Student Learning Style and Asynchronous Computer-Mediated Conferencing (CMC) Interaction

Autor/inn/en	Fahy, Patrick J.; Ally, Mohamed
Titel	Student Learning Style and Asynchronous Computer-Mediated Conferencing (CMC) Interaction
Quelle	In: American Journal of Distance Education, 19 (2005) 1, S.5-22 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0892-3647
DOI	10.1207/s15389286ajde1901_2
Schlagwörter	Interaction; Cognitive Style; Computer Mediated Communication; Graduate Students; Discourse Analysis; Measures (Individuals); Learning Style Inventory + Suchen Sie Ihr Suchwort? Interaktion; Cognitive styles; Kognitiver Stil; Computerkonferenz; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Diskursanalyse; Messdaten
Abstract	This article describes a study of the relation between learning style, as measured by the Kolb Learning Style Inventory, and online communication behavior, as measured by analysis of transcripts of computer-mediated conferencing (CMC) interaction using a previously developed tool. Analysis of over fifty-nine hundred sentences, generated by forty graduate students in moderated online conferences from two different courses, showed that some theoretical predications of the Kolb learning style model were confirmed, especially for the dichotomous types Convergers and Divergers, and Assimilators and Accommodators. (Author).
Anmerkungen	Lawrence Erlbaum Associates, Inc., Journal Subscription Department, 10 Industrial Avenue, Mahwah, NJ 07430-2262. Tel: 800-926-6579 (Toll Free); e-mail: journals@erlbaum.com.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10