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Will personalized e-Learning increase deep learning in higher education?

María Consuelo Sáiz-Manzanares (Universidad de Burgos Facultad de Ciencias de la Salud, Burgos, Spain)
César Ignacio García Osorio (Universidad de Burgos Escuela Politecnica Superior, Burgos, Spain)
José Francisco Díez-Pastor (Universidad de Burgos Escuela Politecnica Superior, Burgos, Spain)
Luis Jorge Martín Antón (Universidad de Valladolid, Facultad de Educación y Trabajo Social Valladolid, Spain)

Information Discovery and Delivery

ISSN: 2398-6247

Article publication date: 16 January 2019

Issue publication date: 22 February 2019




Recent research in higher education has pointed out that personalized e-learning through the use of learning management systems, such as Moodle, improves the academic results of students and facilitates the detection of at-risk students.


A sample of 124 students following the Degree in Health Sciences at the University of Burgos participated in this study. The objectives were as follows: to verify whether the use of a Moodle-based personalized e-learning system will predict the learning outcomes of students and the use of effective learning behaviour patterns and to study whether it will increase student satisfaction with teaching practice.


The use of a Moodle-based personalized e-learning system that included problem-based learning (PBL) methodology predicted the learning outcomes by 42.3 per cent, especially with regard to the results of the quizzes. In addition, it predicted effective behavioural patterns by 74.2 per cent. Increased student satisfaction levels were also identified through the conceptual feedback provided by the teacher, arguably because it facilitated a deeper understanding of the subject matter.

Research limitations/implications

The results of this work should be treated with caution, because of the sample size and the specificity of the branch of knowledge of the students, as well as the design type. Future studies will be directed at increasing the size of the sample and the diversity of the qualifications.


Learning methodology in the twenty-first century has to be guided towards carefully structured work from the pedagogic point of view in the learning management systems allowing for process-oriented feedback and PBL both included in personalized e-learning systems.



Conflict of interests: The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest.

The authors thank all the students who participated in this study. They are also grateful for funding for the dissemination of research results from the Vice-Rectorate for Research and Knowledge Transfer, 2018, of the Burgos, and the suggestions of the reviewers that have added to the quality of the manuscript.


Sáiz-Manzanares, M.C., García Osorio, C.I., Díez-Pastor, J.F. and Martín Antón, L.J. (2019), "Will personalized e-Learning increase deep learning in higher education?", Information Discovery and Delivery, Vol. 47 No. 1, pp. 53-63.



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