A Study of Student's Perceptions in a Blended Learning Environment Based on Different Learning Styles

Autor/inn/en	Akkoyunlu, Buket; Soylu, Meryem Yilmaz
Titel	A Study of Student's Perceptions in a Blended Learning Environment Based on Different Learning Styles
Quelle	In: Educational Technology & Society, 11 (2008) 1, S.183-193 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1436-4522
Schlagwörter	Cognitive Style; Blended Learning; Student Attitudes; Foreign Countries; Educational Technology; Undergraduate Students; Electronic Learning; Synchronous Communication; Student Participation; Turkey (Ankara); Learning Style Inventory + Suchen Sie Ihr Suchwort? Cognitive styles; Kognitiver Stil; Schülerverhalten; Ausland; Unterrichtsmedien; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung
Abstract	The rapid growth in the use of learning technologies, particularly the use of the web based technologies and communications have offered educators with many more opportunities to investigate the most suitable learning environments for their students' learning styles. The purpose of the present study was to examine the students' learning styles and their views on blended learning. The study was conducted with thirty-four students at Hacettepe University, Ankara, Turkey. The two instruments were the questionnaire designed to identify students' views on blended learning and Kolb's Learning Style Inventory (LSI) to measure students' learning styles. Additional data were gathered from achievement scores of students; and records demonstrate students' participation to e-learning environment. Results revealed that students' views on blended learning process, such as ease of use of the web environment, evaluation, face to face environment etc., differ according to their learning styles. Results also revealed that the highest mean score corresponds to face to face aspect of the process when students' evaluation concerning the implementation is taken to consideration. The overall findings showed no significant differences between students' achievement level according to their learning styles. (Contains 5 tables.) (As Provided).
Anmerkungen	International Forum of Educational Technology & Society. Athabasca University, School of Computing & Information Systems, 1 University Drive, Athabasca, AB T9S 3A3, Canada. Tel: 780-675-6812; Fax: 780-675-6973; Web site: http://www.ifets.info
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10