Diversifying educational resources according to learning styles in an online logical thinking course

Abstract

The educational resources of an online course in logical-analytical thinking, and the results of the Index of Learning Styles Questionnaire from 17041 students were analyzed to find if the majority of learning styles is favored according to the Felder-Silverman Model. We found that while the majority of students are supported by the course, there exists a non-supported minority with predominance of verbal and global styles. A set of strategies are proposed to support these students.