東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Investigating the impact of e-learne...

Butler, Heather.

FindBook

Google Book

Amazon

博客來

Investigating the impact of e-learner cognitive style on the predictive value of student success in online distance education courses.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Investigating the impact of e-learner cognitive style on the predictive value of student success in online distance education courses./
作者:	Butler, Heather.
面頁冊數:	140 p.
附註:	Source: Dissertation Abstracts International, Volume: 69-03, Section: A, page: 0858.
Contained By:	Dissertation Abstracts International69-03A.
標題:	Education, Administration. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3305623
ISBN:	9780549521556

Investigating the impact of e-learner cognitive style on the predictive value of student success in online distance education courses.
Butler, Heather.

Investigating the impact of e-learner cognitive style on the predictive value of student success in online distance education courses. - 140 p.

Source: Dissertation Abstracts International, Volume: 69-03, Section: A, page: 0858.

Thesis (Ph.D.)--Lynn University, 2008.

Currently, online professional development is growing rapidly in business and industry. The purpose of this study was to determine whether learners' cognitive styles influenced the learners' online course satisfaction and the possible relationships with student demographic characteristics. 83 participants of a Southeast Florida public school district completed the data-gathering instruments. Data was entered into a Statistical Package for the Social Science (SPSS) computer program for statistical analyses. Results suggest that cognitive learning styles influence a learner's online course satisfaction. Furthermore, certain student demographic characteristics effect online course satisfaction. Successful experience in an online learning environment increases student achievement.

ISBN: 9780549521556Subjects--Topical Terms:

626645
Education, Administration.

Investigating the impact of e-learner cognitive style on the predictive value of student success in online distance education courses.
LDR:01675nam 2200277 a 45 001 962515
005 20110830
008 110831s2008 ||||||||||||||||| ||eng d
020 $a 9780549521556
035 $a (UMI)AAI3305623
035 $a AAI3305623
040 $a UMI $c UMI
100 1 $a Butler, Heather. $3 1285573
245 1 0 $a Investigating the impact of e-learner cognitive style on the predictive value of student success in online distance education courses.
300 $a 140 p.
500 $a Source: Dissertation Abstracts International, Volume: 69-03, Section: A, page: 0858.
502 $a Thesis (Ph.D.)--Lynn University, 2008.
520 $a Currently, online professional development is growing rapidly in business and industry. The purpose of this study was to determine whether learners' cognitive styles influenced the learners' online course satisfaction and the possible relationships with student demographic characteristics. 83 participants of a Southeast Florida public school district completed the data-gathering instruments. Data was entered into a Statistical Package for the Social Science (SPSS) computer program for statistical analyses. Results suggest that cognitive learning styles influence a learner's online course satisfaction. Furthermore, certain student demographic characteristics effect online course satisfaction. Successful experience in an online learning environment increases student achievement.
590 $a School code: 1381.
650 4 $a Education, Administration. $3 626645
650 4 $a Education, Adult and Continuing. $3 626632
650 4 $a Education, Curriculum and Instruction. $3 576301
650 4 $a Education, Technology. $3 1017498
690 $a 0514
690 $a 0516
690 $a 0710
690 $a 0727
710 2 $a Lynn University. $3 1020769
773 0 $t Dissertation Abstracts International $g 69-03A.
790 $a 1381
791 $a Ph.D.
792 $a 2008
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3305623