Cluster analysis of learning styles and ICT competence: Towards a typology of flexible learners in higher education

This study explores the intersection of students' learning styles and their Information and Communication Technology (ICT) competence within a flexible learning environment, focusing on the academic experiences at Cagayan State University-Carig Campus. Conducted during the 2020-2021 academic year, the research surveyed 686 first- and second-year students to gain a nuanced understanding of how learning styles and ICT skills interact in flexible learning settings. The study employed the Grasha-Riechmann Student Learning Styles Scale (GRSLSS) and a specially designed ICT Competence Scale to achieve its objectives. These included describing students' learning styles and ICT competence, deriving a tailored factor structure for the GRSLSS within flexible learning contexts, and classifying students into distinct profiles based on these variables. Using exploratory factor analysis, the GRSLSS was adapted to better reflect the flexible learning environment. Subsequently, K-means cluster analysis identified three distinct learner profiles. The first, "Purposeless Learners," represents students with very low ICT skills and engagement, struggling to navigate flexible learning. The second profile, "Versatile Learners," includes students with moderate to high ICT competence who excel in both collaborative and independent learning contexts. The third, "ICT Savvy Engagers," comprises students with high ICT proficiency who prefer collaborative, non-competitive approaches to learning.This typology provides valuable insights into how students adapt to flexible learning modalities, emphasizing the critical role of ICT in shaping modern education. The study underscores the importance of developing tailored pedagogical strategies that accommodate diverse learner profiles. It recommends expanding the sample size, conducting confirmatory factor analyses, and refining assessment tools to further validate and contextualize the findings, ultimately contributing to more effective flexible learning frameworks.