Impact of technological teaching aids on learning styles : a survey of university students’ perceptions in Finland

Abstract

This thesis talked about the role played by technological teaching based on the effects on learning styles of university students in Finland and of interest was the overlap of self identified VARK learning preferences (Visual, Aural, Read/Write, Kinaesthetic) in terms of Technology Enhanced Learning (TEL) conditions. This study was based on the cognitive and educational psychology and it evaluated the perception of the students regarding the relevance, accessibility and flexibility of the technological tools in facilitating their favourite learning styles.

In the research, quantitative cross sectional survey was used, which was distributed via Webropol and included 50 participants who were students at Finnish universities and universities of applied sciences. The data were analysed with descriptive statistics and cross tabulations to determine the trends between learning styles and technological perceptions.

The results showed that most of the participants were visual or read/write learners, which speaks of the high rate of presence and impact of the multimedia tools in the higher learning settings. The majority of the students said their attitudes towards technological aids were positive, and they enjoyed the fact that they allowed them to be more engaged and flexible. Nevertheless, the conventional learning tools were not rejected and still were perceived to be valuable.

In general, the findings indicated that learning styles were important in determining individual preferences, however, good pedagogy and inclusive teaching methods proved to be more important in successful learning than adhering to a particular learning style. The study created an empirical understanding of the connection between TEL and learning styles and provided data that teachers and policy makers may utilize to create multimodal and flexible learning conditions in higher learning institutions in Finland.