Moving Towards an Online User Typology: The Importance of Learner Characteristics for Non-traditional Users
Dianna Newman, Gary Clure, Evaluation Consortium, University at Albany/SUNY, United States
Society for Information Technology & Teacher Education International Conference, in Austin, Texas, USA ISBN 978-1-880094-92-1 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
A review of learning theory indicates that learning style and self-efficacy as a learner are major confounding variables of learning. While much is known in a face to face classroom setting, little is known about the role of learning styles and computer self-efficacy in the cyber world,and even less is known about their role for non-traditional users. The purpose of this study is to present results of an investigation of the role of learning style and technology self-efficacy among students for whom English is not the native language and for older adults returning to education. The technology involved is a web-based multi-media supported module discussing plagiarism. Students represent multiple higher education sites and levels as well as different content domains. Results indicate that both learning style and self-efficacy are related to the process of use as well as students’ cognitive outcomes.
Newman, D. & Clure, G. (2012). Moving Towards an Online User Typology: The Importance of Learner Characteristics for Non-traditional Users. In P. Resta (Ed.), Proceedings of SITE 2012--Society for Information Technology & Teacher Education International Conference (pp. 706-711). Austin, Texas, USA: Association for the Advancement of Computing in Education (AACE).