Manuscript received March 12, 2024; revised April 15, 2024; accepted May 20, 2024; published August 23, 2024
Abstract—This research investigates student preferences in technology use, content delivery, and study time, aiming to develop an integrated instructional design approach in higher education. Employing a cluster analysis methodology, the study identified distinct clusters within each variable based on survey data from college students. The findings reveal diverse preferences among students, highlighting the need for tailored instructional strategies. Gradual technology integration, multimodal content delivery, and flexible study time structures emerge as key components of the proposed instructional design. The results underscore the importance of accommodating individual preferences to foster engagement and learning. Moving forward, future research should explore the longitudinal effects of the instructional design on student outcomes and further refine strategies to meet evolving educational needs. Ultimately, the research contributes to the ongoing discourse on effective instructional practices in higher education, emphasizing student-centered approaches for enhanced learning experiences.
Keywords—preference, college students, learning modality, instructional design, cluster analysis
Cite: Donn Enrique L. Moreno and Ramachandra C. Torres, "College Students’ Preference in Technology-Enhanced Learning Modalities: A Two-Stage Cluster Analysis for Enhanced Instructional Design Strategies," International Journal of Information and Education Technology vol. 14, no. 8, pp. 1175-1184, 2024.