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Learner Performance and Satisfaction Level in Personalized Learning Environments

Learner Performance and Satisfaction Level in Personalized Learning Environments

Irfan Sural, Müjgan Yazici
Copyright: © 2018 |Pages: 25
ISBN13: 9781522539407|ISBN10: 1522539409|EISBN13: 9781522539414
DOI: 10.4018/978-1-5225-3940-7.ch003
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MLA

Sural, Irfan, and Müjgan Yazici. "Learner Performance and Satisfaction Level in Personalized Learning Environments." Digital Technologies and Instructional Design for Personalized Learning, edited by Robert Zheng, IGI Global, 2018, pp. 55-79. https://doi.org/10.4018/978-1-5225-3940-7.ch003

APA

Sural, I. & Yazici, M. (2018). Learner Performance and Satisfaction Level in Personalized Learning Environments. In R. Zheng (Ed.), Digital Technologies and Instructional Design for Personalized Learning (pp. 55-79). IGI Global. https://doi.org/10.4018/978-1-5225-3940-7.ch003

Chicago

Sural, Irfan, and Müjgan Yazici. "Learner Performance and Satisfaction Level in Personalized Learning Environments." In Digital Technologies and Instructional Design for Personalized Learning, edited by Robert Zheng, 55-79. Hershey, PA: IGI Global, 2018. https://doi.org/10.4018/978-1-5225-3940-7.ch003

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Abstract

The overall aim of this chapter is to determine the personalizable online learning environments and learner participation in these environments, learner satisfaction in using them, and the effect of the environment on learners' course performance in terms of learning. With this purpose in mind, the researchers have tried to determine the learners' personalization preferences of content order and appearance in online learning environments offered and personalization-related satisfaction and performances. In data collection and analysis processes, both quantitative and qualitative methods were used and the study is designed as mixed model. In conclusion, more than half of the students carried out the personalization procedure and females customized the appearance of their environment in a high frequency rate compared to males. The study indicated that, in general, learners are satisfied with the personalization procedure and there is a significant difference in performances of students who fulfilled the procedure compared to those who did not.

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