Learning style under two web-based study conditions.
A sample of 48 college students prepared for in-class examinations using two web-based study conditions. The A condition used web-based study groups and the B condition used web-based quizzes. The Index of Learning Styles positioned students on four dimensions of learning style (active-reflective, v...
| Main Author: | |
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| Format: | Journal Article |
| Published: |
Routledge
2007
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| Online Access: | http://hdl.handle.net/20.500.11937/43413 |
| _version_ | 1848756684419235840 |
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| author | Johnson, Genevieve |
| author_facet | Johnson, Genevieve |
| author_sort | Johnson, Genevieve |
| building | Curtin Institutional Repository |
| collection | Online Access |
| description | A sample of 48 college students prepared for in-class examinations using two web-based study conditions. The A condition used web-based study groups and the B condition used web-based quizzes. The Index of Learning Styles positioned students on four dimensions of learning style (active-reflective, visual-verbal, sequential-global, and sensing-intuitive). Students who were more active than reflective expressed a preference for face-to-face study groups rather than online study groups and for online quizzes rather than pencil-and-paper quizzes. Students who were more visual than verbal expressed a preference for online quizzes rather than online study groups. Such preferences were validated by decreased achievement in the less-preferred study condition. At college level, students are aware of their learning style and understand the conditions that facilitate their mastery of course content. Instructional applications of web-based technology may provide mechanisms for more consistently accommodating student learning style in higher education. |
| first_indexed | 2025-11-14T09:16:07Z |
| format | Journal Article |
| id | curtin-20.500.11937-43413 |
| institution | Curtin University Malaysia |
| institution_category | Local University |
| last_indexed | 2025-11-14T09:16:07Z |
| publishDate | 2007 |
| publisher | Routledge |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | curtin-20.500.11937-434132017-09-13T13:59:39Z Learning style under two web-based study conditions. Johnson, Genevieve A sample of 48 college students prepared for in-class examinations using two web-based study conditions. The A condition used web-based study groups and the B condition used web-based quizzes. The Index of Learning Styles positioned students on four dimensions of learning style (active-reflective, visual-verbal, sequential-global, and sensing-intuitive). Students who were more active than reflective expressed a preference for face-to-face study groups rather than online study groups and for online quizzes rather than pencil-and-paper quizzes. Students who were more visual than verbal expressed a preference for online quizzes rather than online study groups. Such preferences were validated by decreased achievement in the less-preferred study condition. At college level, students are aware of their learning style and understand the conditions that facilitate their mastery of course content. Instructional applications of web-based technology may provide mechanisms for more consistently accommodating student learning style in higher education. 2007 Journal Article http://hdl.handle.net/20.500.11937/43413 10.1080/01443410701309159 Routledge restricted |
| spellingShingle | Johnson, Genevieve Learning style under two web-based study conditions. |
| title | Learning style under two web-based study conditions. |
| title_full | Learning style under two web-based study conditions. |
| title_fullStr | Learning style under two web-based study conditions. |
| title_full_unstemmed | Learning style under two web-based study conditions. |
| title_short | Learning style under two web-based study conditions. |
| title_sort | learning style under two web-based study conditions. |
| url | http://hdl.handle.net/20.500.11937/43413 |