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Matching cognitive style to Web-base...

Rodriguez, Michelle Marie.

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Matching cognitive style to Web-based instruction.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Matching cognitive style to Web-based instruction./
作者:	Rodriguez, Michelle Marie.
面頁冊數:	75 p.
附註:	Major Professor: Charles D. Dziuban.
Contained By:	Dissertation Abstracts International62-10A.
標題:	Business Administration, Marketing. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3029055
ISBN:	0493413421

Matching cognitive style to Web-based instruction.
Rodriguez, Michelle Marie.

Matching cognitive style to Web-based instruction. - 75 p.

Major Professor: Charles D. Dziuban.

Thesis (Ph.D.)--University of Central Florida, 2001.

This research—conducted at the University of Central Florida during summer 2001—distinguishes how the sensing-intuitive dimension of cognitive style, as identified by the Kiersey Temperament Sorter, affects learning in a hypertext web based instructional design versus learning in a linear text design. The investigator used responses from 169 undergraduate marketing students.

ISBN: 0493413421Subjects--Topical Terms:

1017573
Business Administration, Marketing.

Matching cognitive style to Web-based instruction.
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245 1 0 $a Matching cognitive style to Web-based instruction.
300 $a 75 p.
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500 $a Source: Dissertation Abstracts International, Volume: 62-10, Section: A, page: 3322.
502 $a Thesis (Ph.D.)--University of Central Florida, 2001.
520 $a This research—conducted at the University of Central Florida during summer 2001—distinguishes how the sensing-intuitive dimension of cognitive style, as identified by the Kiersey Temperament Sorter, affects learning in a hypertext web based instructional design versus learning in a linear text design. The investigator used responses from 169 undergraduate marketing students.
520 $a Two web based instructional protocols containing marketing content, tested in a controlled computer laboratory environment, measured respondents' cognitive style by the Kiersey Temperament Sorter's intuition and sensing dimensions. A multiple choice pre-test, administered before the instructional lesson, established a base line; a post-test indexed cognitive gains.
520 $a Pre-assigned subjects—based on their cognitive style outcomes to either a linear text design or hypertext design—ensured an approximate number of equal respondents per group. The internal consistency (the variance proportion in each item attributed to the test score) for the pre- and post-tests was indexed with coefficient alpha (Cronbach, 1951).
520 $a Descriptive statistics determined quiz score means, cognitive style distributions, and the subjects' demographic profiles. An independent t-test determined any significant differences between the pre- and post-tests. A hypothesis supposed that intuiting-preferring individuals learn marketing content better using a “hypermedia design,” while sensation-learning individuals learn better by a “linear text design”.
520 $a The “Product Information Quiz” (a post-test) was the dependent variable for 2 x 2 between-subjects' variance analysis (ANOVA). The intuiting-preferring and sensation-preferring cognitive styles and the hypermedia and linear instructional design types were the independent variables, with two levels each. Gender and the instructional designs were independent variables, with two levels each for a second ANOVA to determine if significant patterns existed across gender. A cross-tabulation, conducted between the subjects' major and cognitive style, identified any relationships that existed between major and cognitive style choices.
590 $a School code: 0705.
650 4 $a Business Administration, Marketing. $3 1017573
650 4 $a Education, Industrial. $3 1017516
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790 1 0 $a Dziuban, Charles D., $e advisor
791 $a Ph.D.
792 $a 2001
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