Reflectors as Online Extraverts?
ARTICLE
Kevin Downing, Tat Mei Chim
Educational Studies Volume 30, Number 3, ISSN 0305-5698
Abstract
Increasingly, online learning is perceived as an effective method of instruction. Much recent educational research has focused on examining the purposes and situations for which online education is best suited. In this paper, students enrolled in two online courses are compared with their peers enrolled in equivalent classroom-based courses to investigate aspects of the relationship between learning style and mode of delivery. Student satisfaction measures are taken from participants in both modes of delivery and compared with student learning style. Feedback from the 'Reflector' learning style demonstrates higher satisfaction levels with the online mode of delivery compared with their matched counterparts following equivalent classroom-based courses. Therefore, whilst 'Reflectors' might be regarded as Introverts in the traditional classroom setting, the additional time for reflection offered by online delivery makes this group more likely to contribute to online discussion, report higher satisfaction levels and generally behave more like online Extraverts.
Citation
Downing, K. & Chim, T.M. (2004). Reflectors as Online Extraverts?. Educational Studies, 30(3), 265-276. Retrieved March 28, 2024 from https://www.learntechlib.org/p/98560/.
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Cited By
View References & Citations Map-
The Relationship between Learning Styles and Student Learning in Online Courses
Susan Featro, Wilkes University, United States
EdMedia + Innovate Learning 2011 (Jun 27, 2011) pp. 3431–3438
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The Relationship Between Learning Styles and Student Learning in Online Courses
Susan Featro, Wilkes University, United States
Society for Information Technology & Teacher Education International Conference 2011 (Mar 07, 2011) pp. 266–273
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Will Online Instruction Affect Online Learner's Learning Styles?
Yuliang Liu, SOUTHERN ILLINOIS UNIVERSITY EDWARDSVILLE, United States
Society for Information Technology & Teacher Education International Conference 2007 (Mar 26, 2007) pp. 880–881
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