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Effects Of Learning Style And Interaction On Satisfaction Of Community College Online Learners
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Book Synopsis Effects of Learning Style and Interaction on Satisfaction of Community College Online Learners by : Joel H. Wiens
Download or read book Effects of Learning Style and Interaction on Satisfaction of Community College Online Learners written by Joel H. Wiens and published by . This book was released on 2005 with total page 218 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The University and its Disciplines by : Carolin Kreber
Download or read book The University and its Disciplines written by Carolin Kreber and published by Routledge. This book was released on 2010-07-15 with total page 376 pages. Available in PDF, EPUB and Kindle. Book excerpt: University teaching and learning take place within ever more specialized disciplinary settings, each characterized by its unique traditions, concepts, practices and procedures. It is now widely recognized that support for teaching and learning needs to take this discipline-specificity into account. However, in a world characterized by rapid change, complexity and uncertainty, problems do not present themselves as distinct subjects but increasingly within trans-disciplinary contexts calling for graduate outcomes that go beyond specialized knowledge and skills. This ground-breaking book highlights the important interplay between context-specific and context-transcendent aspects of teaching, learning and assessment. It explores critical questions, such as: What are the ‘ways of thinking and practicing’ characteristic of particular disciplines? How can students be supported in becoming participants of particular disciplinary discourse communities? Can the diversity in teaching, learning and assessment practices that we observe across departments be attributed exclusively to disciplinary structure? To what extent do the disciplines prepare students for the complexities and uncertainties that characterize their later professional, civic and personal lives? Written for university teachers, educational developers as well as new and experienced researchers of Higher Education, this highly-anticipated first edition offers innovative perspectives from leading Canadian, US and UK scholars on how academic learning within particular disciplines can help students acquire the skills, abilities and dispositions they need to succeed academically and also post graduation. Carolin Kreber is Professor of Teaching and Learning in Higher Education and the Director of the Centre for Teaching, Learning and Assessment at the University of Edinburgh
Book Synopsis Learning Styles and Students' Perceptions of Satisfaction in Community Collage Web-based Learning Environments by :
Download or read book Learning Styles and Students' Perceptions of Satisfaction in Community Collage Web-based Learning Environments written by and published by . This book was released on 2004 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Understanding web-based course delivery technologies in a world that demands opportunities for continuous learning, flexibility, convenience, and accessibility is increasingly important to higher education. As a result, community colleges must evaluate and assess the effectiveness of web-based course offerings in order to identify how technology impacts learning. This study focused on the overarching question: 'What are the associations between learning styles and students' perceptions of satisfaction among community college students enrolled in web-based learning environments?' To address this question, the researcher used the analysis of association methodology to explore the associations between learning styles and students' perceptions of satisfaction in four community college web-based learning environments. While there is limited empirical research available to determine the appropriateness of measuring student learning styles, the review of literature and the results of this study support that there are differences in the learning styles among community college web-based learners. The review of literature suggested that web-based learning environments should accommodate the various student learning styles in order to increase the performance and satisfaction levels of students enrolled in web-based courses. Furthermore, the literature posited that when there is a mismatch between the web-based environment and the learning style of the student, the student will become inattentive, discouraged, and discontent with the course. However, the results of this study showed that there were limited associations between learning style preferences and students' perceptions of satisfaction in community college web-based courses. The findings from this study only apply to the web-based learning environments and the students enrolled in one or more web-based courses at the four community colleges. Due to lack of empirical evidence, additional research is needed for students.
Book Synopsis Learning Styles by : Charles S. Claxton
Download or read book Learning Styles written by Charles S. Claxton and published by Jossey-Bass. This book was released on 1987-05-14 with total page 132 pages. Available in PDF, EPUB and Kindle. Book excerpt: Four approaches to examining learning styles of college students are reviewed, and the use of information about learning style in the classroom, student affairs, and in the overall college work setting is addressed. Areas where additional research is needed are identified, along with steps that colleges can take to enhance the learning process. Approaches to learning style found in the literature are examined at the following four levels: (1) personality, (2) information processing, (3) social interaction, and (4) instructional methods. It is noted that the research on instructional-preference models supports the idea that matching instructional methods to students' learning style can lead to improved learning. Additional research needs include: determining more about the learning styles of minority students; clarifying the effects of teaching methods that are incongruent with a student's style; and identifying the connections and interaction between style, developmental stage, disciplinary perspectives, and epistemology. Steps that colleges can take to enhance the learning process include publicizing classroom research findings, offering workshops, and sharing information about learning styles with students. (SW)
Book Synopsis Learning Styles and Students' Perceptions of Satisfaction in Community College Web-based Learning Environments by : David Russell Shockley
Download or read book Learning Styles and Students' Perceptions of Satisfaction in Community College Web-based Learning Environments written by David Russell Shockley and published by . This book was released on 2005 with total page 187 pages. Available in PDF, EPUB and Kindle. Book excerpt: Keywords: web-based learning environments, learning styles.
