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A study of adult learning styles and...

Buell, Deborah Jeanine.

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A study of adult learning styles and course satisfaction with a new model of blended distributed learning in multiple institutional teaching centers.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	A study of adult learning styles and course satisfaction with a new model of blended distributed learning in multiple institutional teaching centers./
作者:	Buell, Deborah Jeanine.
面頁冊數:	191 p.
附註:	Source: Dissertation Abstracts International, Volume: 61-10, Section: A, page: 3913.
Contained By:	Dissertation Abstracts International61-10A.
標題:	Education, Higher. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9989821
ISBN:	0599966955

A study of adult learning styles and course satisfaction with a new model of blended distributed learning in multiple institutional teaching centers.
Buell, Deborah Jeanine.

A study of adult learning styles and course satisfaction with a new model of blended distributed learning in multiple institutional teaching centers. - 191 p.

Source: Dissertation Abstracts International, Volume: 61-10, Section: A, page: 3913.

Thesis (Ed.D.)--University of Houston, 2000.

The rise of the Internet economy, the networked organization and networked campus is changing what it means to work, learn and live in a digital society. This environment creates demand for educated workers and citizens who can meet the challenges of a global, knowledge economy. It has also lead to growing enrollment in distance learning programs by adult working students who find that distance course work allows them to shift course work around work schedules, family life and other responsibilities.

ISBN: 0599966955Subjects--Topical Terms:

543175
Education, Higher.

A study of adult learning styles and course satisfaction with a new model of blended distributed learning in multiple institutional teaching centers.
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245 1 2 $a A study of adult learning styles and course satisfaction with a new model of blended distributed learning in multiple institutional teaching centers.
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500 $a Adviser: Barbara Korth.
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520 $a The rise of the Internet economy, the networked organization and networked campus is changing what it means to work, learn and live in a digital society. This environment creates demand for educated workers and citizens who can meet the challenges of a global, knowledge economy. It has also lead to growing enrollment in distance learning programs by adult working students who find that distance course work allows them to shift course work around work schedules, family life and other responsibilities.
520 $a Higher education institutions have responded to the needs of adult working students by expanding their distance learning programs and offering distance course work that uses multiple delivery technologies. Multiple technologies support an enriched learning environment that enables interactive, collaborative and experiential learning activities. While a distributed, experiential distance learning model is supported by literature on adult learning and lifestyle needs little research has been done to determine what student groups and learning styles benefit most from a multiple technology environment.
520 $a Given this need, a correlation research design was used to investigate what relationship, if any exists between student learning style, course satisfaction, computer and Internet experience and interactivity. Student participants in the study were enrolled in either a Business Communications or Business Ethics class at the University of Houston Downtown. The courses were delivered by interactive video, computer conferencing and companion course web site from the Houston campus to suburban sites in Fort Bend County and in the Woodlands, Texas.
520 $a Findings from the correlation analysis showed that there is no significant relationship between learning style, computer and Internet experience, course satisfaction and interactivity. However, a significant relationship was found between course satisfaction and computer and Internet experience.
520 $a Results from the learning style analysis showed that 57% of student participants preferred the Assimilator and the Converger learning styles while the remaining 43% of participants preferred the Diverger, Accommodator and Balanced learning styles.
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