2.50
Hdl Handle:
http://hdl.handle.net/10755/159649
Type:
Presentation
Title:
Learner characteristics in web-based vs. traditional courses
Abstract:
Learner characteristics in web-based vs. traditional courses
Conference Sponsor:Midwest Nursing Research Society
Conference Year:2001
Author:Olsen, Gayle
P.I. Institution Name:Winona State University
Contact Address:Department of Nursing, 859 30th Avenue SE, Rochester, MN, 55904, USA
Contact Telephone:507.285.7168
While web-based courses are increasingly common, little is known about relationships among learner characteristics, academic outcomes, and student satisfaction. Few criteria guide students in selection of asynchronous versus in-class delivery options. The purposes of this study were to (a) describe differences in learning styles (Learning Styles Inventory), personality types (Myers-Briggs Types), and demographic variables between students who self-selected into an asynchronous or classroom-based section of a graduate pathophysiology course taught by a single faculty member, and (b) determine whether differences in these factors were related to acquisition of knowledge of course content and student satisfaction. A pre-post design, with a convenience sample of 51 students was employed. Data analyses were completed using t-tests and chi-square. Significant differences were noted in both learning styles and personality type; the classroom group preferred visual (p=.05) and auditory (p=.02) learning styles and demonstrated an increased proportion of “intuition” personality type (p=.05). There were no significant differences in knowledge acquisition or student satisfaction between groups. The finding that students self-select course delivery based on learning and personality factors has important implications for course design. Further research should consider whether these learner characteristics predict to success and satisfaction in web-based courses.
Repository Posting Date:
26-Oct-2011
Date of Publication:
17-Oct-2011
Sponsors:
Midwest Nursing Research Society

Full metadata record

DC FieldValue Language
dc.typePresentationen_GB
dc.titleLearner characteristics in web-based vs. traditional coursesen_GB
dc.identifier.urihttp://hdl.handle.net/10755/159649-
dc.description.abstract<table><tr><td colspan="2" class="item-title">Learner characteristics in web-based vs. traditional courses</td></tr><tr class="item-sponsor"><td class="label">Conference Sponsor:</td><td class="value">Midwest Nursing Research Society</td></tr><tr class="item-year"><td class="label">Conference Year:</td><td class="value">2001</td></tr><tr class="item-author"><td class="label">Author:</td><td class="value">Olsen, Gayle</td></tr><tr class="item-institute"><td class="label">P.I. Institution Name:</td><td class="value">Winona State University</td></tr><tr class="item-address"><td class="label">Contact Address:</td><td class="value">Department of Nursing, 859 30th Avenue SE, Rochester, MN, 55904, USA</td></tr><tr class="item-phone"><td class="label">Contact Telephone:</td><td class="value">507.285.7168</td></tr><tr class="item-email"><td class="label">Email:</td><td class="value">golsen@winona.msus.edu</td></tr><tr><td colspan="2" class="item-abstract">While web-based courses are increasingly common, little is known about relationships among learner characteristics, academic outcomes, and student satisfaction. Few criteria guide students in selection of asynchronous versus in-class delivery options. The purposes of this study were to (a) describe differences in learning styles (Learning Styles Inventory), personality types (Myers-Briggs Types), and demographic variables between students who self-selected into an asynchronous or classroom-based section of a graduate pathophysiology course taught by a single faculty member, and (b) determine whether differences in these factors were related to acquisition of knowledge of course content and student satisfaction. A pre-post design, with a convenience sample of 51 students was employed. Data analyses were completed using t-tests and chi-square. Significant differences were noted in both learning styles and personality type; the classroom group preferred visual (p=.05) and auditory (p=.02) learning styles and demonstrated an increased proportion of &ldquo;intuition&rdquo; personality type (p=.05). There were no significant differences in knowledge acquisition or student satisfaction between groups. The finding that students self-select course delivery based on learning and personality factors has important implications for course design. Further research should consider whether these learner characteristics predict to success and satisfaction in web-based courses.</td></tr></table>en_GB
dc.date.available2011-10-26T22:12:30Z-
dc.date.issued2011-10-17en_GB
dc.date.accessioned2011-10-26T22:12:30Z-
dc.description.sponsorshipMidwest Nursing Research Societyen_GB
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