Investigating the relationships among instructional strategies and learning styles in online environments
Computers & Education Volume 50, Number 4, ISSN 0360-1315 Publisher: Elsevier Ltd
This exploratory study tests the assertion that instructional strategies that match field-dependence status of students are most effective. The study conducted with 12 graduate students registered in a graduate level online course. An online version of the Psychological Differentiation Inventory was used to measure the field-dependence status of students. Students’ perceived learning outcomes, their effort and involvement, and level of interaction that they perceived in online course module were measured through an online questionnaire. Results suggested that matches between students’ learning styles and instructional strategies did not affect learner perception of their own learning outcomes, level of effort and involvement, and level of interactions in the course. Data also indicated that no single instructional strategy, among three instructional strategies tested, emerged as superior for high and low field-dependent online students.
Akdemir, O. & Koszalka, T.A. (2008). Investigating the relationships among instructional strategies and learning styles in online environments. Computers & Education, 50(4), 1451-1461. Elsevier Ltd.
Cited ByView References & Citations Map
Analyzing the effect of learning styles and study habits of distance learners on learning performances: A case of an introductory programming course
The International Review of Research in Open and Distributed Learning Vol. 15, No. 4 (Aug 15, 2014)
A Test Instrument Calibration Study: The Rasch Model Approach to Investigate Web-mediated Instructional Outcomes
Marlina Mohamad, Universiti Tun Hussein Onn Malaysia, Malaysia; Elspeth McKay, RMIT University, Australia
Global Learn 2010 (May 17, 2010) pp. 4253–4262
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.