LEARNING ENVIRONMENTS AND LEARNING STYLES: NONTRADITIONAL STUDENT ENROLLMENT AND SUCCESS IN AN INTERNET-BASED VERSUS A LECTURE-BASED COMPUTER SCIENCE COURSE

Colleges and universities are increasingly using information technologies to enhance the learning environment. Many educational institutions offer Internet-based on-line courses in an effort to meet the educational needs of students. The primary goal of this research was to determine if there is a r...

Full description

Bibliographic Details
Main Author: JOHN P. BUERCK THEODORE MALMSTROM AND ELLIOTT PEPPERS
Format: Printed Book
Published: Learning Environments Research 6 2003. 2003
Subjects:
ACADEMIC ACHIEVEMENT INTERNET BASED COURSES
Online Access:http://10.26.1.76/ks/00482.pdf
LEADER 019880000a22001450004500
100 |a JOHN P. BUERCK THEODORE MALMSTROM AND ELLIOTT PEPPERS 
245 |a LEARNING ENVIRONMENTS AND LEARNING STYLES: NONTRADITIONAL STUDENT ENROLLMENT AND SUCCESS IN AN INTERNET-BASED VERSUS A LECTURE-BASED COMPUTER SCIENCE COURSE 
260 |c 2003 
260 |b Learning Environments Research 6 2003. 
520 |a Colleges and universities are increasingly using information technologies to enhance the learning environment. Many educational institutions offer Internet-based on-line courses in an effort to meet the educational needs of students. The primary goal of this research was to determine if there is a relationship between students' preferred learning environment (i.e. face-to-face or on-line) and their learning style. The secondary goal was to determine if there were any differences in the academic success of students in the face-to-face versus on-line sections. Participants were adult (ages 22+ years), non-traditional computer science students given the option to take a face-to-face lecturebased or an on-line Internet-based computer science course. Results revealed that computer science students in the face-to-face learning environment were more likely to have the Assimilator learning-style, whereas computer science students in the on-line Internet based learning environment were more likely to have the Converger learning-style. Student academic success did not reliably differ as a function of learning environment selection. Implications of these results are discussed in terms of learning style characteristics of computer science students, learning styles and gender differences and implications of student academic success in on-line vs face-to-face environments.  
650 |a ACADEMIC ACHIEVEMENT INTERNET BASED COURSES 
856 |u http://10.26.1.76/ks/00482.pdf 
942 |c KS 
999 |c 69871  |d 69871 
952 |0 0  |1 0  |4 0  |7 0  |9 61835  |a MGUL  |b MGUL  |d 2015-08-01  |l 0  |r 2015-08-01  |w 2015-08-01  |y KS 

Similar Items