reflectors as online extraverts educational studies vol 30 no 3 september 2004
Download
Skip this Video
Download Presentation
Reflectors as online extraverts? Educational Studies, Vol. 30, No. 3, September 2004

Loading in 2 Seconds...

play fullscreen
1 / 10

Reflectors as online extraverts? Educational Studies, Vol. 30, No. 3, September 2004 - PowerPoint PPT Presentation


  • 58 Views
  • Uploaded on

Reflectors as online extraverts? Educational Studies, Vol. 30, No. 3, September 2004. Dr. Kevin Downing & Ms. Alice Chim. Research Questions & Operational Definitions. Do Learning Styles work online and if so, how? Learning Styles (Honey and Mumford, 1982) Activists Pragmatists Theorists

loader
I am the owner, or an agent authorized to act on behalf of the owner, of the copyrighted work described.
capcha
Download Presentation

PowerPoint Slideshow about ' Reflectors as online extraverts? Educational Studies, Vol. 30, No. 3, September 2004' - rae-miranda


An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.


- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -
Presentation Transcript
reflectors as online extraverts educational studies vol 30 no 3 september 2004

Reflectors as online extraverts?Educational Studies, Vol. 30, No. 3, September 2004

Dr. Kevin Downing & Ms. Alice Chim

research questions operational definitions
Research Questions & Operational Definitions
  • Do Learning Styles work online and if so, how?
  • Learning Styles (Honey and Mumford, 1982)
    • Activists
    • Pragmatists
    • Theorists
    • Reflectors
  • Blended Learning
gandell et al 2000
Gandell et al. (2000)
  • Minimal:Use of web neither relevant or necessary to achieve learning goals
  • Supplemental:Use of web relevant but not necessary to achieve a few explicitly stated learning goals
  • Integral:Use of web relevant and contributes to achieving some learning goals
  • Central:Use of web that is relevant and necessary to achieve most learning goals in the course
  • Exclusive:Use of web that is relevant and necessary to achieve all learning goals in the course
what does the literature tell us
What does the literature tell us?

Salmon (2001):

  • Activists are Extraverts
  • Pragmatists are Extraverts
  • Theorists are Introverts
  • Reflectors are Introverts

Barron (2002):

Reflectors prevalent amongst Asian degree students

qualitative traditional mode vs online mode
(Qualitative)Traditional mode vs. Online mode
  • Traditional mode
  • Difficulties in comprehension during lesson
  • Get lost easily
  • Online mode
  • Learn better
  • Able to do preparation in advance
  • Understand better during lessons
student feedback traditional class
Student Feedback (Traditional class)
  • “I have not had time to process the information during lessons.”
  • “Sometimes the teachers ask us questions, and I have no idea what the answers are.”
  • “I see other students having discussion with the peers and the teacher, but I don’t really understand what they are talking about”
  • “Sometimes, I got lost in the lessons.”
student feedback online class
Student Feedback (Online class)
  • “I downloaded the materials from the web platform and read it before the lesson, then I found that it helped me to understand better during lesson.”
  • Although we do not see each other often, the bulletin board is certainly a great tool that we are learning online at home as well.
  • I certainly enjoy a lot and I hope more people can join and share more views. One head is not better than two heads and two heads is not better than three....four....five. Imagine we bring all the intelligence/experience together, it becomes the knowledge reservoir.
  • I enjoyed this course so much. Though it\'s an online course, I think it\'s somehow more interactive than some normal courses.
some preliminary conclusions
Some Preliminary Conclusions
  • Extraversion/Introversion shows potential as a predictive measure of student satisfaction in online/blended learning modes of delivery.
  • Salmon’s (2001) results are not supported: Reflectors are Online Extraverts!
  • Previous research assertions correlating the Reflector learning style with high reported student satisfaction are supported.
  • It seems that Reflectors behave as Introverts in the traditional classroom and Extraverts online.
ad