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Learning Diversity


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Learning Diversity

  1. 1. Learning Diversity in Online Education The survey findings of two researchers in online education
  2. 2. Types of Learners <ul><li>Independent Learner: has developed an interpretive approach to learning </li></ul><ul><li>Dependent Learner: has not yet discovered interpretive methods </li></ul>
  3. 3. 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.
  4. 4. Student Awareness <ul><li>“ Students expressed strong awareness of the existence of learning diversity and even suggested that learning is an individualized activity.” </li></ul><ul><li>- Yong and Parrella </li></ul>
  5. 5. Other Survey Results <ul><li>50 percent indicated listening to the instructor as their learning preference. </li></ul><ul><li>Only 6 percent selected reading online as their preference. </li></ul><ul><li>62 percent indicated a preference for live presence or personality of instructor. </li></ul><ul><li>72 percent expected that the instructor play an authoritative role. </li></ul>
  6. 6. Interpreting This Data <ul><li>The absence of the physical presence of an instructor may be a jarring experience for students new to online instruction. </li></ul><ul><li>Students seem to prefer the social dimension to be integrated into learning as much as possible. </li></ul><ul><li>Discussion boards are a very useful tool for improving social interaction among students and teacher. </li></ul>
  7. 7. What Students Want <ul><li>49 percent wanted lecture notes and instructor outlines in an online course. </li></ul><ul><li>62 percent wanted descriptive course objectives. </li></ul><ul><li>46 wanted materials presented as questions/historical problems. </li></ul><ul><li>33 percent wanted the material presented as facts and explanations. </li></ul><ul><li>Only 20 percent wanted both of the above. </li></ul>
  8. 8. Guidance Needs Expressed by Students <ul><li>Feedback </li></ul><ul><li>Clear communication </li></ul><ul><li>Linear directions </li></ul><ul><li>Study guides </li></ul><ul><li>Review for exams </li></ul>
  9. 9. Reading Materials <ul><li>33 percent of students indicated a need for repetition of concepts to be learned from their readings. </li></ul><ul><li>21 percent said the course outline was enough. </li></ul><ul><li>15 percent relied on question objectives. </li></ul>
  10. 10. Instructor Visibility <ul><li>64 percent wanted the instructor to be visible to them. </li></ul><ul><li>36 percent wanted weekly contact with the instructor. </li></ul><ul><li>31 percent wanted instructor contact as needed. </li></ul><ul><li>4 percent wanted the instructor to decide on the amount and frequency of contact. </li></ul>
  11. 11. Strongest Student Preferences <ul><li>Direction and guidance </li></ul><ul><li>Frequent contact </li></ul><ul><li>Learning frameworks </li></ul><ul><li>Reading repetition </li></ul><ul><li>Learning materials presented for a discovery activity </li></ul>