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The effect of learning style on doctoral course completion in a Web-based learning environment
ARTICLE

Internet and Higher Education Volume 5, Number 4, ISSN 1096-7516 Publisher: Elsevier Ltd

Abstract

One hundred and fifty-nine doctoral students, majoring in Computing Technology in Education (CTE), were tracked during the coursework phase in a Web-based learning environment. At the beginning of the coursework, each student completed a demographic data form and Kolb's An examination of the means scores for both groups indicated that students with a preference for Abstract Conceptualization dropped out of the program at significantly lower rates,

Citation

Terrell, S.R. (2002). The effect of learning style on doctoral course completion in a Web-based learning environment. Internet and Higher Education, 5(4), 345-352. Elsevier Ltd. Retrieved September 15, 2019 from .

This record was imported from Internet and Higher Education on January 29, 2019. Internet and Higher Education is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/S1096-7516(02)00128-8

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