Individual learner differences and distance language learning: an overview

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Learning Style Preference, Sense of Classroom Community, Gender, Age, and Previous Experience within Computer-Mediated Instruction (CMI)

The purpose of this study was to determine if differences existed in sense of classroom community for computer-mediated instruction (CMI) students in terms of learning style (defined as a preference for independent/individualistic or social/cooperative learning). Differences in sense of social community were investigated, as well as differences in sense of learning community. Differences in sense of classroom community were also investigated in terms of gender, age group, and extent of previous successful CMI experience. In addition, the study sought to identify any differences that existed in learning style preference with respect to gender, age, and previous successful CMI experience. An online survey consisting of 52 questions was provided to a population of 616 students enrolled in 49 CMI courses offered by a rural community college in the southeastern United States. The survey embodied the Learning Preference Survey for Students (LPSS) to measure learning style preference, the Classroom Community Scale (CCS) to quantify perception of social and learning community, and several demographic questions. The 360 useable responses resulted in a 58.4% return rate. To provide a point of triangulation for the quantitative survey and to identify pertinent patterns and themes which might clarify or expand the quantitative data, telephone interviews were conducted with 20 of the survey respondents, ten representing extremely independent learners and ten representing highly social learners, as measured by the LPSS. Using scores from the two subscales of the LPSS, participants were separated into four learning style preference groups: (1) highly independent, low social learners (HILS), (2) highly social, low independent learners (HSLI), (3) learners who expressed strong preference for elements of both learning styles (HIHS), and (4) learners who expressed low preference for elements of both learning styles (LILS). Membership in one of these four learning style preference groups constituted the first independent variable in the study. Other independent variables were gender, age group, and experience with CMI. Dependent variables were sense of social community and sense of learning community from scores on the CCS subscales. Learning style preference scores on the two LPSS subscales also acted as dependent variables in determining their correlations and relationships with age, gender, and previous experience with CMI. The combined results of the quantitative and qualitative methods of this study suggested that not only was there a significant difference in the perception of social community in the CMI environment by learners possessing different learning preferences but, also that the perception was a self-fulfilling phenomenon. These CMI learners perceived the social community which they themselves created by their own actions - actions which developed out of their own personal learning preferences. Quantitative data also revealed no significant difference in perception of learning community among learning style preference groups. Qualitative themes also reinforced satisfaction with the learning taking place and overall satisfaction with CMI by the sample population. Other significant findings were the lack of any indication of gender difference in perception of social community in CMI, and the lack of a female proclivity for social learning. Females in this sample also displayed a significantly higher perception of learning community than their male counterparts. No differences in social or learning community were revealed based on ethnicity or previous experience with CMI, but non-traditional aged students (26+) displayed a significantly higher sense of learning community than traditional aged college students (18-25). However, no direct correlation between age and learning style preference was discovered. Neither was there an indication of any relationship between learning style preference and previous experience with CMI. Themes extracted from the telephone interviews suggested a strong preference for a high degree of structure in the CMI curriculum, copious and timely instructor feedback, and flexibility in assignment due dates

Teachers\u27 attitudes toward computer technology and factors influencing their attitudes and adoption of computer technology in classroom instruction : a literature review

With the introduction of computer literacy into curriculum, teachers\u27 attitudes toward computer technology and computer adoption in the classroom teaching remain major concerns for educators. This paper is intended to review the literature on teachers\u27 attitudes toward the use of computer technology as an instructional tool in classroom teaching and factors influencing their attitudes toward their use of computers. Their attitudes differ but are positive about teaching with computers if some barriers are overcome and some problems are solved, such as lack of training and accessibility. The literature review reveals that teachers have concerns and anxieties concerning computer technology, its effectiveness in learning, the quality and availability of appropriate software, time required for learning computer technology and some other unanticipated problems through using the software in their teaching. Finally, the literature review suggests that sufficient teacher training and professional support are the crucial elements to changing teachers\u27 attitudes toward more positive direction and improving their classroom use of computers to achieve the successful implementation and integration of computer technology into curriculum in education

Early Development of Entrepreneurial Qualities: the Role of Initial Education

This study attempts to create a better understanding of the role of entrepreneurship education in developing entrepreneurial qualities.�Theory and practice are confronted.�The�paper�discusses the extent to which entrepreneurship can be taught, and the way in which it should be taught. The focus is on the phase of initial education.

