Investigating the Relationship between Learning Style Preferences and Teaching Collaboration Skills and Technology: An Exploratory Study

Persistent Link:
http://hdl.handle.net/10150/106474
Title:
Investigating the Relationship between Learning Style Preferences and Teaching Collaboration Skills and Technology: An Exploratory Study
Author:
Sonnenwald, Diane H.; Kim, Seung-Lye
Editors:
Toms, E.
Citation:
Investigating the Relationship between Learning Style Preferences and Teaching Collaboration Skills and Technology: An Exploratory Study 2002, :64-73
Issue Date:
2002
URI:
http://hdl.handle.net/10150/106474
Submitted date:
2006-08-15
Abstract:
This paper reports on an exploratory study that investigates the relationship between participants' learning style preferences and their perceptions of a professional workshop on collaboration and technology to support collaboration. The Learning Preference Scale-Students (LPSS) (Owens & Barnes, 1992) was administered to identify participants' learning style preferences as cooperative, competitive and/or individualized. Using cluster analysis two groups, or categories, of learning style preferences among the participants emerged. Group 1 showed a strong preference for the cooperative learning style, and Group 2 showed a strong preference for competitive and cooperative learning styles. Group 1 rated the workshop more positively than Group 2. However, Group 2 reported a larger increase in self-efficacy compared to those in Group 1 (18.9% vs. 6.0%). Both groups provided different suggestions regarding the content of the workshop. Group 1 suggested adding more discussions and group exercises, whereas Group 2 suggested adding explicit theory or rules to govern behavior. These findings indicate that learning styles should be considered as a potential variable that influences learning outcomes and preferences.
Type:
Conference Paper
Language:
en
Keywords:
Information Retrieval; Information Seeking Behaviors; Learning Science

Full metadata record

DC FieldValue Language
dc.contributor.authorSonnenwald, Diane H.en_US
dc.contributor.authorKim, Seung-Lyeen_US
dc.contributor.editorToms, E.en_US
dc.date.accessioned2006-08-15T00:00:01Z-
dc.date.available2010-06-18T23:48:07Z-
dc.date.issued2002en_US
dc.date.submitted2006-08-15en_US
dc.identifier.citationInvestigating the Relationship between Learning Style Preferences and Teaching Collaboration Skills and Technology: An Exploratory Study 2002, :64-73en_US
dc.identifier.urihttp://hdl.handle.net/10150/106474-
dc.description.abstractThis paper reports on an exploratory study that investigates the relationship between participants' learning style preferences and their perceptions of a professional workshop on collaboration and technology to support collaboration. The Learning Preference Scale-Students (LPSS) (Owens & Barnes, 1992) was administered to identify participants' learning style preferences as cooperative, competitive and/or individualized. Using cluster analysis two groups, or categories, of learning style preferences among the participants emerged. Group 1 showed a strong preference for the cooperative learning style, and Group 2 showed a strong preference for competitive and cooperative learning styles. Group 1 rated the workshop more positively than Group 2. However, Group 2 reported a larger increase in self-efficacy compared to those in Group 1 (18.9% vs. 6.0%). Both groups provided different suggestions regarding the content of the workshop. Group 1 suggested adding more discussions and group exercises, whereas Group 2 suggested adding explicit theory or rules to govern behavior. These findings indicate that learning styles should be considered as a potential variable that influences learning outcomes and preferences.en_US
dc.format.mimetypeapplication/pdfen_US
dc.language.isoenen_US
dc.subjectInformation Retrievalen_US
dc.subjectInformation Seeking Behaviorsen_US
dc.subjectLearning Scienceen_US
dc.titleInvestigating the Relationship between Learning Style Preferences and Teaching Collaboration Skills and Technology: An Exploratory Studyen_US
dc.typeConference Paperen_US
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