Learning styles, learning outcomes and course satisfaction: an investigation of a blended computer literacy course

dc.contributor.author Xu, Yahong
dc.contributor.department Curriculum and Instruction
dc.date 2020-08-21T23:13:21.000
dc.date.accessioned 2021-02-26T08:51:02Z
dc.date.available 2021-02-26T08:51:02Z
dc.date.copyright Thu Jan 01 00:00:00 UTC 2004
dc.date.issued 2004-01-01
dc.description.abstract <p>This study examines the relationships among learning styles, learning outcomes and course satisfaction in a blended computer literacy undergraduate course at Iowa State University. Based on results from Kolb's Learning Style Inventory (1999), participants were classified into one of four learning styles: Accommodator, Assimilator, Converger, or Diverger. The analyses of quantitative data (final grades, online survey) and qualitative data (interviews) indicated that there was little relationship between learning styles and learning outcomes as measured by final grades, or between learning styles and course satisfaction assessed from general feelings, communication and interaction, course organization, assessment, and weekly lab session in a blended learning environment. These findings support the research results as shown in Larsen (1992), Shih & Gamon (1999), and Wang, Hinn and Kanfer (2001). Quantitative data analysis showed a significant relationship between learning styles and course expectations, and between learning styles and the perceived value of the course schedule. Three students selected to represent three learning styles (all female) valued the blending of on-site labs with the web-based lecture component, whereas the only Converger interviewed (a male) did not value the blended on-site lab activities which complemented the web-based lecture component. This study suggests that blended learning offers a good opportunity to maximize students' learning as stated by Singh (2003) and Thorne (2003).</p>
dc.format.mimetype application/pdf
dc.identifier archive/lib.dr.iastate.edu/rtd/20315/
dc.identifier.articleid 21314
dc.identifier.contextkey 18970652
dc.identifier.doi https://doi.org/10.31274/rtd-20200817-108
dc.identifier.s3bucket isulib-bepress-aws-west
dc.identifier.submissionpath rtd/20315
dc.identifier.uri https://dr.lib.iastate.edu/handle/20.500.12876/97682
dc.language.iso en
dc.source.bitstream archive/lib.dr.iastate.edu/rtd/20315/Xu_ISU_2004_X87.pdf|||Fri Jan 14 22:23:32 UTC 2022
dc.subject.keywords Curriculum and instruction
dc.subject.keywords Education (Curriculum and instructional technology)
dc.subject.keywords Curriculum and instructional technology
dc.title Learning styles, learning outcomes and course satisfaction: an investigation of a blended computer literacy course
dc.type article
dc.type.genre thesis
dspace.entity.type Publication
thesis.degree.discipline Education (Curriculum and Instructional Technology)
thesis.degree.level thesis
thesis.degree.name Master of Science
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