The effect of teaching style-learning style match/mismatch on learning effectiveness in computer-based training /
Learning style controls how a learner perceives, interacts with, and responds to the learning environment. In a classroom setting, learners will learn more when the material is presented in a fashion that supports their learning styles. This study was undertaken to determine whether this same effe...
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| Format: | Thesis Book |
| Language: | English |
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[Place of publication not identified] :
[publisher not identified] ;
2002.
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| Online Access: | http://proxy.library.tamu.edu/login?url=http://proquest.umi.com/pqdweb?did=764774671&sid=1&Fmt=2&clientId=2945&RQT=309&VName=PQD |
| Summary: | Learning style controls how a learner perceives, interacts with, and responds to the learning environment. In a classroom setting, learners will learn more when the material is presented in a fashion that supports their learning styles. This study was undertaken to determine whether this same effect occurs in a computer-based training (CBT) scenario. How a learner perceives, interacts with, and responds to the learning environment are multidimensional processes affected by various cognitive, perceptual, and environmental elements, all of which influence a learner's ability to concentrate, learn and remember. This study examined the effects of perceptual and processing preferences on learning performance. Four computer-based training (CBT) programs were developed to determine a subject's learning style, present training on sequential file updates, and administer a posttest. The programs differed in the teaching style with which they presented the training. Half of the subjects received a presentation that matched their learning style and half received a presentation that mismatched their learning style. The programs recorded each subject's learning style, their pretest and posttest scores, and the amount of time required for each subject to complete the training. Two weeks following the administration of the training, each subject took a delayed posttest. Analyses of variance were conducted to examine the differences between subject's whose learning styles were matched by the training teaching style and those whose learning style was mismatched. Parameters examined were concept comprehension (measured by the difference between pretest and posttest scores), knowledge retention (measured by the difference between posttest and delayed posttest scores) and the amount of time required to complete the training. Despite expectations, no significant differences were detected between those subjects whose learning styles were matched and those whose learning styles were mismatched. Possible confounding factors for the study were the large number of subjects that did not have a clear perceptual preference, and preselection of the subjects. The results of this research suggest the need for further research in the areas of learning style test development, distribution of perceptual preferences in students, development of processing-preference-sensitive training, and the return on investment of learning style differentiated training. |
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| Item Description: | Vita. "Major Subject: Information and Operations Management". |
| Physical Description: | xiii, 153 leaves : illustrations ; 28 cm. Issued also on microfiche from University Microfilm Inc. |
| Bibliography: | Includes bibliographical references (leaves 114-128). |