Learning styles of adults and metacognitive approach to E-Learning "... Towards a cognitive and social constructivist view of learning"

Abstract

Reports and bibliographical studies have shown that the main problem of e-learning training is not the lack of acquired knowledge, but the inability of technical educational choices that the NTIC (?) has adapted to the learning styles of adults and their relation to the mobilization of anticipation metacognitive processes, planning and control of such knowledge.Therefore, it is difficult at the various design approaches and diverse training devices . This research development, entitled"Styles of learning in adults and a metacognitive approach to e-learning; towards a socio-cognitive view of learning online'' is a descriptive research of mixed type, combining both qualitative and quantitative data. The specific research question was:What connections are established between the learning style and the metacognitive functions in adult learners in a learning situation in the specific context of online training? The research questions and hypotheses, which were recommended, were
based on the intersection of these different aspects. The quantitative data was collected from students at Casablanca Hassan University. Two questionnaires were submitted to respondents: a questionnaire for the identification of learning styles:Learning Style Questionnaire, abbreviated in French (LSQ-Fa) by Fortin, Chevrier, le Berge, Leblanc and Amyot (2000) and a grid of analysis and Anderson Krathwohd’s "Learning High Cognitive Level", Taxonomy Bloom revisited. Qualitative data was collected from a sample of 32 respondents, following a semi-directed interview focusing on the preferred pedagogical method (concrete experience, reflected experience, or abstract conceptualization and active experimentation) training online.
Keywords: E-learning, learning styles, metacognition,pedagogy, adult education, Kolb of experiential learning, differentiated
learning paths.