A theory of effective computer-based instruction for adults

Computer-based instruction (CBI) was considered the technological phenomenon to revolutionize education and training. Today, the Internet and computer technology are reported to have significantly altered the education landscape (Johnson & Aragon, 2002). The rapid advances in technology, the need for lifelong learning, and the growth of non-traditional students have encouraged the use of the computer as a method of instructional delivery. Evaluating the effectiveness of CBI as a whole technology is very difficult. The inability to measure effectiveness is attributable in part to the fact that CBI is not just one component, but a complex range of services and activities carried out for instructional and learning purposes (Gibbons & Fairweather, 2000). This study presents a theory of critical components that impact the effectiveness of computer-based instruction for adults. The theory was developed to provide a framework for research to explain or predict effective learning by adults using a desktop computer. The five conclusions drawn from this research are: (1) the characteristics of self-directedness and computer self-efficacy of adult learners play an important role in designing CBI for adults; (2) learning goal level impacts instructional design strategy and instructional control component of CBI design; (3) external support and instructional support are needed to provide a positive CBI experience; (4) CBI design is interwoven with the units of self-directedness, computer self-efficacy, learning goal level, instructional design, and external support; and (5) the theory draws together the isolated variables researchers consider important in the adult learning process and aligns them to provide effective CBI

An Analysis of Undergraduates’ Study Skills

AbstractThere is a growing need for the integration of various theoretical perspectives on academic achievement such as study skills. Study skills are approaches applied to learning that assist students to be successful in schools in a way of passing an exam or even obtaining good grades. The purpose of this study was to determine the effect of undergraduates’ study skills on academic achievement and significances in their study skills in terms of gender and department. The sample group of the study consists of 210 undergraduates studying in three different departments at School of Education. To determine their study skills, the data were collected using “Study Skills Scale” developed by Bay, Tugluk, and Gencdogan (2005). To determine the correlation between undergraduates’ study skills and academic achievement, the analysis of Pearson correlation was used. Also, to determine significant differences in undergraduates’ study skills regarding gender and departments, the analysis of independent samples of t-test and ANOVA were conducted. The results reveal that there is a positive correlation between study skills and academic achievement and also significant differences were found in undergraduates’ study skills in terms of gender and departments

The Effect of Entrepreneurship Education on Students’ Entrepreneurial Intentions

Purpose-The main aim of this paper is to examine the effect of entrepreneurial education on students’ entrepreneurial intentions. Also the study sought to determine whether such intention usually give rise to entrepreneurial start-up among students.Design/methodology/approach-Primary data comes from 250 students who currently have entrepreneurship as one of their courses in their institution of higher leaning within the south west of the country. Respondents filled in a detailed questionnaire on their background and other related items as regards to their entrepreneurship education. A model of regression analysis was considered most appropriate for the data analysis of the study used. The use of regression analysis results from the fact that it will enable the study to test the influence of independent variables on the dependent variable and also to ascertain the rate of change in the dependent variable as determined by increase or decrease in the independent variables.Findings-The results of the regression analysis revealed that student’s exposure to entrepreneurship education has a positive influence on the students’entrepreneurial intentions. Research Limitations/implications-Examining the impact of entrepreneurial education on students’ entrepreneurial activities tends to raise or provide some useful insights into some theoretical issues on one hand. And on the other hand, it raises some practical implications for policy makers both in the government and universities. However, this study is limited based on the information available when the research is carried out. Further research could look at the effect of the entrepreneurship education on entrepreneurial activities after graduation. This study hence recommends that the Nigeriangovernment should make entrepreneurship education a compulsory course in Nigerian schools (primary, secondary and tertiary institutions). This will help to influence youth’s attitude towards entrepreneurship. Originality /value-The study makes empirical and theoretical contribution by focussing on the research area that has received less attention especially in the context of study environmen