An Examination of the Relationship Between Student Learning Preferences and Threaded Discussions
Brian Cochrane, Rockhurst University, United States
Society for Information Technology & Teacher Education International Conference, in Albuquerque, New Mexico, USA ISBN 978-1-880094-47-1 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
The purpose of this research was to determine if variables related to preferred learning style, such as preference for dealing with information in text form (perceptual dimension) or preference for greater reflection in cognitive processing (cognitive dimension) are related to student preference for, or perceived learning from, on-line versus face-to-face discussions. Results of the study were conflicting, with some evidence supporting the existence of such relationships and some not. Both quantitative and qualitative findings support the contention that threaded discussions may be related to increased learning from the text and other required readings. Students also indicated that they "lost" a great deal by not having face-to-face discussions. Students also indicated a preference for face-to-face learning environments. Whether or not these findings are related to learner preferences is subject to more research and debate at this point.
Cochrane, B. (2003). An Examination of the Relationship Between Student Learning Preferences and Threaded Discussions. In C. Crawford, N. Davis, J. Price, R. Weber & D. Willis (Eds.), Proceedings of SITE 2003--Society for Information Technology & Teacher Education International Conference (pp. 300-303). Albuquerque, New Mexico, USA: Association for the Advancement of Computing in Education (AACE).