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Temperament-based learning styles: ...

Higgins, Patricia Marie.

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Temperament-based learning styles: Implications for distance education.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Temperament-based learning styles: Implications for distance education./
作者:	Higgins, Patricia Marie.
面頁冊數:	149 p.
附註:	Adviser: Theresa Crawford.
Contained By:	Dissertation Abstracts International63-12B.
標題:	Education, Educational Psychology. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3075774
ISBN:	0493960597

Temperament-based learning styles: Implications for distance education.
Higgins, Patricia Marie.

Temperament-based learning styles: Implications for distance education. - 149 p.

Adviser: Theresa Crawford.

Thesis (Ph.D.)--Capella University, 2003.

Relationships among students' temperament-based learning styles, tendencies towards extraversion and introversion, grades, and opinions about distance education are explored. Factors that influence students' opinions about distance education are researched and discussed. College students (n = 69) who were currently taking or had recently taken a course via distance education volunteered to take two online assessments: the Keirsey Temperament Sorter II (KTS-II) and a researcher-designed Distance Education Survey (DES). The results of these assessments indicated that some statistically significant relationships existed among gender, tendencies toward introversion or extraversion, grade levels, and students' grade point averages. No statistical relationships among temperament-based learning styles and opinions toward distance education were identified. Suggestions for future research are discussed.

ISBN: 0493960597Subjects--Topical Terms:

1017560
Education, Educational Psychology.

Temperament-based learning styles: Implications for distance education.
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520 $a Relationships among students' temperament-based learning styles, tendencies towards extraversion and introversion, grades, and opinions about distance education are explored. Factors that influence students' opinions about distance education are researched and discussed. College students (n = 69) who were currently taking or had recently taken a course via distance education volunteered to take two online assessments: the Keirsey Temperament Sorter II (KTS-II) and a researcher-designed Distance Education Survey (DES). The results of these assessments indicated that some statistically significant relationships existed among gender, tendencies toward introversion or extraversion, grade levels, and students' grade point averages. No statistical relationships among temperament-based learning styles and opinions toward distance education were identified. Suggestions for future research are discussed.
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