THE IMPACT OF LEARNING STYLES ON STUDENT ACHIEVEMENT IN A WEB-BASED VERSUS AN EQUIVALENT FACE-TO-FACE COURSE.
This study investigated the relationship between students' learning styles and their achievement in two different learning environments: online instruction and traditional instruction. The results indicated that a) students in the traditional learning group had higher, but not statistically signific...
| Publicado en: | College Student Journal Vol. 44; no. 3; pp. 591 - 598 |
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| Formato: | Artículo |
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Project Innovation Austin LLC
Sep2010
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=54016493&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 54016493 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 01463934 CGL jtl: College Student Journal issn: 01463934 maglogo: N pubinfo: dt: Sep2010 vid: 44 iid: 3 pid: 72156 pub: Project Innovation Austin LLC artinfo: ui: 54016493 ppf: 591 ppct: 7 formats: fmt: @attributes: type: T tig: atl: THE IMPACT OF LEARNING STYLES ON STUDENT ACHIEVEMENT IN A WEB-BASED VERSUS AN EQUIVALENT FACE-TO-FACE COURSE. aug: au: Zacharis, Nick Z. affil: Technological Educational Institute of Piraeus, Greece su: Academic achievement Learning ability Computer assisted instruction Internet in education Distance education Online data processing sug: subj: Academic achievement Learning ability Computer assisted instruction Internet in education Distance education Online data processing ab: This study investigated the relationship between students' learning styles and their achievement in two different learning environments: online instruction and traditional instruction. The results indicated that a) students in the traditional learning group had higher, but not statistically significant higher, levels of achievement than students in the online learning group, b) a student's learning style had no statistically significant effect on their course grades in any of the two instructional methods, and c) there was no significant interaction between the learning style and instructional method. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y custom: Copyright of College Student Journal is the property of Project Innovation Austin LLC and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. item: College Student Journal holder: Project Innovation Austin LLC dt: @attributes: year: 2010 holdings: @attributes: islocal: N |
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