A Study on Learners' Perceptional Typology and Relationships among the Learner's Types, Characteristics, and Academic Achievement in a Blended E-Education Environment

Autor/in	Kim, Jin-Young
Titel	A Study on Learners' Perceptional Typology and Relationships among the Learner's Types, Characteristics, and Academic Achievement in a Blended E-Education Environment
Quelle	In: Computers & Education, 59 (2012) 2, S.304-315 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0360-1315
DOI	10.1016/j.compedu.2012.01.010
Schlagwörter	Foreign Countries; Undergraduate Students; College Instruction; Self Efficacy; Q Methodology; Academic Achievement; Personality Traits; Classification; Student Characteristics; Gender Differences; Computer Assisted Instruction; Instructional Design; Blended Learning; Electronic Learning; Predictor Variables; Student Attitudes; Correlation; South Korea + Suchen Sie Ihr Suchwort? Ausland; Hochschullehre; Self-efficacy; Selbstwirksamkeit; Schulleistung; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Classification system; Klassifikation; Klassifikationssystem; Geschlechterkonflikt; Computer based training; Computerunterstützter Unterricht; Lesson concept; Lessonplan; Unterrichtsentwurf; Prädiktor; Schülerverhalten; Korrelation; Korea; Republik
Abstract	This study explores and describes different viewpoints on blended e-Education by using Q methodology to identify students' perspectives and classify them into perceptional types. It is also designed to examine possible relationships among learner's perceptional type, characteristics (i.e., academic self-efficacy, interest in blended e-Education, and extraversion) and academic achievement levels. Fifty undergraduate students taking blended e-Education courses at a Korean university were chosen as participants in this study. As a result of the study, four types of learners were identified and given the following descriptive labels: (I) e-Education Interested Type, (II) Traditional Lecture Friendly Type, (III) Social Interactionist Type, and (IV) Yes-But Mixed Type. Further, it was found that those who have either higher academic self-efficacy or extraversion achieved higher academic achievement. It is also shown that female students in general have less interest in blended e-Education. Implications of these results are discussed in the context of blended e-Education course design. (Contains 7 tables and 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10