scholarly journals An Analysis of the Relationship Between Learning Style Perceptual Preferences and Attitudes Toward Computer-Assisted Instruction

2000 ◽  
Author(s):  
Mary McFarland
Keyword(s):  
Learning Style ◽  
Computer Assisted Instruction ◽  
Computer Assisted ◽  
Perceptual Preferences ◽  
Assisted Instruction ◽  
The Relationship

Gender and Learning Style Interactions in Students' Computer Attitudes

2003 ◽  
Vol 28 (3) ◽  
pp. 231-244 ◽  
Author(s):  
Pat C. Ames
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Computer Attitudes ◽  
Assessment Instrument ◽  
Computer Assisted ◽  
Attitudes Toward Computers ◽  
Computer Based ◽  
Students Attitudes ◽  
Assisted Instruction ◽  
The Relationship

University students' attitudes toward computers were assessed as a function of learning style. Analyses of responses provided by 232 students to a learning style assessment instrument and a computer attitude survey revealed that specific learning styles were associated with an affinity for (liking of), confidence in, and anxiety about the use of computers. Within those learning styles, gender differences were discovered when students manifested a clearly dominant style. The findings indicate that computer-based or computer-assisted instruction may not be appropriate for all students and that curriculum modifications to account for learning style differences may increase the effectiveness of and reduce the aversion to computers in the classroom. Additional research into the relationship between learning styles and computer attitudes may also provide assistance relative to increasing the enrollment of females in technology-oriented courses of study.

scholarly journals THE EFFECTIVENESS OF COMPUTER - ASSISTED INSTRUCTION IN A HORTICULTURE PLANT IDENTIFICATION CLASS

HortScience ◽  
1992 ◽  
Vol 27 (6) ◽  
pp. 673b-673
Author(s):  
Mona R. Corbett ◽  
Christine D. Townsend ◽  
Jayne M. Zajicek
Keyword(s):  
Learning Style ◽  
Undergraduate Students ◽  
Database System ◽  
Computer Assisted Instruction ◽  
Computer Assisted ◽  
Plant Identification ◽  
Computer Instruction ◽  
Cognitive Knowledge ◽  
College Setting ◽  
Assisted Instruction

Plant identification is a prerequisite to many, if not all, horticulturally related classes. It typically has been taught through the use of live specimens, slides, and text books. Recently, computers have entered the picture as a possible tool to teach plant identification. Increased availability and sophistication of computer systems in the college setting have led to the increased use of computers in instruction. The objective of this study was to determine if there was a relationship between a student's learning style and academic achievement following computer assisted instruction. Undergraduate students enrolled in a plant identification class were involved in the study. Students learned plant identification either by: 1) viewing live specimens, 2) utilizing a computer instruction database system, or 3) combining live specimens with computer instruction. The students' cognitive knowledge was evaluated with pre and post tests. Learning style and attitude toward computer assisted instruction were also obtained.

Comparisons of Field-dependent and -independent Student Learning Preferences in an Ornamental Horticulture Class with an Emphasis on Computer-assisted Instruction

HortScience ◽  
1998 ◽  
Vol 33 (3) ◽  
pp. 510a-510
Author(s):  
Anthony W. Kahtz ◽  
Gary J. Kling
Keyword(s):  
Learning Style ◽  
Qualitative Interviews ◽  
Cognitive Learning ◽  
Learning Preferences ◽  
Computer Assisted Instruction ◽  
Computer Assisted ◽  
Embedded Figures Test ◽  
Field Dependent ◽  
Independent Students ◽  
Assisted Instruction

Learning Preference differences and similarities of field-dependent/-independent students were investigated with an emphasis on the usage of a computer-assisted instruction (CAI) program designed for a woody plant identification class. Qualitative interviews further investigated each participant's cognitive learning style after administration of the Group Embedded Figures Test instrument. The findings were congruent with the theory of field dependency. In addition, results indicated that field independent students felt that using CAI was beneficial, but may prove to be more advantageous with provided structure. In contrast, field-dependent students did not feel there was any benefit in using a CAI program, but, with provided structure, benefits may occur. However, both field-dependent/-independent students would prefer a greater usage of visuals in this CAI program.

Cognitive Styles and Feedback in Computer-Assisted Instruction

1995 ◽  
Vol 12 (2) ◽  
pp. 195-203 ◽  
Author(s):  
Michael M. Whyte ◽  
Dolores M. Karolick ◽  
Milton C. Nielsen ◽  
Gregory D. Elder ◽  
W. Thomas Hawley
Keyword(s):  
Learning Style ◽  
Knowledge Bases ◽  
Computer Assisted Instruction ◽  
Computer Assisted ◽  
Instructional Designers ◽  
Learner Characteristics ◽  
Treatment Groups ◽  
Intervention Level ◽  
Field Independent ◽  
Assisted Instruction

Feedback during student practice is considered a fundamental component of well-designed computer-assisted instruction (CAI). This project focuses on the appropriate applications of feedback in a CAI lesson which teaches knowledge bases and concepts. The student's learning style/characteristics are a factor in the process. The project follows a 4 × 2 design which includes a pretest, intervention, posttest, and delayed posttest model. The factors of the design are feedback (KCR, KCRI, KOR, KORI) and learner characteristics (field dependent, field independent). The learners, freshmen cadets at the USAF Academy, were assigned to treatment groups via stratified random sampling. Stratification was based on pretest scores of prior knowledge and learner characteristics. The results of the primary intervention, level of feedback, were statistically significant, favoring increasing levels of information feedback. This article also provides instructors, instructional designers and authors of computer-assisted instruction useful methodologies for implementing the results in instructional products.

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