The Instructional Effect of Online Reading Strategies and Learning Styles on Student Academic Achievement

Autor/inn/en	Hsieh, Pei-Hsuan; Dwyer, Francis
Titel	The Instructional Effect of Online Reading Strategies and Learning Styles on Student Academic Achievement
Quelle	In: Educational Technology & Society, 12 (2009) 2, S.36-50 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1436-4522
Schlagwörter	Undergraduate Students; Locus of Control; Cognitive Style; Reading Strategies; Instructional Effectiveness; Academic Achievement; Criterion Referenced Tests; Online Courses; Aptitude Treatment Interaction; Behavioral Objectives; Multivariate Analysis; Physiology + Suchen Sie Ihr Suchwort? Cognitive styles; Kognitiver Stil; Reading strategy; Leselernstufe; Lesetechnik; Unterrichtserfolg; Schulleistung; Online course; Online-Kurs; Multivariate Analyse; Physiologie
Abstract	The purpose of this study was to examine the instructional effectiveness of different online reading strategies for students identified as possessing different learning styles, either internal or external locus of control styles, on tests measuring different learning objectives. Participants were 169 undergraduate students, randomly assigned to four online reading treatments: none, rereading strategy, keyword strategy, and question and answer strategy. Immediately after interacting with their respective instructions, students received four individual criterion measures. Analyses indicated an insignificant interaction between learning style and treatment type; however, comprehension tests reflect a significant main effect for students receiving the online rereading treatment (F = 3.09, df = 3/169, p = 0.03), with an effect size of 0.40. The rereading treatment also appears to be significantly more effective than the control for the comprehension test. Results indicate that not all types of reading strategies are equally effective in facilitating different types of learning objectives. The results indicate that, even though different reading strategies may be structurally different, they are functionally identical for raising questions relative to the cost and amount of time required for student interaction. (Contains 7 figures and 6 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