E-Learning in Undergraduate Humanities Classes: Unpacking the Variables
Robert Friedman, Norbert Elliot, Blake Haggerty, New Jersey Institute of Technology, United States
International Journal on E-Learning Volume 9, Number 1, ISSN 1537-2456 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
This study describes the design, implementation, and analysis of three related surveys launched to investigate E-Learning in undergraduate humanities classes at a public technological research university. Examined are the independent variables of learning style, general expectation, and interaction. The surveys were administered in the summer of 2006 (Survey 1, n = 108 [41.53% return], Survey 2, n = 89 [34.23% return], Survey 3, n = 62 [23.85% return] and fall of 2006 (Survey 1, n = 68 [50.75% return], Survey 2, n = 58 [43.28% return], Survey 3, n = 58 [52.25% return]. Modest to high correlations and statistically significant relationships identified among survey questions designed to explore the three independent variables led the researchers to create constructed scales based on those variables. When the dependent variable of expected course grade was used to hypothesize a relationship based on performance, the model was weak (R2 = .17, F(5, 51) = 2.092, p = .1). However, when a new dependent variable was constructed, based on Zhang and Sternberg’s (2005, 2006) Type II learning styles – those expressing a preference for structure, cognitive simplicity, conformity – the model was strengthened (R2 = .227, F(4, 52) = 3.816, p = .01). It appears that learning style, general expectations, and interaction are more related to the instructor’s online presence than to standard criterion variables such as course grade. Because little is known about E-Learning of humanities classes, examining complex variable relationships allows researchers to explore a new educational field.
Friedman, R., Elliot, N. & Haggerty, B. (2010). E-Learning in Undergraduate Humanities Classes: Unpacking the Variables. International Journal on E-Learning, 9(1), 51-77. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE).
© 2010 Association for the Advancement of Computing in Education (AACE)
ReferencesView References & Citations Map
These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.Suggest Corrections to References
Cited ByView References & Citations Map
Michael Herrick, Meng-Fen Grace Lin & Charlotte Huei-Wen, University of Hawaii, United States
Society for Information Technology & Teacher Education International Conference 2011 (Mar 07, 2011) pp. 344–351
Meng-Fen Grace Lin, Unversity of Hawaii, United States; Michael Herrick, June Davids & Huei-Wen Charlotte Tsai, University of Hawaii, United States
EdMedia + Innovate Learning 2010 (Jun 29, 2010) pp. 2225–2233
Robert Friedman, Norbert Elliot, Fadi Deek, Robert Fellman & Bruce Bukiet, New Jersey Institute of Technology, United States
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2009 (Oct 26, 2009) pp. 2580–2585
These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact email@example.com.