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Reactive Behavior Patterns in Distributed Learning: Bridging Student Resources and Cognition

Reactive Behavior Patterns in Distributed Learning: Bridging Student Resources and Cognition. Charles D. Dziuban Patsy D. Moskal University of Central Florida. Online programs. Writing project model. Success. Satisfaction. Higher order evaluation models. Demographic profiles.

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Reactive Behavior Patterns in Distributed Learning: Bridging Student Resources and Cognition

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  1. Reactive Behavior Patterns in Distributed Learning: Bridging Student Resources and Cognition Charles D. Dziuban Patsy D. Moskal University of Central Florida

  2. Online programs Writing project model Success Satisfaction Higher order evaluation models Demographic profiles Retention Theater Strategies for success Reactive behavior patterns Student evaluation of instruction Large online classes Distributed Learning Impact Evaluation Students Faculty

  3. Students “Very Satisfied” with Online Learning by Generation Percent (N=1,536)

  4. Changed Approach to Learning by Generation Percent (N=1,536)

  5. What are Learning Styles? • Cognitive styles • “…people’s characteristic and typically preferred modes of processing information” • Thinking styles • “…preferred ways of using the abilities one has…” Adapted from Sternberg, R.J., Grigorenko, E.L. (1997). Are cognitive styles still in style? American Psychologist, 52(7), 700-712.

  6. Learning Styles: Interface Between Cognition and Personality Profile Students to Improve Learning Learning Styles Cognition Personality

  7. Different Styles of Learning • Cognition-centered • Gardner (1953) • Witkin (1973) • Personality-centered • Jung (1923) • Myers and Myers (1980) • Gregorc (1984) • Activity-centered • Kolb (1974) • Dunn and Dunn (1978)

  8. Reactive Behavior Patterns William A. Long University of Mississippi Medical School

  9. Student Outcome Domains in Online Learning Student Outcomes Cognitive Affective Behavioral Reactive behavior patterns

  10. Resources • Personality • Emotional maturity • Sophistication level • Level of intellect • Educational level • Character development

  11. Aggressive Independent high energy action-oriented not concerned with approval speaks out freely gets into confrontational situations Passive Independent low energy not concerned with approval prefers to work alone resists pressure from authority non-communicative Aggressive Dependent high energy action-oriented concerned with approval rarely expresses negative feelings performs at or above ability Passive Dependent low energy concerned with approval highly sensitive to the feelings of others compliant and pleasing A Description of Long Behavior Types

  12. Phobic exaggerated fears of things often feels anxious often sees the negative side doesn’t take risks Compulsive highly organized neat, methodical worker perfectionist strongly motivated to finish tasks Impulsive explosive quick-tempered acts before thinking frank short attention span Hysteric dramatic and emotional more social than academic artistic or creative tends to overreact compassionate A Description of Long Behavior Traits

  13. Distribution of Long Types and Traits for Fully Online Students 75% PD 7% 51% AD 54% AI 21% 30% 26% PI 18% (N=1,533)

  14. Distribution of Long Types and Traits for Mixed-Mode Students 76% PD 8% 54% AI 17% AD 52% 32% 23% PI 23% (N=472)

  15. Distribution of Long Types and Traits for Composition I Students PD 14% 53% 50% 40% 38% AI 20% AD 44% PI 23% (N=1,054)

  16. Long Types and Traits for Web, Mixed-Mode, and General Education Students Types Traits

  17. Changed Approach to Learning in Online Class by Long Type 40% 37% 34% 25% Aggressive Independent n=120 Passive Independent n=83 Aggressive Dependent n=285 Passive Dependent n=28

  18. Withdrawing Students Who Indicated That They Would Take Another Fully Online Course (by Long type) 67% 50% 32% 0% Aggressive Independent Passive Independent Aggressive Dependent Passive Dependent N=55

  19. Some Validating Studies

  20. Percentages of Perceived Discipline Problems by Long Types in Elementary Education Adapted from Dziuban, J., (1996). A study of the distribution of reactive behavior patterns in elementary age children and their relationship to selected demographics. Dissertation. The University of Central Florida.

  21. Reactive Behavior Patterns by Gender for Advanced Placement Students Aggressive Dependent n=74 Passive Independent n=6 Passive Dependent n=9 Aggressive Independent n=11 Adapted from Cioffi, D., (1995). A Description of Reactive Behavior Patterns in Gifted Adolescents. Dissertation. The University of Central Florida.

  22. Traits by Gender for Advanced Placement Students Phobic n=12 Impulsive n=8 Compulsive n=63 Hysteric n=38 Adapted from Cioffi, D., (1995). A Description of Reactive Behavior Patterns in Gifted Adolescents. Dissertation. The University of Central Florida.

  23. Distribution of Community College Long Types with Passing Final Grades in Intermediate Algebra Aggressive Dependent n=74 Passive Independent n=6 Passive Dependent n=9 Aggressive Independent n=11 Adapted from Williams, E.C., (2002). An Analysis of Long’s Reactive Behavior Patterns Relative to the Success of Students in a Community College Algebra Course. Dissertation. The University of Central Florida.

  24. Research Initiative for Teaching Effectiveness For more information contact: Dr. Chuck Dziuban (407) 823-5478 dziuban@mail.ucf.edu Dr. Patsy Moskal (407) 823-0283 pdmoskal@mail.ucf.edu http://pegasus.cc.ucf.edu/~rite

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