This research paper, for the 17th ICERI Conference (Seville, Spain, 11-13 November 2024) examines a way of evaluating the Pedagogical Variation Model (PVM, Rogers 2013) for Learning and Teaching in the context of a Master’s Degree Course in Professional and Technological Education and in the Pre-Service Teacher Education in Natural Science. The methodology of this international collaborative research is survey-based involving the distribution of a specific evaluation questionnaire (Rogers, 2013), for the Pedagogical Variation Model. The PVM Evaluation Questionnaire elicits students’ responses to the matching of e-learner teaching preferences according to their preferred learning styles.

The research methodology included an evaluation of the Pedagogical Variation Model (PVM, Rogers 2013) that was used to identify the Master and the Pre-Service teacher responses elicited by a questionnaire relating to the matching of student teaching preferences according to their preferred learning styles.

The sample population included nine (09) students of the Master's degree in Professional and Technological Education, enrolled in teaching and learning theories classes and six (06) Pre-Service teacher undergraduates in Natural Science.

This research article is dedicated to comparing the responses of students from these two groups (Master's and Undergraduate) in relation to e-student's teaching preferences according to their preferred learning styles.

The authors, Rogers, and Nichele (2014-2023) during their ten years of internationally recognised collaborative research initiatives, provide insights to how the PVM concept may be adapted for different disciplines, world-wide within a variety of multicultural perspectives. The PVM gives e-learners the choice as to whether they (e-learners) are more or less ‘comfortable in a “Constructivist” learning environment (i.e. student-centred) or vice versa “Instructivist” one (i.e. e-moderator centred). The PVM reaches out to learners from all capabilities, whereby lifelong learning, online, is made not only enjoyable but also meets the needs of those looking for ways to sustain their ‘cognitive reserve’ and “social capital”, also for health and well-being.

The outcomes of the research indicate how the PVM provides Master students and Pre-Service teachers with insights regarding to transactional pedagogical leadership (i.e. task-giving) in comparison to transformational pedagogical leadership (i.e. empowerment/ motivation).

Some outcomes of the research show difference between these two groups, about the insights regarding transactional pedagogical leadership (task-giving) in comparison to transformational pedagogical leadership (empowerment/ motivation). For instance, considering a teacher who was providing very little task-giving and very little motivational support in a discussion forum, master students answered as the kind of “constructivist” e-learning group would be more appropriate, for most of the students (66.7%). On the other hand, this learning environment was related to be appropriate for “constructivist” (33%) and “individualistic” groups (33%) needing much task-giving with little motivational support because they enjoyed problem-solving on their own by the undergraduate students. More results will be presented in the final paper. In addition, the PVM provides a means to reduce online “attrition” rates, i.e. drop-out rates thereby, importantly increasing student retention rates in online learning

Keywords: Innovation, lifelong learning, collaborative learning, Constructivist, self-directed learning, Instructivist, pedagogical leadership, transactional, transformational, attrition rates, retention rates, Pedagogical Variation Model, Evaluation Questionnaire.