Book Synopsis Success Factors Among Community College Students in an Online Learning Environment by : Paula B. Doherty
Download or read book Success Factors Among Community College Students in an Online Learning Environment written by Paula B. Doherty and published by Universal-Publishers. This book was released on 2000-08-16 with total page 238 pages. Available in PDF, EPUB and Kindle. Book excerpt: Little is known about student success in online learning environments, especially how the predisposing characteristics that the learner brings to the learning environment may differentially affect student outcomes. This study explored the question of whether a student's "readiness" to be a self-directed learner is a predictor of student success in an online community college curriculum. The specific goal of this investigation was to determine whether there was a significant relationship between self-directed learning readiness-as measured by Guglielmino's (1977) Self-Directed Learning Readiness Scale (SDLRS)- and student success-as measured by course completion, grade point average (GPA) and student satisfaction, the latter assessed by student responses to an opinion poll. The subjects of this study were community college students in the state of Washington, enrolled in one or more transfer-level online courses delivered via WashingtonONLINE (WAOL) during fall quarter 1999. Students who voluntarily chose to respond to two elective surveys comprised the study sample. A correlational research design was used to test the explanatory power of self-directed learning readiness and to describe the relationships between variables. Since this study was designed to test hypothesized relationships, the resulting correlation coefficients were interpreted in terms of their statistical significance. The expected outcome of this study was to confirm or disconfirm a statistically significant relationship between self-directed learning readiness and student success in an online community college curriculum. The findings of this study failed to achieve this outcome due to (1) the lack of statistical reliability of the SDLRS among the subject population; (2) the resulting lack of validity of the SDLRS among the study sample; (3) a nonresponse effect; and (4) a self-selection effect. The unanticipated outcome of this study was evidence that student perception of student/instructor interactions is a single variable predictor of student success among community college students in an online learning environment. Recommendations for further study include Web-specific research methodologies that address the potentially deleterious effects of nonresponse and self-selection in cyber-research environments and continued exploration of the multiple facets of student success in asynchronous learning domains.
Book Synopsis Connecting Teaching Styles and Student Learning Styles in Community College Online Courses by : Steven Minkler
Download or read book Connecting Teaching Styles and Student Learning Styles in Community College Online Courses written by Steven Minkler and published by . This book was released on 2008 with total page 510 pages. Available in PDF, EPUB and Kindle. Book excerpt: Community college online instructors placed more emphasis on their teaching methods and techniques, than on their students' learning styles and strategies. This was one conclusion from an exploratory study which examined participants' reports of their use of expert, formal authority, personal model, facilitator , and delegator teaching styles; their students' use of competitive, collaborative, avoidant, participant, dependent , and independent student learning styles; and, the strategies they use to connect teaching styles and student learning styles in their online courses. This study used Grasha's (1996) Integrated Model of Teaching and Learning Styles as the conceptual framework, and employed a mixed-methods research design. Primary, quantitative data were gathered from a Web-based survey completed by 113 instructors who taught fully online courses at 41 community colleges in nine U.S. states. Supporting, qualitative data were collected from individual telephone interviews with 12 survey respondents who volunteered for this phase of the study. A number of studies have used Grasha's model to examine teacher-student interactions in face-to-face college classrooms, but very few have employed it in studies of online college courses, especially at the community college level. This study's four conclusions were: (1) There is a discernable difference between community college online instructors' reports that students should think and work independently, and their reports of using a blend of teaching styles that maintain student dependence on the instructor; (2) Faculty are reinterpreting the traditional strategies of lectures, discussions, and student participation for the online environment, instead of seeking alternative instructional strategies; (3) Community college online instructors place more emphasis on their teaching methods and techniques, than on their students' learning styles and strategies; and, (4) The Integrated Model of Teaching and Learning Styles, while suitable for this exploratory study, did not sufficiently address both how teaching styles and student learning styles are used in an online environment. Recommendations included developing a new instrument designed to study teaching styles and student learning styles in online courses, and creating a comprehensive, professional development curriculum for community college online faculty that emphasizes research-based models and assessment tools related to teaching and learning styles in the online classroom.
Book Synopsis The Effects of Personality and Learning Style on the Achievement of Adult Learners in Community College Online Education by : Kenneth M. Elliott
Download or read book The Effects of Personality and Learning Style on the Achievement of Adult Learners in Community College Online Education written by Kenneth M. Elliott and published by . This book was released on 2006 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Student-Teacher Interaction in Online Learning Environments by : Wright, Robert D.
