(Un)Engaged learning: Non-traditional design students' learning styles, perceptions of ease of use, usefulness, and actual use of a LMS in a developing world context

Abstract

Although different learning styles and learner contexts are taken for granted in face-to-face learning environments, the effect of these differences on the use of online learning environments has not been sufficiently studied within a developing world context. This study aimed to explore the perceptions of ease of use, usefulness and actual use of a Learning Management System (LMS) as experienced by Industrial design students (as a group and as a sub group of nontraditional students) and the relationship between these and their preferred learning styles. Furthermore, the study questions whether students prefer to use the LMS as an authentic learning tool or a passive content repository. The study contributes to an initial qualitative case study, and was carried out through the use of a compound questionnaire and self-generating system reports. The Felder–Silverman Index of Learning Styles was used to determine learning style preferences.

Findings indicate little difference in response between different learning style preferences, however there are implications for the overall learning style of the strongly- visual design student. Furthermore, perceptions and actual use indicate a preference for low engagement tools. Lastly, although the perceptions of the whole student cohort and non–traditional students (NTS) show many similarities, there are significant differences in how often and how long the system is used between the two groups.