College Students Attitudes Toward Learning Process And Outcome Of Online Instruction And Distance Learning Across Learning Styles

This study uses the Learning-Style Inventory LSI (Smith & Kolb, 1985) to explore to what extent student attitudes toward learning process and outcome of online instruction and Distance Learning are affected by their cognitive styles and learning behaviors. It finds that there are not much statistically significant differences in perceptions on many learning process and outcome indicators across learning styles. However, students who learn from concrete experience and reflective experimentation/observation didnt appreciate the flexible class schedule, need instant questions and feedback, and expect more leniency from the instructor

Virtual Simulation in Leadership Development Training;the Impact of Learning Styles and Conflict Management Tactics on Adult Learner Performance

Adult learners can develop leadership skills and competencies such as conflict management and negotiation skills. Virtual simulations are among the emerging new technologies available to adult educators and trainers to help adults develop various leadership competencies. This study explored the impact of conflict management tactics as well as learning styles on the efficacy of virtual leadership development training.In this quantitative study, participants (n=349) completed electronic versions of both the Power and Influence Tactics Scale (POINTS) and the Kolb Learning Styles Instrument (KLSI). Results of participant scores for both instruments were compared with scores from a virtual leadership simulation. Performance within a virtual leadership simulation was not found to be significantly impacted by diverse learning styles, indicating that virtual simulations can be effective for adult learners with any learning style. Statistically significant correlations were found between all seven conflict management tactics and key virtual leadership simulation scores, indicating that virtual leadership simulations can be effective tools for practicing multiple conflict management tactics. Experiential learning techniques are becoming commonplace and the use of technology is growing within the field of adult and leadership education. This study elucidates the effectiveness of new technologies such as virtual simulations as tools for leadership development. This study contributes to leadership education best practices by exploring the effectiveness of virtual simulations as a method for training leaders that will allow educators to incorporate emerging best practices into their repertoire of methodologie

Virtual Simulation in Leadership Development Training;the Impact of Learning Styles and Conflict Management Tactics on Adult Learner Performance

Adult learners can develop leadership skills and competencies such as conflict management and negotiation skills. Virtual simulations are among the emerging new technologies available to adult educators and trainers to help adults develop various leadership competencies. This study explored the impact of conflict management tactics as well as learning styles on the efficacy of virtual leadership development training.In this quantitative study, participants (n=349) completed electronic versions of both the Power and Influence Tactics Scale (POINTS) and the Kolb Learning Styles Instrument (KLSI). Results of participant scores for both instruments were compared with scores from a virtual leadership simulation. Performance within a virtual leadership simulation was not found to be significantly impacted by diverse learning styles, indicating that virtual simulations can be effective for adult learners with any learning style. Statistically significant correlations were found between all seven conflict management tactics and key virtual leadership simulation scores, indicating that virtual leadership simulations can be effective tools for practicing multiple conflict management tactics. Experiential learning techniques are becoming commonplace and the use of technology is growing within the field of adult and leadership education. This study elucidates the effectiveness of new technologies such as virtual simulations as tools for leadership development. This study contributes to leadership education best practices by exploring the effectiveness of virtual simulations as a method for training leaders that will allow educators to incorporate emerging best practices into their repertoire of methodologie

Supervisory Practices in a Virtual Internship Program: A Multi-Case Study

This study explored certain leadership methods that eSupervisors were utilizing with eInterns through the theoretical lenses of House’s (1971) path-goal theory of leadership and the effectiveness of these methods on learning outcomes. The overarching research question that guided this study was: How do eSupervisors contribute to the learning growth of eInterns? A qualitative multi-case study was conducted on a population of eSupervisors, current eInterns (students), and past eInterns (graduates) that were associated with the Virtual Student Foreign Service (VSFS) program. VSFS is a program aimed at exposing students to working opportunities in the government. The findings from this study imply that there are a number of ways in which eSupervisors can contribute to the learning growth of eInterns. These contributions will vary depending on the eInterns, the environmental characteristics, the leadership approach taken, and the motivational factors involved. The significance in applying this research today falls in line with the booming growth of distance education programs the trend of incorporating technology in the classrooms

