LEARNING STRATEGIES AND E-LEARNING. SOME NOTES ON THE FOUNDATIONS OF LEARNING DESIGN IN VIRTUAL LEARNING ENVIRONMENTS. CONSIDERATIONS FOR REFLEXION AND DEBATE. INTRODUCTION TO THE STUDY OF LEARNING STRATEGIES AND STYLES

Abstract

This article deals with concepts and topics of present relevance: learning styles and strategies, metacognition, and their role in the foundation of the learning design of e-learning activities and virtual learning environments. (VLE). The importance of metacognition in e-learning stands out, basically taking into account the selection, sequencing and organization of contents which pay particular attention to students’ specific characteristics and learning situations. The qualities of promoting self-study and autonomy that these environments have seem to need, more than others, a sound knowledge of the student’s own learning resources. However, is it easy or feasible to include elements to increase these resources , which pertain unavoidably and in a non-tranferable way to the student’s self? How, or which are the cognitive or regulating tools of one’s own knowledge that are to be used? Under which criteria or conditions could elements to control the cognitive activity of the individuals be incorporated in e-learning activities? Could this role be fulfilled by didactic guides or by specifications in learning design? Under which criteria and conditions? – these are the questions we pose. As regards learning syles, we wonder if the information available is enough to define the features of an apropriate learning style for VLE, or rather, if it’s necesary to take them into account for the instructional design. So, do we observe and learn enough about the students’ learning styles so as to direct teaching towards better learning conditions in the VLE, or make them posible, at least? Which may be the essential elements in the VLE and in the instructional design to carry out this function?