Download or read book Student-Teacher Interaction in Online Learning Environments written by Wright, Robert D. and published by IGI Global. This book was released on 2014-09-30 with total page 474 pages. Available in PDF, EPUB and Kindle. Book excerpt: As face-to-face interaction between student and instructor is not present in online learning environments, it is increasingly important to understand how to establish and maintain social presence in online learning. Student-Teacher Interaction in Online Learning Environments provides successful strategies and procedures for developing policies to bring about an awareness of the practices that enhance online learning. This reference book provides building blocks to help improve the outcome of online coursework and discusses social presence to help improve performance, interaction, and a sense of community for all participants in an online arena. This book is of essential use to online educators, administrators, researchers, and students.
Book Synopsis The Relationship Between Learning Styles and Success in Online Learning by : Marci Malcom
Download or read book The Relationship Between Learning Styles and Success in Online Learning written by Marci Malcom and published by . This book was released on 2009 with total page 79 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to explore the extent to which online learning students could identify their learning styles and understand how they learn. Specifically students were given an online survey asking students to identify their learning styles, how they learn, their satisfaction level, and perception of success in online learning. Relationships were explored between students identifying their learning styles and their knowledge of how they learn and satisfaction and success in online learning. The research focused on a group of online learners from a north Texas high school. In addition to the online survey, participants completed the Kolb Learning Style Inventory (LSI) to identify their learning styles. Results from the online survey and LSI were combined with data obtained from the cooperating school district for analysis. Satisfaction was measured based on student responses to survey questions, and success was measured using semester grades. This study added to the body of knowledge related to K-12 online learning and students abilities to identify and understand learning styles. It showed that students of all learning styles can be successful in online learning. The majority of students were both successful and satisfied making it difficult to generalize the finding to a larger population. There was not a correlation between the ability to identify learning styles and success or a correlation between correctly identifying learning styles and satisfaction in online learning with this population. In addition to adding to the body of knowledge, this study raised new questions for further study related to K-12 online learning. Generalizations can be made, but further studies with larger more heterogeneous populations are needed to validate these findings.
Book Synopsis The Effects of Learning Styles and Online Education on Low-income and First-generation College Students by : Marissa Arboe Chandler
Download or read book The Effects of Learning Styles and Online Education on Low-income and First-generation College Students written by Marissa Arboe Chandler and published by . This book was released on 2012 with total page 342 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Fostering Effective Student Communication in Online Graduate Courses by : Scheg, Abigail G.
Download or read book Fostering Effective Student Communication in Online Graduate Courses written by Scheg, Abigail G. and published by IGI Global. This book was released on 2017-08-11 with total page 387 pages. Available in PDF, EPUB and Kindle. Book excerpt: Keeping students engaged and receptive to learning can, at times, be a challenge. However, by implementing new pedagogical methods and tools, instructors can strengthen the drive to learn among their students. Fostering Effective Student Communication in Online Graduate Courses is a pivotal reference source for the latest research findings on the novel techniques and strategies for nurturing communication between students and faculty in virtual learning environments. Featuring extensive coverage on relevant areas such as collaborative work, academic advising, and student retention, this publication is an ideal resource for educators across all disciplines and levels, as well as educational administrators.
Book Synopsis Learning Styles and Demographic Predictors of College Student Satisfaction in an Online Learning Environment by : Andrea C. Merritt
Download or read book Learning Styles and Demographic Predictors of College Student Satisfaction in an Online Learning Environment written by Andrea C. Merritt and published by . This book was released on 2018 with total page 122 pages. Available in PDF, EPUB and Kindle. Book excerpt: This mixed-methods case study examined the predictors of student satisfaction in an online learning environment. With the growth of online education in recent years, there is a desire to have quality programs with high student satisfaction. Through the use of surveys and interviews, the researcher analyzed whether learning styles, age, computer familiarity, and other demographic information were correlated with student satisfaction. The Honey and Mumford Learning Style Questionnaire was used along with a researcher self-created survey on satisfaction. The completion of the surveys was optional for graduate students at the university; the interviews were an additional optional component and were based on predetermined questions in order to enhance the information obtained in the surveys. The researcher used an explanatory sequential design where quantitative research was analyzed followed by qualitative to help explain and enhance the findings identified in the quantitative research. Through the use of descriptive statistics, the researcher was able to identify attributes which lead to a higher level of satisfaction. Specifically, younger students having a Pragmatist learning style had a higher level of satisfaction in an online course. The results also show a desire for students to have increased instructor and peer communication and collaboration to enhance their satisfaction. The results of the surveys and interviews provided an insight into the predictors of satisfaction in an online environment. There is opportunity for further research with larger, more diverse populations in order to determine statistical significance for widespread application.
