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LEARNING STYLES AND INTERACTION IN WEB-BASED LEARNING ENVIRONMENTS
Title
LEARNING STYLES AND INTERACTION IN WEB-BASED LEARNING ENVIRONMENTS.
Author
Lee, Russell Leavon, Rasmussen, Karen L., Northrup, Pamela T., Franklin, Godfrey, Howard, W. Gary, University of West Florida
Abstract/Description
Web-based courses have increased in popularity because they are convenient and successfully address the work schedule and other constraints which have precluded learners from enrolling in classes. Because more Web-based courses will invariably be offered in the future, some assurances must be provided to the institution, the faculty, and the students that distance education will meet expectations for a quality education. Not only will students expect an education as equal in quality as that...
Show moreWeb-based courses have increased in popularity because they are convenient and successfully address the work schedule and other constraints which have precluded learners from enrolling in classes. Because more Web-based courses will invariably be offered in the future, some assurances must be provided to the institution, the faculty, and the students that distance education will meet expectations for a quality education. Not only will students expect an education as equal in quality as that provided by traditional offerings, they will expect a student-centered learning environment, designed to meet their individual needs. In this study, the relationship between learning styles and interaction in a Webbased learning environment was examined. The Grasha-Riechmann Student Learning Style Scales (GRSLSS) was administered to determine student social learning preferences in 6 learning style categories: participant/avoidant, collaborative/ competitive, and independent/dependent. The Online Learning Interaction Inventory (OLII) was administered to investigate the types of interactions students perceived to be important for Web-based learning. A statistical relationship between several online learning interactions (Content Interaction, Conversation and Collaboration, Intrapersonal/Metacognitive, and Support) and student learning styles (Participant/Avoidant, Collaborative/Competitive, and Independent/Dependent) was found. Data analyses included item frequencies, contingency tables, and Kendall's Tau rank correlation.
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Date Issued
2010
Identifier
WFE0000208, uwf:60935
Format
Document (PDF)
METACOGNITIVE AND LEARNING STRATEGIES USED BY ADULT NOVICE WEB-BASED STUDENTS
Title
METACOGNITIVE AND LEARNING STRATEGIES USED BY ADULT NOVICE WEB-BASED STUDENTS.
Author
Hemmye, Carol Lynn, Rasmussen, Karen L., Northrup, Pamela T., Rogers, Mary F., Williams, Marcia, University of West Florida
Abstract/Description
Metacognitive and learning strategy acquisition by novice Web-based students during the course of a single semester was investigated in this case study of 6 female adult novice Web students. The Learning and Study Strategies Inventory and Metacognitive Awareness Inventory were used as pre and posttests with additional data collected via interviews and think-aloud protocols. The results suggest that female adult novice Web students enter Web classes with basic metacognitive and learning...
Show moreMetacognitive and learning strategy acquisition by novice Web-based students during the course of a single semester was investigated in this case study of 6 female adult novice Web students. The Learning and Study Strategies Inventory and Metacognitive Awareness Inventory were used as pre and posttests with additional data collected via interviews and think-aloud protocols. The results suggest that female adult novice Web students enter Web classes with basic metacognitive and learning strategies and, with the exception of time management strategies, acquire additional strategies as the semester progresses, even in the absence of interventions.
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Date Issued
2004
Identifier
WFE0000034, uwf:60768
Format
Document (PDF)
MOTIVATION AND SELF-REGULATION OF LEARNING STRATEGIES ON STUDENT PERFORMANCE IN ONLINE COURSES
Title
MOTIVATION AND SELF-REGULATION OF LEARNING STRATEGIES ON STUDENT PERFORMANCE IN ONLINE COURSES.
Author
Peyton, Tracy Arnold, Rasmussen, Karen L., Cotten, Dona K., Droegemueller, Lee A., Northrup, Pamela T., Stout, David L., University of West Florida
Abstract/Description
The researcher explored whether motivation and self-regulation of learning strategies predicted student performance online. Thirty-five participants from 5 sections of ENC 1101 completed The Motivated Strategies for Learning Questionnaire (Pintrich, Smith, Garcia, & McKeachie, 1991). Using multiple regression, the researcher found that neither motivation nor self-regulation significantly predicted student performance in this setting, nor did the interaction of the 2. However, significant...
