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Pilot Study of the Relationships Between Learning Progress and Learning Style in a Web-Based PSI Course
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, Nagasaki University, Japan ; , , , , The University of Texas at Austin, United States

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Vancouver, Canada ISBN 978-1-880094-57-0 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

Abstract

The purpose of this paper is to determine the relationships between students' learning styles and learning progress in a Web-Based PSI course to teach computer languages to college freshmen majoring in Mechanical Engineering. Results from Felder's Index of Learning Styles (ILS), used to identify students' characteristics and student progress over four semesters, were analyzed by a one-way ANOVA approach. Also, students' learning progresses were quantitatively captured by the differences between their progress curves and the average progress curve. Through the one-way ANOVA analysis we found that the students' scores on the "Active-Reflective" scale are strongly relevant to their learning progress. The Reflective learners showed better progress than others since they prefer to work alone. This gives us a reason to believe that Reflective learners are better able to perform on a Web-based PSI course than Active learners.

Citation

Morita, Y., Koen, B., Ma, G., Wu, Z. & Johendran, A. (2005). Pilot Study of the Relationships Between Learning Progress and Learning Style in a Web-Based PSI Course. In G. Richards (Ed.), Proceedings of E-Learn 2005--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 2243-2248). Vancouver, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved October 21, 2019 from .

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