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Impact of Instructional Methods and Technology on Student Learning Styles
PROCEEDINGS

, Saginaw Valley State University, United States ; , , Central Michigan University, United States

EdMedia + Innovate Learning, in Lugano, Switzerland ISBN 978-1-880094-53-2 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

In an era of increased accountability in assessing student learning outcomes, greater emphasis has been focused on factors that influence student learning. In this paper we examine the impact of in-structional methods and technology on student learning styles, all critical factors affecting student learning. A research framework that suggests the relationship of instructional processes and tech-nology to learning styles is proposed. Using the framework, pre- and post-tests based on the Grasha-Riechmann Student Learning Styles Scales were used to assess changes in student learning styles over the course of a semester in three college-level courses. Through specific instructional interven-tion coupled with collaborative projects and the use of course-management software, the results of the assessments showed a significant increase in students' Collaborative, Participant, and Independ-ent learning styles over the course of the semester. Implications for practice and additional research are suggested.

Citation

Kumar, P., Kumar, A. & Smart, K. (2004). Impact of Instructional Methods and Technology on Student Learning Styles. In L. Cantoni & C. McLoughlin (Eds.), Proceedings of ED-MEDIA 2004--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 3106-3113). Lugano, Switzerland: Association for the Advancement of Computing in Education (AACE). Retrieved March 23, 2019 from .

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Cited By

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  2. Fostering Creativity in a Qualitative Research Course Using BlackBoard with a Blended Learning Approach: Best Practices.

    Fernando Mortera-Gutiérrez, Tecnológico de Monterrey, ITESM-CCM, Mexico

    EdMedia + Innovate Learning 2007 (Jun 25, 2007) pp. 1678–1683

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