Show moreThe researcher explored whether motivation and self-regulation of learning strategies predicted student performance online. Thirty-five participants from 5 sections of ENC 1101 completed The Motivated Strategies for Learning Questionnaire (Pintrich, Smith, Garcia, & McKeachie, 1991). Using multiple regression, the researcher found that neither motivation nor self-regulation significantly predicted student performance in this setting, nor did the interaction of the 2. However, significant correlations were noted between independent variables. Motivation and self-regulation correlated. Furthermore, some subcomponents of motivation and self-regulation correlated: (a) the value component of motivation with the resource management component of self-regulation; (b) cognitive and metacognitive strategy use with resource management, both self-regulation components; and (c) value with cognitive and metacognitive strategy use.
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Date Issued
2003
Identifier
WFE0000056, uwf:60693
Format
Document (PDF)
NO TEACHER LEFT BEHIND: ANALYSIS OF TECHNOLOGY USE IN THE GEOGRAPHIC AREA OF AN OHIO JOINT VOCATIONAL SCHOOL DISTRICT
Title
NO TEACHER LEFT BEHIND: ANALYSIS OF TECHNOLOGY USE IN THE GEOGRAPHIC AREA OF AN OHIO JOINT VOCATIONAL SCHOOL DISTRICT.
Author
Burgess, Harvey Blake, Northrup, Pamela T., Boling, Charlotte J., Rasmussen, Karen L., Stout, David L., University of West Florida
Abstract/Description
The purpose of this study was to examine data collected by the Ohio SchoolNet Commission on the use of technology in an Ohio Joint Vocational School District. The survey included questions about teacher professional development, leadership contributions to technology, technology use in instruction, technology use in classroom management, and technology support. Statistical processes were used to examine trends and relationships between variables. Variables were (a) use of educational...
Show moreThe purpose of this study was to examine data collected by the Ohio SchoolNet Commission on the use of technology in an Ohio Joint Vocational School District. The survey included questions about teacher professional development, leadership contributions to technology, technology use in instruction, technology use in classroom management, and technology support. Statistical processes were used to examine trends and relationships between variables. Variables were (a) use of educational technology for instructional and administrative activities, (b) teacher perception of leadership support, (c) support of standards, (d) student use of technology for learning, (e) technology professional development, and (f) hours spent in technology professional development. The results of the study indicated strong positive relationships between teacher and student use of technology.
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Date Issued
2005
Identifier
WFE0000036, uwf:60734
Format
Document (PDF)
THREADED DISCUSSION INSTRUCTIONAL STRATEGIES AND STUDENT PERFORMANCE
Title
THREADED DISCUSSION INSTRUCTIONAL STRATEGIES AND STUDENT PERFORMANCE.
Author
Krull, Rodger Pratt, Havard, Byron C., Rasmussen, Karen L., Northrup, Pamela T., University of West Florida
Abstract/Description
Educators need insight into what instructional strategies are effective in the online environment, but few researchers have contrasted threaded discussion strategies and measures of student performance using a quantitative approach. Also, the effectiveness of threaded discussion strategies across all student generation groups or between genders is not resolved. This paper contains a quantitative group comparison study of 438 undergraduate students at a regional comprehensive university using...
Show moreEducators need insight into what instructional strategies are effective in the online environment, but few researchers have contrasted threaded discussion strategies and measures of student performance using a quantitative approach. Also, the effectiveness of threaded discussion strategies across all student generation groups or between genders is not resolved. This paper contains a quantitative group comparison study of 438 undergraduate students at a regional comprehensive university using ex post facto data. The data were derived from a purposeful sample of 15 fully online course sections. The purpose of the study was to compare several elements associated with teaching presence, student generation groups, and student genders in terms of student performance. Although neither the threaded discussion strategy nor the student participation requirement appeared to relate to students' final course grades, those two course design elements did appear related to differences in group performance indicated by discussion thread length. The conclusion was that an instructor may provide students with more extrinsic motivation to engage in discourse by imposing more structure on the discussions. A high level of the instructor participation component of teaching presence appeared unrelated to students' final course grades but was associated with lower group performance as indicated by shorter discussion threads. These results may indicate a need for instructors to limit their participation in discussions lest they cut the conversations short or discourage further student participation. Generational differences were noted between the younger traditional undergraduate students comprised of individuals from Generation Y and the older non-traditional undergraduate students. The former tended to receive lower final grades than the latter but were associated with longer discussion thread lengths. These results may relate to generation group differences in intrinsic motivation, maturity, work ethic, and comfort with communicating and collaborating in the online environment. The only gender difference noted was a longer discussion thread length associated with females. These findings tend to support that variations in the teaching presence indicators of threaded discussion strategy, student participation requirement, and instructor participation were related to changes in the student performance outcomes associated with the threaded discussion community of inquiry.
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Date Issued
2013
Identifier
WFE0000403, uwf:61152
Format
Document (PDF)