Investigating the Link between Learning Style and IT-Appropriation

Individuals learn to use information technologies (IT) in many ways, and some ways are more effective than others. As organizations become more dependent upon IT, the need increases to understand how individuals learn to use IT effectively. In this paper we analyze eight theoretically sampled cases to discover patterns in learning to use IT. Extreme cases were selected in terms of age and IT-competency. Findings suggest that differences in dichotomous learning styles are associated with dichotomous differences in competency and usage behavior (appropriation), while age-based differences were less manifest. Implications for managers, designers, and researchers are discussed

Project knowledge into project practice: generational issues in the knowledge management process

This paper considers Learning and Knowledge Transfer within the project domain. Knowledge can be a tenuous and elusive concept, and is challenging to transfer within organizations and projects. This challenge is compounded when we consider generational differences in the project and the workplace. This paper looks at learning, and the transfer of that generated knowledge. A number of tools and frameworks have been considered, together with accumulated extant literature. These issues have been deliberated through the lens of different generational types, focusing on the issues and differences in knowledge engagement and absorption between Baby Boomers, Generation X, and Generation Y/Millennials. Generation Z/Centennials have also been included where appropriate. This is a significant issue in modern project and organizational structures. Some recommendations are offered to assist in effective knowledge transfer across generational types.Accepted manuscrip

Learning Styles, Multimedia Hybrid Versus Traditional Teaching, Course Satisfaction, and Learning Outcomes in Art Appreciation Courses

Dramatic changes in technology in the 1980s have had an impact on human lives, not only in the field of business, but also in the field of education. In recent years, more academic institutions have chosen to deliver curricula online, and instructors have used different educational technology tools to support students\u27 learning abilities. In fact, web-based educational approaches have been examined by numerous researchers, and as a practical issue in the educational field, web-based instruction can be cost-effective, flexible, and convenient. The purpose of this exploratory (comparative) and explanatory (correlational), prospective survey research design was to investigate the relationship among course delivery methods (multimedia hybrid versus traditional face-to-face), learning styles, course satisfaction, and learning outcomes (course grade and learning gains) in higher education art appreciation courses. This study was conducted in a private university in south Florida, with a sample of 71 participants. There were three classes that constituted the sample of students that were taught via multimedia hybrid (n=44) and two classes that formed a sample of students taught by traditional methods (n=29). Independent t-tests and Chi-Square tests showed no difference in student background characteristics and learning styles between the two groups; however, course satisfaction, course grade, and learning gains were significantly higher in the multimedia hybrid classes. Eta, Pearson r correlation, and hierarchical linear regression analyses were used to test the hypotheses, which were partially supported: (a) learning style and student characteristics explained 25.2% of the variation in course satisfaction for the traditional group versus 18.6% for the multimedia group; (b) learning style and student characteristics explained 16.7% of the variation in course grade for the multimedia group versus 15.3% for the traditional group; and (c) learning style and student characteristics explained 35.2% of the variation in learning gains for the traditional group versus 10.0% for the multimedia group. Reliability and construct validity were also examined. Findings suggest that use of instructional technology in teaching art related classes can enhance learning and course satisfaction. Recommendations for future research included construct validation of the Learning Style Inventory, and replication of this study in larger universities, with larger samples, and in different countries

Efficacy of Online Training for Improving Camp Staff Competency

Preparing competent staff is a critical issue within the camp community. This quasi-experimental study examined the effectiveness of an online course for improving staff competency in camp healthcare practices among college-aged camp staff and a comparison group (N = 55). We hypothesized that working in camp would increase competency test scores due to opportunities for staff to experientially apply knowledge learned online. Hierarchical linear modeling was used to analyse the cross-level effects of a between-individuals factor (assignment to experimental or comparison group) and within-individual effects of time (pre-test, post-test #1, and post-test #2) on online course test scores. At post-test #2, the difference in average test scores between groups was ~30 points, with the treatment group scoring lower on average than the comparison group. Factors that may have influenced these findings are explored, including fatigue and the limited durability of online learning. Recommendations for research and practice are discussed

Engaging Students Through Collaboration: How Project FUN Works

Students from three disciplines designed, developed, and implemented exercise and nutrition interventions, online modules and videos, to benefit low-income middle school students. The process used to incorporate the scholarship of teaching into a collaborative college-level application of learning is described