Representational model on Moodle’s activity: learning styles and navigation strategies

Abstract

This paper attempts to describe the conditions related to the representation of 63 navigational paths carried out on Moodle’s platform. The hypothesis that we advance is that learning styles determine the mode in which users browse through websites. The post-observational notes and the analysis of logs (register of users’ activity) indicate two main facts: on the one hand, the elaboration of a tool that is able to convert log files into graphs that could be visualized as courses of educational browsing. On the other hand, the confirmation of the relation between ways of learning and styles of browsing, giving rise to a method that anticipates choices made by users on the digital platform. There has been stated that assimilative and convergent learning students solve the assigned task consulting, preferably, the content modules on communicative interaction. For their part, accommodating learning students follow precise instructions and rely on his peers’ activity. Finally, divergent learning students tend to prefer collaborative activities and they also help each other. The practical application of the results aims at the usefulness of the findings in university education context, which can be used in the elaboration of quality assessments and the identification of the needs of educational mediation.