Open Educational Resources adapted to learning styles for teaching digital skills in higher education

Open Educational Resources (OER) are considered significant vectors of change due to their flexibility and transversality at all educational levels, also allowing customization based on learning styles. Four OER were designed in this study, according to the theory of Honey and Mumford (1986) (Active-Reflective-Theoretical-Pragmatic), for the digital information management competence. Through a training activity designed for research, the Learning Styles of university students (N=394) were identified with the CHAEA questionnaire (Alonso, 1992) and the OERs were assigned, one corresponding to their style and another to the contrary, at the end the students assessed the perceived interest and adequacy of the analyzed resources. Among the results, it is observed that either the assessment of interest and the adequacy (structure, time, instructions, and objective) of the scores were higher when the OER adapts to their style, except in the perception of the time used by the students of Active and Theoretical style. It is concluded that the adaptation to styles facilitates the personalization of learning because it increases its interest and improves assimilation by students. Being free access resources, it is possible for them to be reused, in accordance with e-Learning standards, especially for skills training.