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Abstract
This paper attempts to describe the conditions related to the representation of 63 navigational paths carried out on Moodle's platform. The hypothesis that we advance is that learning styles determine the mode in which users browse through websites. The post-observational notes and the analysis of logs (register of users' activity) indicate two main facts: on the one hand, the elaboration of a tool that is able to convert log files into graphs that could be visualized as courses of educational browsing. On the other hand, the confirmation of the relation between ways of learning and styles of browsing, giving rise to a method that anticipates choices made by users on the digital platform.
There has been stated that assimilative and convergent learning students solve the assigned task consulting, preferably, the content modules on communicative interaction. For their part, accommodating learning students follow precise instructions and rely on his peers' activity. Finally, divergent learning students tend to prefer collaborative activities and they also help each other.
The practical application of the results aims at the usefulness of the findings in university education context, which can be used in the elaboration of quality assessments and the identification of the needs of educational mediation.
Keywords: Analysis for log, Learning style, Moodle, Navigational paths, Representation of browsing
Introduction
The concept of Browsing in computerized educational contexts is frequently presented in general terms. A considerable amount of expressions enunciate figures as a "journey through a computerized labeled setting" or "continuum of decisions and action" (Amadieu and Tricot, 2006: 12). Nevertheless, the notion of a journey related to a digital and pedagogical navigation implies the distinction between the functions and the components of that journey.
We define navigation Web as an activity that involves an intentioned pedagogical journey through a semiotic and cognitive space, by means of the completion of a task. This notion points out to, on the one hand, the mouse-clicking that allows to connect to the computer interface, and on the other hand, to the footprint that this action produces. A footprint that is part of a flow and that also expresses an educational intentionality, starting in the process of planning the course, and performed by the same students. In this sense, we define as navigational...