The Relationship Between Learning Styles and Success in Online Learning PDF Download
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Author: Marci Malcom
Publisher:
ISBN:
Category :
Languages : en
Pages : 79
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Book Description
The purpose of this study was to explore the extent to which online learning students could identify their learning styles and understand how they learn. Specifically students were given an online survey asking students to identify their learning styles, how they learn, their satisfaction level, and perception of success in online learning. Relationships were explored between students identifying their learning styles and their knowledge of how they learn and satisfaction and success in online learning. The research focused on a group of online learners from a north Texas high school. In addition to the online survey, participants completed the Kolb Learning Style Inventory (LSI) to identify their learning styles. Results from the online survey and LSI were combined with data obtained from the cooperating school district for analysis. Satisfaction was measured based on student responses to survey questions, and success was measured using semester grades. This study added to the body of knowledge related to K-12 online learning and students abilities to identify and understand learning styles. It showed that students of all learning styles can be successful in online learning. The majority of students were both successful and satisfied making it difficult to generalize the finding to a larger population. There was not a correlation between the ability to identify learning styles and success or a correlation between correctly identifying learning styles and satisfaction in online learning with this population. In addition to adding to the body of knowledge, this study raised new questions for further study related to K-12 online learning. Generalizations can be made, but further studies with larger more heterogeneous populations are needed to validate these findings.
Author: Marci Malcom
Publisher:
ISBN:
Category :
Languages : en
Pages : 79
Get Book Here
Book Description
The purpose of this study was to explore the extent to which online learning students could identify their learning styles and understand how they learn. Specifically students were given an online survey asking students to identify their learning styles, how they learn, their satisfaction level, and perception of success in online learning. Relationships were explored between students identifying their learning styles and their knowledge of how they learn and satisfaction and success in online learning. The research focused on a group of online learners from a north Texas high school. In addition to the online survey, participants completed the Kolb Learning Style Inventory (LSI) to identify their learning styles. Results from the online survey and LSI were combined with data obtained from the cooperating school district for analysis. Satisfaction was measured based on student responses to survey questions, and success was measured using semester grades. This study added to the body of knowledge related to K-12 online learning and students abilities to identify and understand learning styles. It showed that students of all learning styles can be successful in online learning. The majority of students were both successful and satisfied making it difficult to generalize the finding to a larger population. There was not a correlation between the ability to identify learning styles and success or a correlation between correctly identifying learning styles and satisfaction in online learning with this population. In addition to adding to the body of knowledge, this study raised new questions for further study related to K-12 online learning. Generalizations can be made, but further studies with larger more heterogeneous populations are needed to validate these findings.
Author: Brian Matthew McCann
Publisher:
ISBN:
Category : Agricultural education
Languages : en
Pages : 214
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Book Description
Author: Allan Greenberg
Publisher:
ISBN: 9781109338676
Category :
Languages : en
Pages : 140
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Book Description
Online learning has grown exponentially in recent years. Limited knowledge and research exists concerning the relationship between synchronous online learning and its influence on student learning styles. the research questions guiding this study were (a) How are students' learning styles affected by synchronous online learning environments? (b) What are the learning style preferences before the online class? (c) What are their learning styles after the online classes? (d) Do adults change their learning styles when confronted with online synchronous learning? the research questions were answered using the Soloman-Felder learning style assessment. Data were collected from 20 respondents, all graduate students in a synchronous online course of study. A preexisting online learning style questionnaire was used to test and measure the participants' learning styles. There were several significant findings in the study. First, the research showed that levels of education, gender, or ethnicity did not influence adults' preferred learning style. Second, students with prior online learning experience appeared to prefer intuitive styles as opposed to sensing styles. Third, the data from this study showed that 90% (n = 18) of the research participants did in fact alter their learning styles during the duration of the course, but by the end of the course these students had reverted back to their original learning style. Future research should look at the impact of technology on adult learners and their commitment and motivation to learning. Additionally, future research should explore whether preferred learning style has any relationship to adults' success in learning.
Author: Hakan Cangir
Publisher: BoD – Books on Demand
ISBN: 3955380211
Category : Education
Languages : en
Pages : 127
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Book Description
Scrutinizing the overall classroom achievement of language students, Hakan Cangir investigates how effective supplementary materials to computer-assisted language learning (CALL) can be. He explores the relationship between students' learning styles and their classroom achievement when supported by supplementary online material, thus shedding light on the differences in the students' approaches of using CALL material. Based on his analysis, Cangir presents fascinating pedagogical suggestions for language learning.
Author: Amy Baldwin
Publisher:
ISBN: 9781951693169
Category :
Languages : en
Pages :
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Book Description
Author: Ronald R. Sims
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 322
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Book Description
"It is the intent of this book to contribute to the ongoing dialogue on the important relationship of identifying an individual's learning style and the implications of how providing appropriate instruction in response to that and other styles can contribute to more effective learning and performance as mandated by calls for increased accountability and measures of learner learning success." --p. xiii.
Author: John R. Verduin, Jr.
Publisher: Jossey-Bass
ISBN:
Category : Education
Languages : en
Pages : 304
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Book Description
Distance Education gives adult educators in a range of fields, from higher education to the military, a comprehensive reference for developing creative, nontraditional approaches to learning by using a variety of media in a wide range of settings. It presents an innovative approach to distance instruction based on learning objectives.
Author: Kam Cheong Li
Publisher: Springer Nature
ISBN: 9811565910
Category : Education
Languages : en
Pages : 376
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Book Description
This book explores a broad range of innovations in education, such as flipped classrooms, the educational use of social media, mobile learning and educational resources. It also includes theoretical discussions and practical applications related to the use of augmented reality and educational technologies for improving students’ engagement and facilitating their future studies and careers. Featuring case studies and practical applications illustrating the effectiveness of new modes of education in which the latest technologies and innovations are widely used in the global context, the book helps readers develop their awareness of the related insights and implications, in order to deepen their understanding and stimulate critical thinking as to how new technologies have made learning and teaching easier in different educational settings.
Author: Theresa Brosche
Publisher: Jones & Bartlett Learning
ISBN: 076377619X
Category : Computers
Languages : en
Pages : 222
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Book Description
Successful Online Learning: Managing the Online Learning Environment Efficiently and Effectively is a neccessary resource for students who are new to the online learning environment or for students who are already in the online learning environment and are seeking additional strategies or tips to help them manage the online environment more effectively. This handbook includes real-life scenarios, effective strategies, tips for success, and a checklist at the end of each chapter to assist students to function efficiently and effectively in the online learning environment.
Author: David H. Jonassen
Publisher: Routledge
ISBN: 1136480994
Category : Education
Languages : en
Pages : 483
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Book Description
Written for teachers, trainers, and instructional designers -- anyone who is responsible for designing or preparing instruction -- this book begins with one basic premise: individual differences mediate learning at all levels and in all situations. That is, some learners find it easier or more difficult to learn some skills or to learn from certain forms of instruction because they vary in terms of aptitude, cognitive styles, personality, or learning styles. This volume describes most of the major differences in a readable and accessible way and demonstrates how to design various forms of instruction and predict the ease with which learners will acquire different skills. Most books that discuss any learner differences focus on those that characterize special education populations, whereas this book focuses on normal learners. Designed as a handbook, this volume is structured to provide easy and consistent access to information and answers, and prescriptions and hypotheses. When definitive answers are not possible because there is no research documentation, the authors suggest theories designed to stimulate future research.
