You are here:

Investigate the Relationships of Student Attitudes toward Interaction, Learning Styles, and their Online Learning Readiness in Higher Education
PROCEEDINGS

, National Taiwan Normal University, Taiwan

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Honolulu, Hawaii, USA ISBN 978-1-880094-60-0 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

Abstract

This study investigated the relationships of student attitudes toward four types of interactions (instructional, affective, collaborative, and vicarious interactions), learning styles, and their online learning readiness. One hundred and sixty-eight students enrolled in an Internet-integrated course in a national Taiwan university participated in the study. Data were collected through online surveys. The results indicated students had significant differences in their attitudes toward the four types of interactions. Some types of learning style can predict student attitudes toward some types of interactions. All learning styles cannot predict students' online learning readiness. Learners' attitudes toward three types of interactions were related to online learning readiness, and the four attitudes all together can significantly predict online learning readiness.

Citation

Hao, Y. (2006). Investigate the Relationships of Student Attitudes toward Interaction, Learning Styles, and their Online Learning Readiness in Higher Education. In T. Reeves & S. Yamashita (Eds.), Proceedings of E-Learn 2006--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 1213-1216). Honolulu, Hawaii, USA: Association for the Advancement of Computing in Education (AACE). Retrieved June 23, 2019 from .

Keywords

References

View References & Citations Map

These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.

Suggest Corrections to References