Steven R. Terrell

An Investigation of the Effect of Learning Style on Student Success in an Online Learning Environment

Ninety-eight information science students were tracked during an online masters degree program. At their initial orientation, each student completed a demographic data form and the Kolb Learning Style Inventory. Because of their major, it was hypothesized that students would fall into Kolbs Converger and Assimilator categories and these learning styles would be predictive of success in the program. Results indicated that 79.6 percent (n = 78) of all students graduated from the program. Seventy-three students (74.5%) fell into the predicted categories and maintained an 83.6 percent (n = 61) graduation rate. Students not falling into the predicted categories maintained a 68 percent (n = 17) graduation rate. The implications are clear. First, the majority of students can succeed in an online learning environment regardless of their learning style. Care has to be taken, however, since a trend existed in this study for students with learning styles different from predicted to drop out in higher numbers. Institutions offering online programs should be aware of this and be prepared to address learning style issues.

The effect of learning style on doctoral course completion in a Web-based learning environment

Abstract One hundred and fifty-nine doctoral students, majoring in Computing Technology in Education (CTE), were tracked during the coursework phase in a Web-based learning environment. At the beginning of the coursework, each student completed a demographic data form and Kolbs Learning Style Inventory (LSI). Due to the type of program, it was hypothesized that students would primarily fall into Kolbs Converger and Assimilator categories, and learning style would predict completion of the required courses. Results indicated 84.3% (n=134) of all students finished the required coursework. One hundred and twenty-four of the students (78%) fell into the predicted categories and, of these, 87.1% (n=108) finished the coursework. Students not falling into the predicted categories (n=35) had a 74.3% (n=26) completion rate. An examination of the means scores for both groups indicated that students with a preference for Abstract Conceptualization dropped out of the program at significantly lower rates, t(157)=1.667, p=.045(one-tailed), than students with other preferred learning strategies. The implications are clear. First, students, for the most part, are able to adapt their personal learning styles in order to succeed in a Web-based learning environment. Second, students with a preference for systematic planning and an intellectual understanding of a situation are more likely to succeed than students preferring concrete experience and interaction with other students. Institutions offering programs of this type should be prepared to address learning style issues when developing and offering such programs.

The Framework for DIRECTED Online Learning Environments

Abstract A steady increase in the development and use of online instructional delivery systems in higher education institutions is expected to occur over the next few years. Online learning environments (OLEs) will emerge to provide comprehensive support for the process of learning and instruction. Currently, educators and administrators are seeking guidance for conceptualizing and implementing OLEs. A framework is needed to represent the essential aspects of OLE development and use, and to address the complex nature of OLEs. This paper offers a definition for OLEs. Also, a framework is presented to support a “directed” approach to OLEs that provides a basis for planning, designing, implementing and evaluating OLEs, and for online courses contained within OLEs. The elements of the framework for DIRECTED OLEs, Delivery, Interaction, Resources, Evaluation, Culture, Technology, Education, and Design, are defined and issues concerning the elements are presented.

The Effect of the Integration of Computing Technology in a Science Curriculum on Female Students' Self-Efficacy Attitudes

Females are underrepresented in technology-related careers and educational programs; many researchers suggest this can be traced back to negative feelings of computer self-efficacy developed as early as the age of 10. This study investigated the effect of embedding technology into a 5th grade science classroom and measuring its effect on self-efficacy beliefs of young females. During a 1-semester trial, students in an experimental group used tools such as Kidspiration©, Keynote©, and Promethean© ActivBoard for specific assignments; students in a control group were not exposed to technology integrated specifically into the science curriculum. Our results indicated that the careful selection and use of computing technology led to higher levels of perceived importance and self-efficacy toward technology by female students.

Introduction to the special section of the AERA education and World Wide Web special interest group (EdWeb/SIG)

Abstract An introduction to the Special Section of the AERA Education and World Wide Web Special Interest Group (EdWeb/SIG), published in the Internet and Higher Education.

The Development of a Skinnerian Based Expert System for Use in a Computer Managed Instructional Feedback System

This article describes efforts to include an expert system software package, based on the theories of B. F. Skinner, into a computer managed instructional system. The purpose of the system is to provide meaningful feedback to students concerning their achievement status on a weekly basis. The process for the development of the system is discussed as well as results in light of the collection and analysis of both quantitative and qualitative data. Conclusions are drawn that suggest that behaviorist techniques can be incorporated into instructional software at a level higher than the traditional task specific feedback.