Book Synopsis A Case Study of Student and Faculty Satisfaction with Online Courses at a Community College by : Benny Joe Seaberry
Download or read book A Case Study of Student and Faculty Satisfaction with Online Courses at a Community College written by Benny Joe Seaberry and published by . This book was released on 2008 with total page 456 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Effects of Learning-styles Information on the Achievement of Community College Developmental Math Students by : Kevin A. Hoeffner
Download or read book The Effects of Learning-styles Information on the Achievement of Community College Developmental Math Students written by Kevin A. Hoeffner and published by . This book was released on 2010 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: ABSTRACT: Four out of five Americans will require some postsecondary education. Therefore, a majority of population will return to a community college for retraining and personal growth (McCabe, 2003). Since the turn of this century, many studies have been conducted to examine the success and challenges of the relatively new community college system. One of the most significant challenges is the large percentage of the U.S. population requiring remedial coursework. Fifty-five percent of students entering Florida's postsecondary system require remediation. Of this large remedial population, only 51% will complete their preparatory classes. Students who do complete classes take an average of two years to finish preparatory classes and move on to college-level work. It is hypothesized that learning styles information will empower students with knowledge about their study habits and positively effect academic achievement. This research first examined the quantitative effect that learning styles information had on student achievement. The second qualitative phase of the study examined students' perceptions of learning styles information. Three Introductory Algebra (MAT 0024) courses at a large suburban community college were intensively studied during one spring semester. Due to the size of the study (N=69), results obtained in the quantitative portion were not significant enough to accept the hypotheses. Responses in focus groups showed that students generally felt that learning styles information was useful and half the class used the information to modify how they studied. Half of the students in the control group modified their study habits in response to knowing more about their learning style. Although the qualitative data was supportive of the usefulness of learning styles information in the classroom the quantitative data did not support the hypotheses that learning styles information improves achievement.
Book Synopsis Dissertation Abstracts International by :
Download or read book Dissertation Abstracts International written by and published by . This book was released on 2009 with total page 668 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Differences in Learning Styles and Satisfaction Between Traditional Face-to-face and Online Web-based Sport Management Studies Students by : Ellen Jo West
Download or read book Differences in Learning Styles and Satisfaction Between Traditional Face-to-face and Online Web-based Sport Management Studies Students written by Ellen Jo West and published by . This book was released on 2010 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Each student has a unique learning style or individual way of perceiving, interacting, and responding to a learning environment. The purpose of this study was to identify and compare the prevalence of learning styles among undergraduate Sport Management Studies (sms) students at California University of Pennsylvania (Cal u). Learning style prevalence was determined for traditional face-to-face students and online web-based students and differences in learning style prevalence between these two groups were explored. Finally, differences in student satisfaction between program delivery methods were examined by using an online questionnaire designed by the researcher. The population for this study included 247 Cal u undergraduate sms students enrolled in the fall 2009 semester. Through an online survey 101 face-to-face students and 146 on-line students were identified into one of four learning style groups (Accommodators, Divergers, Assimilators, and Convergers) utilizing Kolb's Learning Style Inventory 3.1 (2005). The data from the study were analyzed and yielded a trend toward significance for learning style preference by delivery method. The comparison of the four learning styles for the face-to-face participants indicated a statistically significant difference. The comparison of the four learning styles for the on-line participants indicated a statistically significant difference. The follow-up analysis consisted of comparison of each of the four learning styles separately by delivery method (face-to-face and on-line) yielded no statistical significant difference. Four satisfaction questions were found to have statistical significance in ratings between face-to-face and on-line students. On-line respondents were significantly more satisfied with the challenge and demand of Sport Management Studies courses, significantly more satisfied with the Sport Management Studies major setting high expectations for student performance, significantly more satisfied with the program finding connections between what students are learning in the classroom, relating it to their past experiences, and applying it to their daily lives, and significantly more satisfied with the quality of their academic experience within the program when compared to the face-to-face respondents. The results of this study can help educators and academic administrators better understand the needs of their students and better develop or structure teaching methods in both on-campus and web-based instruction. Colleges and universities will need to implement changes to meet the advancement of the technological revolution at hand. As educators (virtual and live) are faced with an increasingly diverse population of learners with a wide range of expectations, there is a need to continually seek to understand what factors constitute excellent delivery to promote effective learning. By recognizing different learning styles, educators may better engage students, work in conjunction with their universities to meet demands of the growing distance education and on-line learning populations, increase levels of student satisfaction, ensure a greater program "fit" with students, individualize and capitalize learning opportunities in the classroom, and seek to employ different pedagogical approaches to better facilitate learning. [The dissertation citations contained here are published with the permission of ProQuest llc. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.].
