Thesis (MA) - Cyprus International University. Institute of Graduate Studies and Research Communication and Media Studies Department

Includes bibliography (sheets 83-96)

ABSTRACT
The importance of education in the cognitive development of students cannot be
overemphasized, and as such, Higher Education Institutions (HEIs) are constantly
adapting to the evolving needs of students. Information technology (IT) has played a
significant role in this adaptation, with the emergence of e-learning platforms. Elearning has positively influenced both students and teachers, making information
access and communication process easier, while the COVID-19 pandemic brought a
deeper appreciation for e-learning platforms. However, e-learning platforms face
challenges such as their appeal to the learning style of the student, which doesn't
account for the various learning styles and students' preferences. Student interest is
another key factor that affects the effectiveness of learning. Different learning style
models have been designed by researchers to explain how students learn, and a better
understanding of these models can lead to more effective and personalized learning
for students. Hence, this thesis investigated verbal and visual learners’ perception of
digital learning services provided by HEIs in TRNC by taking CIU as a case study.
From the results, it was found that visual learning styles were more prevalent among
CIU students, and the Big Blue Button platform is not as commonly used as CIU
Moodle. Moreover, the study also explored the relationships between learning styles,
emotional and cognitive interest, and student perceptions of digital learning. The
results showed that visual learners in CIU had a positive relationship with cognitive
and emotional interest towards digital learning services. However, no such relationship
could be established for verbal learners. Also, a positive relationship between visual
learners and student perception of digital learning services was found. Interestingly,
emotional and cognitive interest did not significantly affect student perception of
digital learning services for both visual and verbal learners. Overall, this study
provides valuable insights into the importance of understanding student preferences in
digital learning platforms' design and delivery, particularly in the context of TRNC
higher education institution
Keywords: Higher Education Institutions (HEIs), Student Interest Scale (SIS), Digital
Learning, Learning Style (Visual or Verbal), Felder-Silverman Learning Style Model
(FSLSM).