Coping with Mismatched Courses: Students' Behaviour and Performance in Courses Mismatched to Their Learning Styles

Autor/inn/en	Kinshuk; Liu, Tzu-Chien; Graf, Sabine
Titel	Coping with Mismatched Courses: Students' Behaviour and Performance in Courses Mismatched to Their Learning Styles
Quelle	In: Educational Technology Research and Development, 57 (2009) 6, S.739-752 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1042-1629
DOI	10.1007/s11423-009-9116-y
Schlagwörter	Cognitive Style; Online Courses; Student Behavior; Learning Processes; Academic Achievement; Identification; Student Needs; Correlation; Educational Technology; Computer Assisted Instruction; Web Based Instruction; Instructional Design + Suchen Sie Ihr Suchwort? Cognitive styles; Kognitiver Stil; Online course; Online-Kurs; Student behaviour; Schülerverhalten; Learning process; Lernprozess; Schulleistung; Identifikation; Identifizierung; Korrelation; Unterrichtsmedien; Computer based training; Computerunterstützter Unterricht; Web Based Training; Lesson concept; Lessonplan; Unterrichtsentwurf
Abstract	Although learning styles are considered as an important factor in education, students often have to learn in courses that do not support their learning styles. A challenge for technology facilitated learning is therefore to assist and help students to cope with courses that do not match their learning styles by training and developing their less preferred skills. In this paper, the interactions between students' learning styles, their behaviour, and their performance in an online course that is mismatched regarding their learning styles were analysed. The results show which learners need more help in mastering mismatched courses, help in getting a better understanding about how students with good performance record and poor performance record learn with respect to their learning styles, and provide information about how to identify learners who might have difficulties in learning based on their behaviour. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10