Effects of Learning Styles and Class Participation on Students' Enjoyment Level in Distributed Learning Environments
Annual Conference of the Association for Library and Information Science Education,
This paper reports on a study that examined students' self-reported enjoyment level as an indication of student success. A total of 169 subjects who were learning totally via the Internet were chosen from master's students in the School of Library and Information Sciences at the University of North Texas. The following questions were addressed: (1) What is the relationship between learning styles, class participation, and students' enjoyment level in distance learning? (2) If there are relationships between these variables, what is the magnitude of the relationships? (3) What predictors are most important in explaining enjoyment level variance? and (4) Among the three indicators of class participation (pages accessed, pages read, and postings), do some variables explain the dependent variable more than others? The students were asked to complete the Kolb's Learning-Styles Inventory during a face-to-face training session on World Wide Web-based learning. Subjects also reported their performance and enjoyment level of the course near the end of the term. Web Course Tool (WebCT) courseware automatically recorded student participation in terms of pages accessed, pages read, and total postings made. Multiple regression analysis found that learning styles and class participation explain students' enjoyment level. (MES)
Du, Y. & Simpson, C. (2002). Effects of Learning Styles and Class Participation on Students' Enjoyment Level in Distributed Learning Environments. Presented at Annual Conference of the Association for Library and Information Science Education 2002.
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