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Do learning style dimensions and types of design structure affect learning and students' opinions in online case-based instruction?

机译：学习风格的尺寸和设计结构的类型是否会影响在线案例教学中的学习和学生的意见？

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The purpose of this study was to investigate the effects of two independent variables, design structure and learning style dimension, on learning and student opinions. Two design structures treatments were created, hierarchical and random, for delivery of online case-based instruction. Learning style dimensions defined by Kolb as either, abstract conceptualization or concrete experience, were determined and participants were stratified into the two design structure treatment modules. Learning was analyzed based on posttest scores, controlling for pretest performance, and compared by learning style dimension, design structure, and the interaction of the two variables. No statistically significant differences were found on learning. All students improved from pretest to posttest by an average of 29 points. Next, student opinions were analyzed, based on total scores and item scored grouped by themes on the Student Opinion Questionnaire. There were no statistically significant differences in total scores by learning style dimension or design structure. The theme of confidence was statistically significant for learning style dimension. The participants with the abstract conceptualization learning style dimension indicated much higher confidence level opinions than the concrete experience participants. Lastly, application of knowledge, assessed by the Learning Application Rubric was analyzed. There were no statistically significant differences in knowledge application by learning style, design structure or the interaction of these two variables.

机译：这项研究的目的是研究两个独立变量，设计结构和学习风格维度对学习和学生意见的影响。创建了两种设计结构处理方法：分层和随机处理，用于交付基于案例的在线教学。确定了Kolb定义为抽象概念化或具体经验的学习风格维度，并将参与者分为两个设计结构处理模块。根据测验后的分数对学习进行分析，控制测验前的表现，并通过学习风格维度，设计结构以及两个变量之间的相互作用进行比较。在学习上没有发现统计学上的显着差异。从预测到后测，所有学生平均提高29分。接下来，根据学生意见问卷中主题划分的总分和评分项目，对学生意见进行分析。通过学习风格维度或设计结构，总分在统计学上没有显着差异。信心主题对于学习风格维度具有统计学意义。具有抽象概念化学习风格维度的参与者表示的置信度水平高于具体经验参与者。最后，分析了由学习应用专栏评估的知识应用。通过学习方式，设计结构或这两个变量之间的相互作用，知识应用在统计上没有显着差异。

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作者
Wooster, Donna M. Adam.;
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作者单位

University of South Alabama.;

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授予单位 University of South Alabama.;
学科 Education Instructional Design.;Education Health.;Health Sciences General.
学位 Ph.D.
年度 2011
页码 190 p.
总页数 190
原文格式 PDF
正文语种 eng
中图分类药物化学;
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Do learning style dimensions and types of design structure affect learning and students' opinions in online case-based instruction?

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