Course Format and Student Learning Styles: A Comparison of Political Science Courses

Autor/inn/en	Jose, Betcy; Berry, Michael; Andrews, Leah
Titel	Course Format and Student Learning Styles: A Comparison of Political Science Courses
Quelle	In: American Journal of Distance Education, 33 (2019) 4, S.262-275 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0892-3647
DOI	10.1080/08923647.2019.1643697
Schlagwörter	Comparative Analysis; Political Science; Cognitive Style; Online Courses; Conventional Instruction; Teaching Methods; Independent Study; Learning Processes; Universities; College Students; Measures (Individuals); Student Attitudes; Flexible Scheduling; Outcomes of Education; Colorado; Learning Style Inventory + Suchen Sie Ihr Suchwort? Staatslehre; Politikwissenschaft; Politische Wissenschaft; Cognitive styles; Kognitiver Stil; Online course; Online-Kurs; Teaching method; Lehrmethode; Unterrichtsmethode; Selbststudium; Learning process; Lernprozess; University; Universität; Collegestudent; Messdaten; Schülerverhalten; Flexible working hours; Flexible Arbeitszeit; Lernleistung; Schulerfolg
Abstract	This study investigates whether differences in learning styles exist between students in online and face-to-face (FTF) sections of political science courses taught by three instructors. Some studies suggest that student preferences regarding online or FTF formats are influenced by their preferred modes of learning. Independent learners, for example, may prefer online courses since they provide individualistic opportunities to study outside of the traditional classroom. This study uses original survey data to assign students one of six learning styles in order to assess whether independent learners are more common in online courses. Our analysis finds no significant differences in independent learners when comparing the two formats. This finding runs counter to studies that argue that independent learners tend to prefer online courses. In fact, the only learning style where we observe a meaningful difference among online and FTF formats is among "dependent" learners. Contrary to expectation, students enrolled in online versions demonstrated a greater tendency toward dependent modes of learning. Further survey responses suggest that student lifestyle drove course format selection rather than learning style. These findings have important implications for universities that increasingly turn to online courses to address decreasing enrollments and attempt to remedy the high attrition rates associated with those courses. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01