Do Creative Learners Prefer Inquiry-based Learning Instructions in Digital Education Programs?
article
Michaela Rosar, Alexander Lipka, Joshua Weidlich, Theo Bastiaens, FernUniversitaet in Hagen, Germany
International Journal on E-Learning, ISSN 1537-2456 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
Abstract
This quasi-experimental study compares preferences for the amount of instructional guidance between creative and non-creative learners. Instructional guidance is implemented as a two-level factor represented as two variants of a visual design task, only differing in the amount of verbal guidance they gave. Dependent preference outcomes were measured using an adapted version of the Web-based Learning Environmental Preference (WLEP) questionnaire by Yang and Tsai. A total of N = 41 students participated: 17 pupils (mean age: 17.6, SD = 3.1) currently enrolled in a creative educational program and 24 pupils (mean age: 21.5, SD = 1.89) from programs unrelated to art. ?2-Tests of dichotomized preference values showed significant less approval of the high-guidance instruction by the creative group (d=0.701; RR = 0.461; OR = 0.234). Results suggest a relation between learning in a creative domain and low-guidance forms of instruction that should be taken in account when designing online instruction for this domain.
Citation
Rosar, M., Lipka, A., Weidlich, J. & Bastiaens, T. (2018). Do Creative Learners Prefer Inquiry-based Learning Instructions in Digital Education Programs?. International Journal on E-Learning, 17(1), 5-16. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE). Retrieved November 29, 2023 from https://www.learntechlib.org/primary/p/173757/.
© 2018 Association for the Advancement of Computing in Education (AACE)
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