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Learning Diversity
 

Learning Diversity

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    Learning Diversity Learning Diversity Presentation Transcript

    • Learning Diversity in Online Education The survey findings of two researchers in online education
    • Types of Learners
      • Independent Learner: has developed an interpretive approach to learning
      • Dependent Learner: has not yet discovered interpretive methods
    • Student Control of Learning According to a survey done by Yanyan Yong, Ph.D., and Anne Parrella, Ph.D., of students enrolled in a freshman-level western civilization course at a community college, 30 percent described an education that placed the student in control of his own learning as “the library,” “one-sided,” “chaotic,” and “horrible.” The inference is that at least some students need a structured atmosphere and clear instructor guidance.
    • Student Awareness
      • “ Students expressed strong awareness of the existence of learning diversity and even suggested that learning is an individualized activity.”
      • - Yong and Parrella
    • Other Survey Results
      • 50 percent indicated listening to the instructor as their learning preference.
      • Only 6 percent selected reading online as their preference.
      • 62 percent indicated a preference for live presence or personality of instructor.
      • 72 percent expected that the instructor play an authoritative role.
    • Interpreting This Data
      • The absence of the physical presence of an instructor may be a jarring experience for students new to online instruction.
      • Students seem to prefer the social dimension to be integrated into learning as much as possible.
      • Discussion boards are a very useful tool for improving social interaction among students and teacher.
    • What Students Want
      • 49 percent wanted lecture notes and instructor outlines in an online course.
      • 62 percent wanted descriptive course objectives.
      • 46 wanted materials presented as questions/historical problems.
      • 33 percent wanted the material presented as facts and explanations.
      • Only 20 percent wanted both of the above.
    • Guidance Needs Expressed by Students
      • Feedback
      • Clear communication
      • Linear directions
      • Study guides
      • Review for exams
    • Reading Materials
      • 33 percent of students indicated a need for repetition of concepts to be learned from their readings.
      • 21 percent said the course outline was enough.
      • 15 percent relied on question objectives.
    • Instructor Visibility
      • 64 percent wanted the instructor to be visible to them.
      • 36 percent wanted weekly contact with the instructor.
      • 31 percent wanted instructor contact as needed.
      • 4 percent wanted the instructor to decide on the amount and frequency of contact.
    • Strongest Student Preferences
      • Direction and guidance
      • Frequent contact
      • Learning frameworks
      • Reading repetition
      • Learning materials presented for a discovery activity