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| Main Author: | |
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| Format: | Recurso educativo Open Access |
| Language: | en |
| Published: |
2004
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| Subjects: | |
| Online Access: | https://eric.ed.gov/?id=EJ841669 |
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| _version_ | 1867181284509351936 |
|---|---|
| author | Du, Yunfei |
| author_facet | Du, Yunfei Du, Yunfei |
| collection | Education Resources Information Center |
| contents | Exploring the Difference between "Concrete" and "Abstract": Learning Styles in LIS Distance Education Du, Yunfei Information Science Education Cognitive Style Distance Education Online Courses Educational Technology Competence Participant Satisfaction Computer Literacy Aptitude Treatment Interaction Library Education Student Attitudes Measures (Individuals) This article discusses the results of a study concerning the interactive effects of learning style and computer competency on student satisfaction in library and information science (LIS) distance learning courses. "Concrete" and "abstract" learners react differently to online courses given different technology backgrounds. This study finds a statistically significant relationship between student satisfaction with Web-based courses, the grouping differences of learning style preferences ("converging," "diverging," "assimilating," "accommodating"), and computer competency (high level and low level). The study concludes that, when students differ with regard to computer competency, there is a difference among learning styles with respect to student satisfaction level. (Contains 3 figures and 27 notes.) |
| format | Recurso educativo Open Access |
| id | eric_EJ841669 |
| institution | ERIC Institute of Education Sciences |
| language | en |
| publishDate | 2004 |
| record_format | eric |
| spellingShingle | Exploring the Difference between "Concrete" and "Abstract": Learning Styles in LIS Distance Education Du, Yunfei Information Science Education Cognitive Style Distance Education Online Courses Educational Technology Competence Participant Satisfaction Computer Literacy Aptitude Treatment Interaction Library Education Student Attitudes Measures (Individuals) Exploring the Difference between "Concrete" and "Abstract": Learning Styles in LIS Distance Education Du, Yunfei Information Science Education Cognitive Style Distance Education Online Courses Educational Technology Competence Participant Satisfaction Computer Literacy Aptitude Treatment Interaction Library Education Student Attitudes Measures (Individuals) This article discusses the results of a study concerning the interactive effects of learning style and computer competency on student satisfaction in library and information science (LIS) distance learning courses. "Concrete" and "abstract" learners react differently to online courses given different technology backgrounds. This study finds a statistically significant relationship between student satisfaction with Web-based courses, the grouping differences of learning style preferences ("converging," "diverging," "assimilating," "accommodating"), and computer competency (high level and low level). The study concludes that, when students differ with regard to computer competency, there is a difference among learning styles with respect to student satisfaction level. (Contains 3 figures and 27 notes.) |
| title | Exploring the Difference between "Concrete" and "Abstract": Learning Styles in LIS Distance Education |
| topic | Information Science Education Cognitive Style Distance Education Online Courses Educational Technology Competence Participant Satisfaction Computer Literacy Aptitude Treatment Interaction Library Education Student Attitudes Measures (Individuals) |
| url | https://eric.ed.gov/?id=EJ841669 |