Learning Style and Interaction Preference: Application of Moore's Typology
Moore’s (1989) typology of interaction (i.e., learner-learner, learner-instructor, and learner-content) is applied to assess and explore student interaction preference. Ninety-three college students in a hybrid educational psychology course completed a questionnaire that assessed learning style and...
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| Format: | Conference Paper |
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AACE
2011
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| Online Access: | http://www.editlib.org/p/37357 http://hdl.handle.net/20.500.11937/24825 |
| _version_ | 1848751536304291840 |
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| author | Johnson, Genevieve |
| author2 | Siew-Mee Barton |
| author_facet | Siew-Mee Barton Johnson, Genevieve |
| author_sort | Johnson, Genevieve |
| building | Curtin Institutional Repository |
| collection | Online Access |
| description | Moore’s (1989) typology of interaction (i.e., learner-learner, learner-instructor, and learner-content) is applied to assess and explore student interaction preference. Ninety-three college students in a hybrid educational psychology course completed a questionnaire that assessed learning style and interaction preference. Permission was obtained to use student grades for research purposes. Most students expressed the perception that the instructor and course content were most critical to their learning; a minority reported that other students most contributed to their learning. Students with active and global learning styles preferred learner-learner interaction. Students who expressed the perception that other students most contributed to their learning tended toward academic under-achievement. Contextual and individual variables require consideration in e-learning applications of Moore’s typology. |
| first_indexed | 2025-11-14T07:54:17Z |
| format | Conference Paper |
| id | curtin-20.500.11937-24825 |
| institution | Curtin University Malaysia |
| institution_category | Local University |
| last_indexed | 2025-11-14T07:54:17Z |
| publishDate | 2011 |
| publisher | AACE |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | curtin-20.500.11937-248252023-01-27T05:26:33Z Learning Style and Interaction Preference: Application of Moore's Typology Johnson, Genevieve Siew-Mee Barton John Hedberg Katusaki Suzuki Moore’s (1989) typology of interaction (i.e., learner-learner, learner-instructor, and learner-content) is applied to assess and explore student interaction preference. Ninety-three college students in a hybrid educational psychology course completed a questionnaire that assessed learning style and interaction preference. Permission was obtained to use student grades for research purposes. Most students expressed the perception that the instructor and course content were most critical to their learning; a minority reported that other students most contributed to their learning. Students with active and global learning styles preferred learner-learner interaction. Students who expressed the perception that other students most contributed to their learning tended toward academic under-achievement. Contextual and individual variables require consideration in e-learning applications of Moore’s typology. 2011 Conference Paper http://hdl.handle.net/20.500.11937/24825 http://www.editlib.org/p/37357 AACE restricted |
| spellingShingle | Johnson, Genevieve Learning Style and Interaction Preference: Application of Moore's Typology |
| title | Learning Style and Interaction Preference: Application of Moore's Typology |
| title_full | Learning Style and Interaction Preference: Application of Moore's Typology |
| title_fullStr | Learning Style and Interaction Preference: Application of Moore's Typology |
| title_full_unstemmed | Learning Style and Interaction Preference: Application of Moore's Typology |
| title_short | Learning Style and Interaction Preference: Application of Moore's Typology |
| title_sort | learning style and interaction preference: application of moore's typology |
| url | http://www.editlib.org/p/37357 http://hdl.handle.net/20.500.11937/24825 |