Open AccessCollege Students Attitudes Toward Learning Process And Outcome Of Online Instruction And Distance Learning Across Learning Styles
Author(s) -
DatDao Nguyen,
Yue Jeff Zhang
Publication year - 2011
Publication title -
journal of college teaching and learning/journal of college teaching and learning
Language(s) - English
Resource type - Journals
eISSN - 2157-894X
pISSN - 1544-0389
DOI - 10.19030/tlc.v8i12.6619
Subject(s) - learning styles , psychology , outcome (game theory) , experiential learning , cognitive style , process (computing) , active learning (machine learning) , perception , mathematics education , schedule , class (philosophy) , style (visual arts) , distance education , cognition , computer science , artificial intelligence , mathematics , mathematical economics , archaeology , neuroscience , history , operating system
This study uses the Learning-Style Inventory LSI (Smith & Kolb, 1985) to explore to what extent student attitudes toward learning process and outcome of online instruction and Distance Learning are affected by their cognitive styles and learning behaviors. It finds that there are not much statistically significant differences in perceptions on many learning process and outcome indicators across learning styles. However, students who learn from concrete experience and reflective experimentation/observation didnt appreciate the flexible class schedule, need instant questions and feedback, and expect more leniency from the instructor.