The Relationship Between Performance in a Virtual Course and Thinking Styles, Gender, and ICT Experience
Nehama Shany, Ort Israel, Israel ; Rafi Nachmias, Tel- aviv Univ., Israel
EdMedia + Innovate Learning, in Norfolk, VA USA ISBN 978-1-880094-42-6 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
This study examines the relationship between students' performance in a virtual course and three factors: thinking style, gender, and prior experience in ICT. The dependent variables were: use of communication channels (e-mail, bulletin boards, forums, and surveys); scholastic performance (grades, successful Web searches, and completion of assignments), and the students' attitudes and level of satisfaction. Independent variables included six of the student's thinking styles (according to Sternberg's classification): Global, Local, External, Liberal and Conservative, gender, and prior experience in ICT. Participants were 110 eighth and ninth graders who were enrolled in a virtual course. The findings show considerable individual differences in student performance and attitude. Learners with the "liberal" thinking style clearly outperformed the other students in the course. Prior experience with ICT affected the virtual learning, while gender, did not. The results suggest that though virtual courses provide opportunities for all learners, such opportunities may be greater for some learners than for others.
Shany, N. & Nachmias, R. (2001). The Relationship Between Performance in a Virtual Course and Thinking Styles, Gender, and ICT Experience. In C. Montgomerie & J. Viteli (Eds.), Proceedings of ED-MEDIA 2001--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 1698-1702). Norfolk, VA USA: Association for the Advancement of Computing in Education (AACE).
© 2001 Association for the Advancement of Computing in Education (AACE)
Cited ByView References & Citations Map
Ti Hsu, Tam Kang University, Taiwan; Hsiu-Fei Wang, University of Maryland, United States
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2003 (2003) pp. 1919–1926
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