Lending,Document delivery,Collection building & management,Stock revision,Consortia |
Will personalized e-Learning increase deep
learning in higher education?
María Consuelo Sáiz-Manzanares
Universidad de Burgos Facultad de Ciencias de la Salud, Burgos, Spain
César Ignacio García Osorio and José Francisco Díez-Pastor
Universidad de Burgos Escuela Politecnica Superior, Burgos, Spain, and
Luis Jorge Martín Ant
on
Universidad de Valladolid, Facultad de Educación y Trabajo Social Valladolid, Spain
Abstract
Purpose –Recent research in higher education has pointed out that personalized e-learning through the use of learning manage ment systems, such
as Moodle, improves the academic results of students and facilitates the detection of at-risk students.
Design/methodology/approach –A sample of 124 students following the Degree in Health Sciences at the University of Burgos participated in t his
study. The objectives were as follows: to verify whether the use of a Moodle-based personalized e-learning system will predict the learn ing
outcomes of students and the use of effective learning behaviour patterns and to study whether it will increase student satisf action with teaching
practice.
Findings –The use of a Moodle-based personalized e-learning system that included problem-based learning (PBL) methodology predicted the
learning outcomes by 42.3 per cent, especially with regard to the results of the quizzes. In addition, it predicted effective behavioural pat terns by
74.2 per cent. Increased student satisfaction levels were also identified through the conceptual feedback provided by the teacher, arguably because
it facilitated a deeper understanding of the subject matter.
Research limitations/implications –The results of this work should be treated with caution, because of the sample size and the specificity of the
branch of knowledge of the students, as well as the design type. Future studies will be directed at increasing the size of the sam ple and the diversity
of the qualifications.
Originality/value –Learning methodology in the twenty-first century has to be guided towards carefully structured work from the pedagogic point
of view in the learning management systems allowing for process-oriented feedback and PBL both included in personalized e-learning systems.
Keywords Moodle, Learning, Personalized, Blended, Log files analysis, Self-regulated
Paper type Research paper
Introduction
Teaching and learning methodologies in the twenty-first
century have changedin such a way that many authors consider
that they represent a new form of accessing knowledge and, in
consequence, revolutionizelearning. At present, both regulated
(presential, semi-presential and online teaching) and non-
regulated (massive open online courses) educational activities
are offered either totally or partially through interactive
platforms known as learning management systems (LMS), for
example, Moodle (Allen and Taylor, 2017). This reality has
implied a change in the form of transferring and processing
information. Because of the educational characteristics of
higher education, where applicable, LMS gains greater
relevance and implies modifications in the teaching and the
learning styles of both teachersand students (Sáiz-Manzanares,
2018).
Along these lines, recent research in higher education has
underlined that the use of LMS improves learning results
(Cerezo et al., 2016;Xinogalo, 2015). In addition, the
inclusion of hypermedia resources strengthens self-regulated
learning (SRL) (de Kock, 2016;Norman and Furnes, 2016)
and student motivation (Azevedo et al.,2011;Hernández-
Barrios and Camargo-Uribe, 2017). These actions can reduce
student drop-out ratesand strengthen the acquisition of quality
learning (Gil et al.,2018). One possible explanation is that
these virtual environments increase process-oriented feedback
(Harks et al., 2014;Hattie and Timperley, 2007) and data-
logging systems mean that the teacher can consult information
The current issue and full text archive of this journal is available on
Emerald Insight at: www.emeraldinsight.com/2398-6247.htm
Information Discovery and Delivery
47/1 (2019) 53–63
© Emerald Publishing Limited [ISSN 2398-6247]
[DOI 10.1108/IDD-08-2018-0039]
Conflict of interests: The authors declare that the research was conducted in
the absence of any commercial or financial relationships that could be
construed as a potential conflict of interest.
The authors thank all the students who participated in this study. They are
also grateful for funding for the dissemination of research results from the
Vice-Rectorate for Research and Knowledge Transfer, 2018, of the
Burgos, and the suggestions of the reviewers that have added to the quality
of the manuscript.
Received 29 August 2018
Revised 9 November 2018
5 December 2018
Accepted 6 December 2018
53
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