Cognitive Styles In Student Use, Perception, And Satisfaction With Online Learning
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Notice bibliographique
Résumé
The current trend toward online learning significantly changes the paradigm for teaching and learning. While instructors structure and sequence how they teach in a traditional face-to-face classroom, the very nature of online learning shifts the locus of control from the instructor to the learner, as the student picks and chooses how and when they access the course, what aspects they dwell on, and for how long. As a result, a need exists to investigate how different students respond to the online interface. This study conducted at a small Canadian mid-western university was designed to investigate whether a relationship existed between students' cognitive style preferences and their comfort, use, and satisfaction with the online learning environment. The impetus driving this study was largely due to the scarcity of empirical research relating perceptual modality preferences to online learning. The majority of Internet sites do a good job of presenting information visually; however, students with a dominant visual preference represent only 3% of the population. Therefore, without looking at students' cognitive style preferences as they relate to online learning, the medium is neither being used to its fullest, nor are learners receiving the full potential of online learning. The study (n = 94) looked at two aspects of cognitive style preferences: perceptual modality and field independence/dependence. This study found that student perceptual modality preferences were significant for all three research questions (i.e., students' comfort, use, and satisfaction with WebCT). There was a negative correlation between those with auditory preferences and their comfort and use of WebCT. Conversely, there was a positive correlation between students' kinesthetic preferences and their comfort and use of WebCT. With regard to field independent/dependent students, the only relationship this study found was a negative correlation between field dependent learners and their comfort with both the downloading of files and conversion between different files types. The significance of this study lies in providing preliminary insight into how students with different cognitive preferences respond to online learning, and may provide a basis to improve the quality of online learning for students.
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Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,001 | 0,000 |
| Bibliométrie | 0,001 | 0,001 |
| Études des sciences et des technologies | 0,001 | 0,001 |
| Communication savante | 0,000 | 0,002 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,002 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,001 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découle