What type of learning style leads to online participation in the mixed-mode e-learning environment? A study of software usage instruction

Huang, Eugenia Y.; Lin, S.-W.; Huang, Travis K.

doi:10.1016/j.compedu.2011.08.003

Cited by 162 publications

(101 citation statements)

References 47 publications

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“…This is consistent with Huang et al (2011) who found that students who preferred learning facts and using well-established methods for problem solving preferred online options. The fact that higher extrinsic motivation was also related to stronger intentions to use those asynchronous modes suggests that students driven to achieve and be seen to achieve perceive the accessibility and control afforded by asynchronous media as an important means to that end.…”

Section: Discussionsupporting

confidence: 80%

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Bricks or clicks? Predicting student intentions in a blended learning buffet

Hood

2013

AJET

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This study examined predictors of students' intentions to access face-to-face (f2f) or online options for lectures and tutorials in a buffet-style blended learning 2nd-year psychology statistics course (N = 113; 84% female). Students were aged 18 to 51 years (M = 23.16; SD = 6.80). Practical and technological predictors, along with attitudinal and motivational factors drawn from the expectancy value model, were tested. Higher work commitments, greater reliance on rehearsal, higher self-regulation, and higher critical thinking were the most important predictors of intentions to use online lectures. Almost 40% of the variance in those intentions was explained. Having the required computer software was the only independent predictor of intentions to attend synchronous online tutorials. Overall, 10% of the variance in those intentions was explained. Intentions to access asynchronous (archived) online tutorials were uniquely predicted by lower ability and higher extrinsic motivation. Overall, 26% of the variance in those intentions was explained. The predictors did not explain significant variance in intentions to attend f2f lectures or tutorials. These findings contribute to understanding how students go about making choices when faced with buffet style blended learning courses. Motivational and practical factors both influence the choices students make.

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Section: Discussionsupporting

confidence: 80%

“…Independent learners preferred technology-based support, whereas collaborative learners preferred f2f interaction. Huang, Lin, and Huang (2011) also found that learning style affected online participation in a blended learning software usage course. Having a higher sensory learning style was associated with greater online participation.…”

Section: Introductionmentioning

confidence: 99%

Bricks or clicks? Predicting student intentions in a blended learning buffet

Hood

2013

AJET

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“…It contained many personal, professional, and ethnocultural touches, but notably, in this case, the technological component introduced in the lecturer's assignment was a basic axis around which the discussion revolved, right up until the final post. This direction is very characteristic of online discussion, and highlights the central role of the technological environment (Huang et al, 2012;Shaw, 2012). Its use by the lecturer, with the participants following suit, reveals more about the relationship between lecturer and group, as well as illustrating the potential of this resource in facilitating online discussions.…”

Section: And Includes Another Linkmentioning

confidence: 99%

“…Many researchers have looked at various research issues arising from this phenomenon within the teaching and learning processes taking place in the online space: they have run comparative studies of distance vs. face-to-face learning, researched interaction within discussion groups, and studied perceptions of online lecturers (Huang, Lin, & Huang, 2012;Kahiigi Kigozi, Ekenberg, Hansson, Tusubira, & Danielson, 2008;Youssef et al, 2015). In recent years, moreover, much research has been dedicated to the significance of the technological environment and its impact on the perception of literacy, both cultural and digital (Alvermann & Eakle, 2007;Aviram & Eshet-Alkalai, 2006;Eshet-Alkalai, 2004;Schachter & Galili-Schachter, 2012;Weiser, Blau, & Eshet-Alkalai, 2018).…”

Section: Introductionmentioning

confidence: 99%

The development of discourse in the online environment: between technology and multiculturalism

Dorfsman

2018

Int J Educ Technol High Educ

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This paper is the result of one academic year's longitudinal study based on discussions that took place in seven online courses, as part of a blended learning academic program at the Hebrew University of Jerusalem. The study's aim was to identify and characterize developmental processes in online discussions, as well as to examine whether an online environment influences the discourse development within a culturally diverse group. This qualitative study entailed horizontal and vertical analyses of the discussion process, utilizing the micro-textual method, in order to identify the nature and development progress of the discussions. In the course of the study, four directions were identified in the progression of the discourse: discourse developing via antinomic pairs, discourse developing in spiral fashion, discourse developing via technological aids, and an evolving metacognitive discourse. The findings suggest that the online environment enables the development of an ethno-cultural discourse as an inseparable part of the narrative weave of each discussion (Jung et al., Culture and online learning: Global perspectives and research, 2015; GEMA: Online Journal of Language Studies 12(1): [201][202][203][204][205][206][207][208][209][210][211][212][213] 2012) and is transformed into a space in which the narrative weave takes on life in different ways, built, in principle, from four types of discourse: personal-autobiographical, disciplinary, professional, and ethno-cultural (Dorfsman, El educador en línea: Más allá de la digitalidad, 2018).

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“…Thus, the Felder-Silverman's learning style models maybe are not able to indicate the effects on student teachers' performances in online collaborative learning environment. A study by Huang, Lin, & Huang (2012) demonstrated the above perspective. Huang et al investigated the effects of learning styles on learning participation by employing Felder-Silverman's learning style questionnaire and found that no significance exist.…”

Section: Introductionmentioning

confidence: 99%

Relationships between Learning Styles, Perceived Advantages of Online Collaborative Learning and Practical Knowledge in Teaching among Taiwanese Student Teachers

Liu¹

2017

ASS

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The purpose of this study is to investigate the effects of the three learning styles (collaborative, competitive, and individualistic) on the perceived advantage of collaborative learning (PAoCL) and practical knowledge in teaching (PKiT) among Taiwanese student teachers in an online collaborative environment. This study built a Facebook Group and developed the tasks of collaborative learning based on field-experience courses. The participants were required to share various practical experiences as the collaborative learning tasks. A total of 100 student teachers who enrolled in field-based courses between August 2016 and January 2017 participated in this study and were required to complete a validated survey in January 2017. This study determined the relationships between the three learning styles and PAoCL and PKiT and further identified predictors of online collaborative learning. The collaborative learning style of student teachers was positively associated with their PAoCL, while competitive learning style was correlated with their PKiT. Accordingly, teacher educators can encourage student teachers to share experiences about teaching practices during participating in field-experience courses through online collaboration. However, teacher educators should remind the student teachers to transfer the online information into PKiT.

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What type of learning style leads to online participation in the mixed-mode e-learning environment? A study of software usage instruction

Cited by 162 publications

References 47 publications

Bricks or clicks? Predicting student intentions in a blended learning buffet

Bricks or clicks? Predicting student intentions in a blended learning buffet

The development of discourse in the online environment: between technology and multiculturalism

Relationships between Learning Styles, Perceived Advantages of Online Collaborative Learning and Practical Knowledge in Teaching among Taiwanese Student Teachers

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