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Students' learning styles and their ...

Butler, Thomas John.

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Students' learning styles and their preferences for online instructional methods.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Students' learning styles and their preferences for online instructional methods./
作者:	Butler, Thomas John.
面頁冊數:	144 p.
附註:	Source: Dissertation Abstracts International, Volume: 65-04, Section: B, page: 1758.
Contained By:	Dissertation Abstracts International65-04B.
標題:	Health Sciences, Education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3130114

Students' learning styles and their preferences for online instructional methods.
Butler, Thomas John.

Students' learning styles and their preferences for online instructional methods. - 144 p.

Source: Dissertation Abstracts International, Volume: 65-04, Section: B, page: 1758.

Thesis (Ph.D.)--Seton Hall University, College of Education and Human Services, 2004.

Statement of the problem. The explosion of the number of available online courses and complete degree programs is astounding. It is predicted that the number of online courses will continue to increase as will the enrollment in these types of courses. Thus, it is incumbent upon educators to meet the unique needs of students enrolled in online education. Based upon the need to provide a meaningful learning experience in the online environment, several questions arise. First, is there a dominant learning style in students who enroll in online courses? Second, is there a preferred method of online instruction and finally, is there a relationship between learning styles and the preferred method of online instruction?Subjects--Topical Terms:

1017921
Health Sciences, Education.

Students' learning styles and their preferences for online instructional methods.
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245 1 0 $a Students' learning styles and their preferences for online instructional methods.
300 $a 144 p.
500 $a Source: Dissertation Abstracts International, Volume: 65-04, Section: B, page: 1758.
500 $a Chair: Genevieve Pinto-Zipp.
502 $a Thesis (Ph.D.)--Seton Hall University, College of Education and Human Services, 2004.
520 $a Statement of the problem. The explosion of the number of available online courses and complete degree programs is astounding. It is predicted that the number of online courses will continue to increase as will the enrollment in these types of courses. Thus, it is incumbent upon educators to meet the unique needs of students enrolled in online education. Based upon the need to provide a meaningful learning experience in the online environment, several questions arise. First, is there a dominant learning style in students who enroll in online courses? Second, is there a preferred method of online instruction and finally, is there a relationship between learning styles and the preferred method of online instruction?
520 $a Methods. A two-part survey was administered to all graduate students enrolled in SetonWorldWide. Part A of the survey consisted of the Gregorc Learning Styles Delineator (GSD) while Part B consisted of demographic questions and a Likert scale focusing on the rating of online instructional methods. Learning styles were determined according to the procedures outlined by Gregorc (Gregorc, 1982). Descriptive and correlation statistics were calculated using SPSS statistical software. Principal component analysis reduced the constructs to six extracted factors.
520 $a Results. The subjects (N = 96) displayed various learning styles with dual learning styles (56.2%) representing the largest group. The subjects demonstrated strong preferences for asynchronous log-ons (99%), a high degree of interaction within the course, and also noted a high degree of satisfaction with their online programs (95%).{09}Convenience was the most frequent reason reported (92%) as to why a web course was selected. There were several correlations found between learning styles and preferred methods of online instruction, which were partly attributed to the learning styles traits as described by Gregorc. However, the strong preferences for instructional activities emphasizing convenience and time management and interactivity (threaded discussions, M = 4.41, individual assignments, M = 4.33) seemed to supplant those that might be preferred according to learning styles. Factor analysis yielded six extracted factors that grouped strongly according to instructional preference: Online Instructional Methods (e-journal, e-reserve, mini-lectures and videos), Communication Instructional Methods (chat room and threaded discussion), Analysis Instructional Method (webliography and web-site evaluation, Visual Instructional Methods (CD-ROM use and video clips), Individual Instructional Methods (textbook readings and case studies), and Assessment Instructional Methods (quizzes). Correlation analysis between students' learning styles scores, and the six online instructional methods factors revealed several statistically significant relationships. However, they were inconsistent with the personality traits defined by learning styles.
520 $a Conclusion. Students enrolled in online education because of the convenience. The largest percentage of students in the sample displayed a dual learning style, indicating flexibility with the method of online instruction, but favored the forms of online pedagogy of individual assignments and threaded discussions. An alternative explanation of these findings, which transcends their individual learning style, may be found in the student's personal motivation for seeking a graduate degree.
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