Is computer-based learning right for everyone?
Leuthold, J.H.
Dept. of Econ., Illinois Univ., Urbana, IL;
This paper appears in: System Sciences, 1999. HICSS-32. Proceedings of the 32nd Annual Hawaii International Conference on
Publication Date: 1999
Volume: Track1,
On page(s): 8 pp.-
Meeting Date: 01/05/1999 - 01/08/1999
Location: Maui, HI, USA
ISBN: 0-7695-0001-3
References Cited: 11
INSPEC Accession Number: 6182019
Digital Object Identifier: 10.1109/HICSS.1999.772699
Current Version Published: 2002-08-06
Abstract
This study tests the hypothesis that a person's underlying
learning style is a useful predictor of their attitude toward computer
based instruction and learning. Students in the author's undergraduate
economics class participated in a learning style assessment based on the
Gregorc Learning Style Delineator to determine their basic learning
style: concrete or abstract, sequential or random. Students were also
surveyed as to their attitudes toward the computer based aspects of the
class. Finally, correlation coefficients were computed to see whether or
not certain learning styles were associated with positive attitudes
toward computer instruction. According to the results, students with
sequential learning styles use computer based instructional techniques
more frequently and prefer them to traditional instructional techniques
when compared with students whose learning styles are random
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