On-line courses can be more flexible, convenient and accessible [ 9, 18], particularly for busy clinicians in communities where there is a shortage of health care providers and allow interactivity and adaptability to individual learner styles [ 5, 9, 11].
Advantages of Internet-based curricula include flexibility in training times, adaptability to learner styles, interactivity, access by geographically dispersed learners, communication between learners and educators, and hyperlinks [ 1, 3].
It considers learners' profiles consisting of learners' learning styles, expertise level, prior knowledge and performance to provide advanced personalization.
The main key features of the system are: It considers learners' profiles consisting of learners' learning styles, expertise level, prior knowledge and performance to provide advanced personalization.
This study, therefore, attempted to explore whether learners' reflection levels can be improved if teaching strategies are adapted to fit with learners' thinking styles in an online learning environment.
Technology can facilitate the rapid assessment of many learners' learning styles using an open learning approach.
More recently, however, Griffiths (2012), found no positive correlations between learners' learning styles (n = 31) and test scores, with 11 out of 17 possible learning styles (e.g. styles that incorporated rote memorisation) actually negatively correlated with test score.
This study investigates the effectiveness and fairness of teacher-led assessment of students' in-class participation and its effect on actual participation levels and language test scores, taking into account the diversity of second language learners' learning styles.
This finding is in line with observations in the extant literature indicating that learners' compatibility, styles, and fit are positively linked to their perceived usefulness of learning technologies (Akkoyunlu & Soylu, 2008; Lai & Chen, 2011; Lin, & Wang, CH., 2012).
According to Spector (2014), it is also highly desirable for the design of smart learning environments to provide motivation for a variety of learners, recognising learners' competencies, learning styles and interests.
In addition, learners' learning style is found to be dynamic during a learning process or self-reflection occurence in PCL framework.
