The purpose of this paper is to explore the relevance of three different types of styles measure for students' learning in a large introductory university course in psychology, using information technology to enhance teaching. The paper examines the relationship between styles, the usage of learning technology, and academic performance in this course.
Styles are measured using approaches to learning, thinking styles, and cognitive styles. The usage of the online material is measured by considering both time spent on the resources and the amount of material viewed (pages and hits) as well as tools used.
The findings are that the academic performance of students who used the online resources is significantly higher than those who either choose to not use the online materials at all or choose to use to the materials to a lesser extent. It is determined that the measure of approaches to learning (approaches and study skills inventory for students) is the stronger predictor for successful use of the material.
Using a reasonably sized sample in an ecologically valid context offered the opportunity to put styles into context and to consider the practical use of styles. This research is limited by the context and the particular sample. It is also difficult to completely exclude the fact that students using the extra material are generally more motivated and would have obtained better grades even without the resources.
This paper offers further evidence for the relations between different measures of styles and evaluates the effects that styles might have on usage of online material and academic performance.
Vigentini, L. (2009), "Using learning technology in university courses: do styles matter?", Multicultural Education & Technology Journal, Vol. 3 No. 1, pp. 17-32. https://doi.org/10.1108/17504970910951129Download as .RIS
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