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An Evaluation Of The Effect Of Learning Styles And Computer Competency On Students Satisfaction In Web Based Distance Learning Environments
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Book Synopsis An Evaluation of the Effect of Learning Styles and Computer Competency on Students' Satisfaction in Web-based Distance Learning Environments by : Yunfei Du
Download or read book An Evaluation of the Effect of Learning Styles and Computer Competency on Students' Satisfaction in Web-based Distance Learning Environments written by Yunfei Du and published by . This book was released on 2003 with total page 147 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Dissertation Abstracts International by :
Download or read book Dissertation Abstracts International written by and published by . This book was released on 2009-06 with total page 546 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Learning Styles, Learning Outcomes and Course Satisfaction by : Yahong Xu
Download or read book Learning Styles, Learning Outcomes and Course Satisfaction written by Yahong Xu and published by . This book was released on 2004 with total page 214 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examines the relationships among learning styles, learning outcomes and course satisfaction in a blended computer literacy undergraduate course at Iowa State University. Based on results from Kolb's Learning Style Inventory (1999), participants were classified into one of four learning styles: Accommodator, Assimilator, Converger, or Diverger. The analyses of quantitative data (final grades, online survey) and qualitative data (interviews) indicated that there was little relationship between learning styles and learning outcomes as measured by final grades, or between learning styles and course satisfaction assessed from general feelings, communication and interaction, course organization, assessment, and weekly lab session in a blended learning environment. These findings support the research results as shown in Larsen (1992), Shih & Gamon (1999), and Wang, Hinn and Kanfer (2001). Quantitative data analysis showed a significant relationship between learning styles and course expectations, and between learning styles and the perceived value of the course schedule. Three students selected to represent three learning styles (all female) valued the blending of on-site labs with the web-based lecture component, whereas the only Converger interviewed (a male) did not value the blended on-site lab activities which complemented the web-based lecture component. This study suggests that blended learning offers a good opportunity to maximize students' learning as stated by Singh (2003) and Thorne (2003).
Book Synopsis An Analysis of Learning Styles and Student Satisfaction in Web-based Instructional Environments by : An-Sheng Lee
Download or read book An Analysis of Learning Styles and Student Satisfaction in Web-based Instructional Environments written by An-Sheng Lee and published by . This book was released on 2005 with total page 338 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Applying Collaborative and E-learning Tools to Military Distance Learning by : Curtis Jay Bonk
Download or read book Applying Collaborative and E-learning Tools to Military Distance Learning written by Curtis Jay Bonk and published by . This book was released on 2000 with total page 104 pages. Available in PDF, EPUB and Kindle. Book excerpt: "This report is a resource guide for those concerned with using collaborative and e-learning environments; those that use the Internet in a military training setting. The report is intended for training developers and planners, instructional designers, and program evaluators. The report offers a broad examination of findings from the educational literature, where the preponderance of research on e-learning tools and collaborative learning (i.e., groups of learners who have a common goal) has been conducted. Reviewed first are the emergence of e-learning tools and constructivism, the role of the instructor in such approaches, and the increasing importance of learner-centered approaches to instruction. Appropriate quantitative and qualitative research methodologies are then described. A summary of relevant findings on collaborative tools, individual differences, and learning communities is also provided. Suggestions are made for experiments that test the adaptability to military training environments of e-learning and collaborative learning methods emanating from education. Ten primary and 17 secondary experiments are devised that derive from current psychological principles in cognition, motivation, social factors, and individual differences as applied to Internet-enabled learning."--DTIC.
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 Web-Based Teaching and Learning across Culture and Age by : Fengfeng Ke
Download or read book Web-Based Teaching and Learning across Culture and Age written by Fengfeng Ke and published by Springer Science & Business Media. This book was released on 2013-05-24 with total page 176 pages. Available in PDF, EPUB and Kindle. Book excerpt: With limited empirical research available on online teaching across cultures especially with Native and Hispanic American students, this book will present the findings of a two-year, Spencer-funded study in creating an inclusive (i.e., multicultural and intergenerational) instructional design model for online learning. The book is expected to provide the readers a field guide of teaching approach (comprising pedagogical, technical, relational and other suggestions for teaching) for inclusive e-learning, with a foundation in the research on how students from different cultures and generation groups learn online. This two-year, multi-course-site study, as a first effort to examine online college teaching and learning effective across culture and age, contributed a list of important findings on the following questions: • To what extent are online learning and interaction experiences and performances consistent across varied ethnic/cultural, and age groups and in what ways do they vary? • What online instructional contexts do students and faculty, especially non-traditional and minority students, identify as supporting learning and student success? • What are the relationships between online instructional contexts, online learning performance, and learning success of students with diverse ethnicity/culture and age background? By consolidating the findings for the aforementioned research questions, the researchers of this study have developed a data-driven online instructional design model that can work as a field guide on cross-cultural and intergenerational teaching and learning for online education practitioners.
