An examination of adult learning style and course satisfaction with interactive instruction in multiple institutional teaching centers
Candice Melton Carlisle, Auburn University, United States
Auburn University . Awarded
Network and interactive technologies create a learning environment that permits the design and delivery of higher education instruction that may better meet the learning and lifestyle needs of today's student. These technologies have the potential to design and distribute experiential-based instruction that connects educational theory to practice. While the experiential learning model is supported by literature on adult learning and lifestyle needs, very little research exists which examines student learning styles and interactive televised learning environment at the higher education level. Given the need for additional research in this area, the following questions were investigated: (1) What, if any, relationships exist between course satisfaction as measured by Sorensen's ITV evaluation and learning style as measured by Kolb's LSI? (2) What, if any, relationships exist between learning style and interactive television instruction? (3) What, if any, relationships exist between course satisfaction and interactive television instruction? and, (4) What, if any, relationship exists between learning orientation and interactive television instruction?
These research questions were investigated using a correlation research design. Seventy voluntary participants were enrolled in Resources in Adult Education (ADED 6016) at Auburn University, Auburn University, Alabama. These classes were delivered from Auburn University (main campus) to the following remote sites (cities located within the state of Alabama): Enterprise, Scottsboro, Atmore, Tuscaloosa, Huntsville, Talladaga, Montgomery and Birmingham.
A demographic sheet, the Kolb Learning Style Inventory (LSI) and the Sorenson (1999) Interactive Television (ITV) Evaluation Survey were utilized for this correlation study. Descriptive statistics, ANOVA and Pearson correlation were used to analyze the results of this study.
Results from the correlation analysis indicate there is no relationship between learning style and interactive instruction or learning orientation and interactive instruction. However, a relationship appears to exist between course satisfaction and learning style and course satisfaction and interactive instruction.
Carlisle, C.M. An examination of adult learning style and course satisfaction with interactive instruction in multiple institutional teaching centers. Ph.D. thesis, Auburn University.
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