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Distance Education (DE) is highly investigated in literature with several proposed approaches, such as the adaptation of teaching. Perhaps, one of the most important goals in adapting the teaching-learning process is to provide coherent environments considering students' individual learning preferences and interests, as reported by Moraes et al. (2020) and Correa et al. (2020). Therefore, the adaptation of the teaching-learning process is a potential area to promote the improvement of Distance Education.
Learning Styles (LS) and Learning Objects (LO) are two important concepts related to the adaptability of teaching. According to Felder et al. (1988), Learning Styles are the student's individual learning preferences defined according to each individual's mode of perception, information processing, and problem solving. On the other hand, Learning Objects refers to the instructional actions indicated to the students, i.e., educational resources, such as videos, images, lectures, games, among others. Learning Objects have the potential to motivate students in the learning process and promote meaningful teaching (Nafea et al., 2019). Sensuse et al. (2020) point out that presenting different Learning Objects to students is one of the ways to identify the student's Learning Styles. The authors also comment on the complexity of taking into account the students' different characteristics and learning needs in the teaching-learning process. They highlight that the adaptation of teaching through Learning Styles and Learning Objects can considerably impact the student's teaching process and as a result, its performance.
Several researches addressing teaching personalization associate Learning Styles and Learning Objects, i.e., content is presented to the student through Learning Objects that meet the preferences dictated by the student's Learning Styles. In this context, Intelligent Tutoring Systems provide adaptive learning environments that operate from this perspective. Other factors are considered to facilitate the adaptation of teaching and learning, such as the student's context, knowledge and technology in use.
In this context, Learning Styles and their effects on the learning process are carefully examined by Coffield et al. (2004). Learning Styles and their corresponding instructional strategies have been intensively studied. Researchers in this field affirm that relating students' Learning Styles with appropriate instructional actions is relevant to the stimulation of the learning process. Studies attest that learning becomes more effective if the teaching methods are in accordance with students' Learning Styles (Haider et al. 2010; Graf et al. 2008; Liu et al. 2009; Alfonseca et al. 2006). Considering distance education and its challenges (Stella & Gnanam, 2004), providing personalized content based on Learning Styles in virtual learning environments helps to improve the effectiveness of the learning process, as attested by Liu et al. (2009).