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The effect of cognitive styles on a visually-oriented task in online learning environments
PROCEEDINGS
Jia-Ling Lee, Gary Orwig, Glenda Gunter, Lea Witta, University of Central Florida, Taiwan
Society for Information Technology & Teacher Education International Conference, in Orlando, Florida, USA ISBN 978-1-880094-58-7 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
Abstract
This study was designed to examine the effect of cognitive styles on students' learning achievement in an online video-editing module in higher education. The study used Field-dependence-independence dimensions of cognitive style to find out students' learning preference and provided suitable teaching strategies through online learning. Eighty-three preservice teachers participated in this study. The results showed some statistically significant differences. Recommendations for designing a video-editing module in online learning environments will be provided at the end of the session.
Citation
Lee, J.L., Orwig, G., Gunter, G. & Witta, L. (2006). The effect of cognitive styles on a visually-oriented task in online learning environments. In C. Crawford, R. Carlsen, K. McFerrin, J. Price, R. Weber & D. Willis (Eds.), Proceedings of SITE 2006--Society for Information Technology & Teacher Education International Conference (pp. 3489-3494). Orlando, Florida, USA: Association for the Advancement of Computing in Education (AACE). Retrieved August 14, 2024 from https://www.learntechlib.org/primary/p/22633/.
Keywords
References
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