Exploring the relationship between learning styles and technological collaborations
David Falvo, University of Northern Colorado, United States ; Raymond Pastore, Bloomsburg University of Pennsylvania, United States
Society for Information Technology & Teacher Education International Conference, in Phoenix, AZ, USA ISBN 978-1-880094-55-6 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
The objective of this research is to explore the relationship between learning styles and collaboration among students taking a course about technology for learning, 100 graduate teacher education students participated in this study and were surveyed before and after the activities about their ability to use the technology tools, their attitudes about collaborating, and their confidence in working as a team. These data were compared to assessed learning styles of the participants. This study reveals the advantages of collaboration in the technical classroom with an emphasis on understanding the impacts of learning style on classroom relationships. This study provides a unique opportunity to compare millennium generation students with students who were born prior to 1980. Because half of the participants in this study are undergraduate teacher education majors and the other half are master's level post-bach students, the study compares these two groups in terms of how they interact in collaborative groups while using technology.
Falvo, D. & Pastore, R. (2005). Exploring the relationship between learning styles and technological collaborations. In C. Crawford, R. Carlsen, I. Gibson, K. McFerrin, J. Price, R. Weber & D. Willis (Eds.), Proceedings of SITE 2005--Society for Information Technology & Teacher Education International Conference (pp. 3167-3172). Phoenix, AZ, USA: Association for the Advancement of Computing in Education (AACE).