The Importance of Learning Style in End-User Training

Bostrom, Robert P.; Olfman, Lorne; Sein, Maung K.

doi:10.2307/249313

Cited by 323 publications

(180 citation statements)

References 41 publications

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“…A number of studies have demonstrated that personality preferences and/or learning styles have an effect on student use of CAI (Bostrom et al, 1990;Ames, 2003;Cook, 2005b;Manochehr, 2006). We previously reported that ''Sensors'' used both the ''Forum'' and ''Flash'' CAI more extensively than ''Intuitives' ' (McNulty et al, 2006), which was validated in this multi-year investigation.…”

Section: Discussionmentioning

confidence: 99%

Evaluation of computer‐aided instruction in a gross anatomy course: A six‐year study

McNulty

Sonntag

Sinacore

2009

Anatomical Sciences Ed

165

142

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Web-based computer-aided instruction (CAI) has become increasingly important to medical curricula. This multi-year study investigated the effectiveness of CAI and the factors affecting level of individual use. Three CAI were tested that differed in specificity of applicability to the curriculum and in the level of student interaction with the CAI. Student personality preferences and learning styles were measured using the Meyers Briggs Type Indicator (MBTI) and Kolb's Learning Style Inventory (LSI). Information on ''computer literacy'' and use of CAI was collected from student surveys. Server logs were used to quantify individual use of respective CAI. There was considerable variability in the level of utilization of each CAI by individual students. Individual use of each CAI differed and was associated with gender, MBTI preferences and learning style, but not with ''computer literacy.'' The majority of students found the CAI useful for learning and used the CAI by themselves. Students who accessed the CAI resources most frequently scored significantly higher on exams compared with students who never accessed the resources. Our results show that medical students do not uniformly use CAI developed for their curriculum and this variability is associated with various attributes of individual students. Our data also provide evidence of the importance of understanding student preferences and learning styles when implementing CAI into the curriculum.

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Section: Discussionmentioning

confidence: 99%

Evaluation of computer‐aided instruction in a gross anatomy course: A six‐year study

McNulty

Sonntag

Sinacore

2009

Anatomical Sciences Ed

165

142

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“…The dependent variable is learning effectiveness. When assessing elearning effectiveness, we need to consider not only the actual effectiveness of the learning content, but also the perceived effectiveness of the e-learning system [29] because the degree of satisfaction with the learning achievement in on-line courses is a critical factor in determining learning effectiveness [30]. In addition, Lowerison, Sclater, Schmid, and Abrami [2] suggested that positive learning experiences include the users' feeling that they have effectively interacted with the instructor and other students, and that the users feel in control of their own learning by means of their active participation.…”

Section: Learning Effectivenessmentioning

confidence: 99%

Does Applying Screenshot Annotations Enhance Learning Effectiveness? The Moderating Role of Course Difficulty

Huang¹,

Huang²

2017

Proceedings of the 50th Hawaii International Conference on System Sciences (2017)

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“…Incorporating with the theories in cognitive psychology, educational psychology, information systems, and computer science, Bostrom et al [2] proposed an end-user training research framework which consists of five variables-target system, training methods, individual differences, mental model, and training outcomes. Their findings suggested that different training methods should be used for different learners.…”

Section: A End-user Trainingmentioning

confidence: 99%

“…[2], Piccoli et al [8], and Sun et al [13], we developed a research model (Fig. 1) in order to examine the factors influencing the success of the use of Facebook Groups as an e-learning environment to support a face-to-face course.…”

Section: A Research Modelmentioning

confidence: 99%

“…The training includes the use of computers and information systems. Bostrom, Olfman, and Sein [2] proposed a framework for end-user computing which incorporated the theories in cognitive psychology, educational psychology, information science, computer science, and other fields. They found that when trainees learned a target system, individual differences, the target system, along with training method would influence trainees' mental model and thus affect their learning performance.…”

Section: Introductionmentioning

confidence: 99%

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The Effectiveness of Facebook Groups for e-Learning

Pi¹

2015

IJIET

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Abstract-E-learning is a new approach for teaching and learning using telecommunication technology such as the Internet. Learners can receive knowledge anytime, anywhere. In order to understand the factors influencing learners' intention to use e-learning systems and the effectiveness using the systems, recent studies designed different learning methods over various learning systems. However, most of the studies focused on the one-way e-learning systems. In such systems, the communications are mainly between learners and instructors. We argued that peer interactions play an important role on e-learning. Using Facebook Groups for School as the e-learning platform, we empirically tested the proposed model. We found that technology quality and interaction with instructor would affect learners' perceived satisfaction. The interaction with peers and learners' satisfaction would influence the intention of continuous use of the course Facebook Groups as a learning support.Index Terms-E-learning, facebook groups for schools, interaction with peers, interaction with instructor.

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The Importance of Learning Style in End-User Training

Cited by 323 publications

References 41 publications

Evaluation of computer‐aided instruction in a gross anatomy course: A six‐year study

Evaluation of computer‐aided instruction in a gross anatomy course: A six‐year study

Does Applying Screenshot Annotations Enhance Learning Effectiveness? The Moderating Role of Course Difficulty

The Effectiveness of Facebook Groups for e-Learning

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