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Generational perspective of higher e...

Williams, Chad James.

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Generational perspective of higher education online student learning styles.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Generational perspective of higher education online student learning styles./
作者:	Williams, Chad James.
面頁冊數:	209 p.
附註:	Source: Dissertation Abstracts International, Volume: 74-11(E), Section: A.
Contained By:	Dissertation Abstracts International74-11A(E).
標題:	Education, Leadership. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3568123
ISBN:	9781303217524

Generational perspective of higher education online student learning styles.
Williams, Chad James.

Generational perspective of higher education online student learning styles. - 209 p.

Source: Dissertation Abstracts International, Volume: 74-11(E), Section: A.

Thesis (Ed.D.)--University of Montana, 2013.

The purpose of this study was to determine whether students associated with a generational group exhibit similar learning styles as identified by the Felder and Soloman Index of Learning Styles instrument. The secondary purpose was to determine to what degree these generational groups rate their satisfaction with online education through the use of the Distance Education Learning Environment Survey (DELES) instrument.

ISBN: 9781303217524Subjects--Topical Terms:

1035576
Education, Leadership.

Generational perspective of higher education online student learning styles.
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500 $a Source: Dissertation Abstracts International, Volume: 74-11(E), Section: A.
500 $a Adviser: John Matt.
502 $a Thesis (Ed.D.)--University of Montana, 2013.
520 $a The purpose of this study was to determine whether students associated with a generational group exhibit similar learning styles as identified by the Felder and Soloman Index of Learning Styles instrument. The secondary purpose was to determine to what degree these generational groups rate their satisfaction with online education through the use of the Distance Education Learning Environment Survey (DELES) instrument.
520 $a The instruments were administered to Montana University System students who were enrolled in one or more fully online courses. The data was analyzed using descriptive statistics, chi-square, and ANOVA. The collected data of 1426 (n) from a total surveyed population of 9,983 students revealed that generational learning styles indicated statistically significant differences with regard to visual-verbal learning style preferences, but no other statistically significant differences related to preferences were determined between the generational groups. Further analysis of the DELES results indicated that there were statistically significant mean difference score comparisons among the Millennial Generation, Generation X, and Baby Boomers. Specifically, the Millennial Generation reported lower scores on overall satisfaction survey components as compared with both Generation X and Baby Boomer respondents.
520 $a This study presents recommendations that may be used by faculty, instructional designers, and college leadership to address the continued growth and diversity of student populations. This increased awareness fostering an understanding on issues such as online program development, student satisfaction, and online student retention.
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