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Graduate students' learning styles and perceptions of course management systems.

机译：研究生的学习风格和对课程管理系统的看法。

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摘要

The increasing demand for nontraditional courses acknowledges that individuals are not monolithic in their approach to learning. The uniqueness of an individual's learning preferences is often due to their experiences. Although individuals tend to have a primary learning preference, they may choose to employ an array of learning styles based on the context in which they are learning new information. The purpose of this study was to analyze students' learning styles and its impact on their level of satisfaction and engagement with course management systems (CMS). Kolb's experiential learning model (ELM) serves as the basis for this study in order to thoroughly understand the various needs of learners.The researcher developed an online survey which was pilot tested. Upon determining the content validity (e.g., Aiken's V) and reliability (e.g., Cronbach's alpha) of the survey, a convenience sampling method was employed. A total of 110 current and former students from the Department of Educational Administration at Tennessee State University were selected to complete the online survey. Of these individuals, 61 survey respondents provided their perceptions of CMSs by answering questions along a Likert scale continuum and by giving feedback pertaining to their experiences with CMSs.The study included several factorial ANOVA designs in order to examine whether students' learning styles, coupled with their demographics and various experiences with CMSs, had an impact on their level of satisfaction and engagement. The study revealed that students' learning style had a main effect on their level of satisfaction and engagement. Furthermore, the combination of gender and learning style was found to have an interaction effect on the study's outcome variables as well. Female assimilators and male convergers had the highest level of engagement with CMSs. Also, female assimilators had the highest level of satisfaction and male accommodators had the lowest level of satisfaction with CMSs. The findings from this study are in alignment with Kolb's experiential learning model (ELM) and imply the need to further investigate the needs of learners, especially within gender groups.
机译：对非传统课程的需求不断增加，这表明个人的学习方式并非一成不变。一个人学习偏好的独特性通常归因于他们的经验。尽管个人倾向于具有主要的学习偏好，但他们可以根据他们正在学习新信息的环境来选择采用一系列学习方式。这项研究的目的是分析学生的学习方式及其对他们满意度和与课程管理系统（CMS）互动程度的影响。为了全面了解学习者的各种需求，Kolb的体验学习模型（ELM）作为本研究的基础。研究人员开发了在线调查，并进行了先导测试。在确定调查的内容有效性（例如，Aiken的V）和可靠性（例如，Cronbach的α）时，采用了便利抽样方法。田纳西州立大学教育管理系的110名当前和以前的学生被选中完成在线调查。在这些人中，有61位被调查者通过回答李克特量表连续题并给出与CMS经历有关的反馈来表达对CMS的看法。本研究包括多项因子方差分析设计，以检验学生的学习风格，他们的人口统计资料以及使用CMS的各种经验，对他们的满意度和参与度产生了影响。研究表明，学生的学习风格对他们的满意度和敬业度有重要影响。此外，发现性别和学习方式的结合对研究结果变量也具有交互作用。女性同化者和男性融合者与CMS的接触程度最高。同样，女性同化者对CMS的满意度最高，而男性同伴对CMS的满意度最低。这项研究的结果与Kolb的体验式学习模型（ELM）保持一致，暗示需要进一步调查学习者的需求，尤其是在性别群体中。

著录项

  • 作者

    Gary, Christeny Y.;

  • 作者单位

    Tennessee State University.;

  • 授予单位 Tennessee State University.;
  • 学科 Information Technology.Education Educational Psychology.Education Technology of.Education Administration.
  • 学位 Ed.D.
  • 年度 2010
  • 页码 203 p.
  • 总页数 203
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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