The STRATEGIES FOR ADAPTING ONLINE TEACHING TO DIFFERENT LEARNING STYLES: AN ANALYSIS THROUGH THE COMMUNITY OF INQUIRY MODEL
Learning styles
Abstract
Due to the changes caused by the intensification of online teaching in pandemic era, the aim of this research was to examine the differences in the reception of university online teaching in relation to students' learning styles. Online university teaching is investigated in this paper based on the theoretical model called Community of Inquiry ‒ CoI, developed 2000 by Garrison, Anderson and Archer. For the theoretical basis of the learning styles, the paper used Honey and Mumford’s model with four styles: Activist, Reflector, Theorist and Pragmatist. This paper presents an international research, carried out in the academic year 2022/2023 among students (N=808) from Serbia, Bosnia and Herzegovina, Croatia, Slovenia, Romania and Russia. A modified version of the survey instrument of Community of Inquiry was applied and tested, which was proven to have high reliability (α=0.94). The results showed that students with different learning styles perceive Community of Inquiry in online learning differently. On all CoI elements (Teaching, Social and Cognitive presence), students-reflectors gave the highest evaluations, followed by the theorists, then activists, while pragmatists gave the lowest evaluation. These findings indicate that it is necessary to improve the application of educational technology in a way that it suit all students’ learning styles and preferences.
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Copyright (c) 2026 Olja Arsenijević, Jasmina Arsenijević, Edita Kastratović, Polona Šprajc
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