Book Synopsis Learning Styles, Subject Matter, and Effectiveness in Undergraduate Distance Education by : Darren Wu
Download or read book Learning Styles, Subject Matter, and Effectiveness in Undergraduate Distance Education written by Darren Wu and published by . This book was released on 2014 with total page 126 pages. Available in PDF, EPUB and Kindle. Book excerpt: Are potential relationships among students' learning styles and effectiveness in online education moderated by subject matter for undergraduate students at a private higher education institution? This causal relationship correlational study evaluated the effects of subject matter as a moderating variable between students learning styles and effectiveness of distance education (DE). Students in online English courses and online math courses at a private university located in the southeastern United States completed the Index of Learning Styles (ILS) instrument and an end of course satisfaction survey. Tests for homogeneity determined that the two comparison groups (English and math) were comparable since only one out of 11 variables analyzed had a statistically significant difference. Eight null hypotheses were evaluated for each of the four dimensions of the ILS and achievement or satisfaction. The null hypotheses were retained for seven of the eight null hypotheses. Subject matter did not appear to be a moderating variable for these seven relationships. However, the eighth null hypothesis was rejected. The correlation between the ILS measure of sequential/global learning style and student satisfaction for students completing an English course differed significantly from that of students completing a math course. There was a high correlation in the English group between the sequential/global dimension of the ILS and course satisfaction. DE course designers of English courses should take extra precautions to present material in logical or sequential steps.
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 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.].
Book Synopsis Web-Based Learning by : Harold F. O'Neil
Download or read book Web-Based Learning written by Harold F. O'Neil and published by Routledge. This book was released on 2013-09-05 with total page 477 pages. Available in PDF, EPUB and Kindle. Book excerpt: Web-Based Learning: Theory, Research, and Practice explores the state of the art in the research and use of technology in education and training from a learning perspective. This edited book is divided into three major sections: *Policy, Practice, and Implementation Issues -- an overview of policy issues, as well as tools and designs to facilitate implementation of Web-based learning; *Theory and Research Issues -- a look at theoretical foundations of current and future Web-based learning; the section also includes empirical studies of Web-based learning; and *Summary and Conclusions -- highlights key issues in each chapter and outlines a research and development agenda. Within this framework the book addresses several important issues, including: the primacy of learning as a focus for technology; the need to integrate technology with high standards and content expectations; the paucity of and need to support the development of technology-based curriculum and tools; the need to integrate assessment in technology and improve assessment through the use of technology; and the need for theory-driven research and evaluation studies to increase our knowledge and efficacy. Web-Based Learning is designed for professionals and graduate students in the educational technology, human performance, assessment and evaluation, vocational/technical, and educational psychology communities.
Book Synopsis The Relationship Between Student Characteristics, Including Learning Styles, and Their Perceptions and Satisfaction in Web-Based Courses in Higher Education by : Sami Sahin
Download or read book The Relationship Between Student Characteristics, Including Learning Styles, and Their Perceptions and Satisfaction in Web-Based Courses in Higher Education written by Sami Sahin and published by . This book was released on 2008 with total page 16 pages. Available in PDF, EPUB and Kindle. Book excerpt: Distance education and web-based courses are mainstream in the United States higher education and growing (NCES, 2003) involving over 80% of four year public universities in 2002. The National Academy of Science review of "how people learn" suggests that technology-mediated learning can be used to respond to students' preferences and related characteristics. This investigation of the relationships between learners' characteristics and their perception of web-based learning and satisfaction with their course used Kolb's (1984) Learning Styles Inventory and Walker's (2003) distance education learning environment instrument plus demographic questions to survey 279 students in five web-based undergraduate courses in a Midwestern university. The study finds that the three dimensions of Moore's Transactional Distance Theory may be linked with Kolb's two dimensional views of individual learning styles. For example, introductory biology courses with high structure are perceived as more satisfactory by students who prefer a more "abstract conceptual" learning style for "knowledge grasping." The author recommends that courses are designed to accommodate multiple learning styles with variety on all dimensions of transactional distance. (Contains 2 figures and 1 table.).
Download or read book Resources in Education written by and published by . This book was released on 1998 with total page 372 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Current Index to Journals in Education by :
Download or read book Current Index to Journals in Education written by and published by . This book was released on 2002 with total page 834 pages. Available in PDF, EPUB and Kindle. Book excerpt:
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 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 Motivation, Volition, and Engagement in Online Distance Learning by : Ucar, Hasan
Download or read book Motivation, Volition, and Engagement in Online Distance Learning written by Ucar, Hasan and published by IGI Global. This book was released on 2021-06-25 with total page 333 pages. Available in PDF, EPUB and Kindle. Book excerpt: Motivation is an important factor in and for all education levels. However, as learners in online distance education milieus are away from both teachers, other learners, and the learning environments physically, this concept becomes more important for online education. Motivating learners in distance education and keeping their motivation alive throughout the learning process is an issue that should be emphasized and taken care of for teachers and instructional designers. At this point, although there are many approaches, models, and theories regarding enhancing and sustaining motivation and engagement in the education processes, it is seen that there is not enough work and/or effective and efficient strategies that can be applied in online distance learning environments. Motivation, Volition, and Engagement in Online Distance Learning evaluates motivational obstacles in online distance education both theoretically and practically, identifies the strengths and weaknesses of the online education environments regarding motivation, and provides actionable motivational and volitional strategies for online educators. This book offers coverage of topics such as learning theories, motivation research, and synchronous online learning environments, making it a valuable resource for researchers, professionals, decision makers, institutions in all education levels, academicians, pre-service teachers, and most importantly, online educators from various disciplines and learners from all educational landscapes.
