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Chronobiology and Online Learning: Biologically-Based Preferences
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, , , , , Purdue University, United States

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Orlando, Florida, USA ISBN 978-1-880094-83-9 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

Abstract

More and more higher education students take online courses or pursue online degrees. Much research exists on reasons students choose online learning, their perceived level of control, independence and satisfaction. This paper presents research, which brings a different theoretical framework, chronobiology (inner clock), to provide insights in students’ choices for online learning. Our research with traditional students taking also online courses does show a statistically significant correlation between students' perceived independence, level of control and satisfaction. Although there is no statistical significance between these three factors and chronobiology, we found statistically significant results between students’ chronotype and their choice of when they learn for online classes. Implications and limitations will be discussed.

Citation

Luo, Y., Pan, R., Mellish, L., Choi, J. & Strobel, J. (2010). Chronobiology and Online Learning: Biologically-Based Preferences. In J. Sanchez & K. Zhang (Eds.), Proceedings of E-Learn 2010--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 2000-2007). Orlando, Florida, USA: Association for the Advancement of Computing in Education (AACE). Retrieved October 17, 2019 from .

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