higher education
chemistry learning
Felder-Soloman learning styles
information and communication technologies
electronic learning resources
optimisation of e-resource set

How to Cite

T. M. Derkach, “OPTIMISATION OF SELECTION OF ELECTRONIC LEARNING RESOURCES ACCORDING TO STUDENT GROUP COMPOSITION”, ITLT, vol. 67, no. 5, pp. 134–147, Oct. 2018, doi: 10.33407/itlt.v67i5.2245.


The technology of integration of learning methods, forms and means of information and communication technologies is described with due regards for psychological and pedagogical characteristics of student groups. The results of theoretical and experimental research conducted on the basis of two Ukrainian universities with the participation of 341 students in the "Chemistry" training area and 18 lecturers of basic chemical disciplines are highlighted. Both students and lecturers were polled in a specially designed questionnaire to show their attitude to the use of various electronic learning resources in learning and teaching basic chemical disciplines. Students’ preferences in learning styles were estimated on the basis of a self-scoring questionnaire for assessing preferences on four complementary dimensions, such as perception (sensitive or intuitive), input (visual or verbal), processing (active or reflective) and understanding (sequential or global) of chemical information. Such an approach is known as the method of Felder-Soloman, and it allows one to calculate Indices of Learning Style which assess qualitatively available preferences of all respondents in each of the four available directions. The developed technology allows lecturers to qualify an optimal set of electronic learning resources for the teaching of individual sections of chemistry, taking into account preferences in their use of students with different learning styles. The technology under development is based on the calculation of average resource scores as assessed by all students in the group, as well as on the expert evaluation of the feasibility of their application in the teaching of basic chemical disciplines. The taxonomy of the optimal selection of electronic learning resources and teaching methods is developed for each type of students’ learning preferences. Advantages and disadvantages of all available variants of the application of the developed technology are discussed for student groups of different compositions. An example of the application is given for studying the discipline "Inorganic Chemistry".


T. M. Derkach, Theoretic and Methodological Basics of training of future specialists of chemical specialities by means of information technology. Dnipropetrovsk, Ukraine: Art-Press, 2013. (in Ukrainian).

Т. М. Derkach, “The effectiveness of computer modelling in the study of gas laws in the course "Inorganic Chemistry"”, Educational Technology & Society, vol. 16, № 2, pp. 345-361, 2013. [On-line]. Available: http://ifets.ieee.org/russian/depository/v16_i2/html/1.htm. Accessed on: April 07, 2018. (in Russian).

V. Potkonjak, M. Gardner, V. Callaghan, P. Mattila, C. Guetl, V. M. Petrovic, and K. Jovanovic, “Virtual laboratories for education in science, technology, and engineering: A review”, Computers & Education, vol. 95, pp. 309-327, 2016. (in English).

N. R. Herga, B. Cagran, and D. Dinevski, “Virtual Laboratory in the Role of Dynamic Visualisation for Better Understanding of Chemistry in Primary School”, Eurasia Journal of Mathematics, Science and Technology Education, vol. 12, no. 3, pp. 593-608, 2016. Doi: https://doi.org/10.12973/eurasia.2016.1224a. (in English).

N. R. Herga, S. A. Glazar, and D. Dinevski, “Dynamic visualization in the virtual laboratory enhances the fundamental understanding of chemical concepts”, Journal of Baltic Science Education, vol. 14, no. 3, pp. 351-365, 2015. (in English).

A. Schüler, J. Arndt, and K. Scheiter, “Processing multimedia material: Does integration of text and pictures result in a single or two interconnected mental representations?”, Learning and Instruction, vol. 35, pp. 62-72, 2015. Doi: https://doi.org/10.1016/j.learninstruc.2014.09.005. (in English).

H. Sepúlveda, L. Moreira, C. Morais, and J. C. Paiva, “Videotaped experiment in chemistry: Should I play it before or after sending students to the lab?”, Journal of Science Education, vol. 16, no. 2, pp. 63-65, 2015. (in English).

T. M. Derkach, “Electronic resources in teaching basic chemical disciplines at universities”, Nauka i osvita, no. 12, pp. 99-109, 2016. (in English).

О. М. Spirin, “Criteria and quality indicators of information and communication technologies of learning”, Information Technologies and Learning Tools, vol. 33, no. 1, 2013. [On-line]. Available: https://journal.iitta.gov.ua/index.php/itlt/issue/view/58. (in Ukrainian).

Т. М. Derkach,“Prevention of students cognitive overload in the course of learning with the use of electronic resources”, Information Technologies and Learning Tools, vol. 29, no. 3, 2012. [On-line]. Available: https://journal.iitta.gov.ua/index.php/itlt. Accessed on: April 07, 2018. (in Ukrainian).

A. L. Franzoni-Velázquez, F. Cervantes-Pérez, and S. Assar. A Quantitative Analysis of Student Learning Styles and Teacher Teachings Strategies in a Mexican Higher Education Institution, Journal of Applied Research and Technology, vol. 10, no. 3, pp. 289-308, 2012. (in English).

A. L. Franzoni, and S. Assar, “Student Learning Styles Adaptation Method Based on Teaching Strategies and Electronic Media”, Journal of International Forum of Educational Technology and Society, vol. 12, no. 4, pp. 15-29, 2009. (in English).

T. M. Derkach, “Perception of e-learning resources by students with different learning styles”, Naukovi Zapysky: Zb. nauk. statei NPU im. M. P. Drahomanova. K. : Vyd-vo NPU im. M.P. Drahomanova, no. 100, pp. 87-97, 2012. (in Ukrainian).

R. М. Felder, “Index of learning styles (ILS)”. [Online]. Available: http://www4.ncsu.edu/unity/lockers /users/f/felder/public/ILSpage.html. Accessed on: March 23, 2018. (in English).

T. Derkach, and T. Starova, “Preferred learning styles of students of natural field of study”, Nauka i osvita, no. 6, pp. 51-56, 2017. (in English).

S. A. Khmelovska, T. M. Derkach, and N. V. Stets. The methodology of Teaching Chemistry: teaching manual, Dnipropetrovsk, Ukraine: DNU, 2011. (in Ukrainian).

Z. N. Kurliand, Т. Yu. Osipova, and R. S. Gurin. Theory and Methods of Professional Education: training manual, Kyiv: Znannya, 2012. (in Ukrainian).

P. Doulik, J. Skoda, I. Simonova, “Learning Styles in the e-Learning Environment: The Approaches and Research on Longitudinal Changes”, International Journal of Distance Education Technologies, vol. 15, no. 2, pp. 45-61, 2017. Doi: 10.4018/IJDET.2017040104. (in English).

Authors who publish in this journal agree to the following terms:

  1. Authors hold copyright immediately after publication of their works and retain publishing rights without any restrictions.
  2. The copyright commencement date complies the publication date of the issue, where the article is included in.

Content Licensing

  1. Authors grant the journal a right of the first publication of the work under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License (CC BY-NC-SA 4.0) that allows others freely to read, download, copy and print submissions, search content and link to published articles, disseminate their full text and use them for any legitimate non-commercial purposes (i.e. educational or scientific) with the mandatory reference to the article’s authors and initial publication in this journal.
  2. Original published articles cannot be used by users (exept authors) for commercial purposes or distributed by third-party intermediary organizations for a fee.

Deposit Policy

  1. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) during the editorial process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (see this journal’s registered deposit policy at Sherpa/Romeo directory).
  2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
  3. Post-print (post-refereeing manuscript version) and publisher's PDF-version self-archiving is allowed.
  4. Archiving the pre-print (pre-refereeing manuscript version) not allowed.


Download data is not yet available.