Transcript Perceptual Modalities The Implications for Students in Web-based Learning Glenn Cockerline David Yearwood

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Perceptual Modalities
The Implications for Students in Web-based Learning
Glenn Cockerline
[email protected]
David Yearwood
[email protected]
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Learning Styles
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Curry’s Onion Model
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Cognitive Style
The Interface between the Brain & our Environment
Perception
Field Orientation
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Perception: How We Acquire Information
from our Environment
Vision ->
Sound ->
Force ->
Scent ->
Taste ->
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How We Acquire Information
for Academic Purposes
Vision ->
Sound ->
->
Scent ->
Taste ->
Force
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VAK / VARK
Read/write
a preference
for symbolic images
over iconic images
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VAK / VARK
Visual
colour
motion
dimension
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Test
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VAK / VARK
Auditory
pitch
rhythm
tempo
dynamics
timber
location
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Not a Test
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VAK / VARK
Kinesthetic
tactile (cutaneous)
proprioception(limb position)
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Cognitive Style 2
Field Orientation
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Field Orientation
Field Independent
(Analytical)
Details first
then building to
the “Big Picture”
Field Dependent
(Global)
“Big Picture” first
then fills in
the details
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Who is
Advantaged or Disadvantaged
in the Traditional Classroom?
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Who is
Advantaged or Disadvantaged
by Web-based Learning?
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The Human-Computer Interface
How do we get information from WebCT?
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So what’s the significance for
Students in Web-based Learning?
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Research Questions
Is there a relationship between the way
students acquire knowledge and their:
 comfort with WebCT
 use of WebCT
 satisfaction with WebCT
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Comfort with WebCT
Field Dependent (Global) learners
were less comfortable converting
between file types
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Comfort with WebCT
Field Dependent (Global) learners
were less comfortable uploading &
downloading file
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Comfort with WebCT
Auditory learners were less comfortable
with WebCT than other learners.
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Comfort with WebCT
Kinesthetic Learners were more comfortable
with WebCT than other learners.
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Use of WebCT
There was a negative correlation between
auditory learners and the number of
content pages they read.
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Use of WebCT
There was a negative correlation between
auditory learners and the number of
discussion pages they read.
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Use of WebCT
There was a negative correlation between
auditory learners and the number of
posts made to discussions.
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Satisfaction with WebCT
There was a positive correlation between
readers and their satisfaction with web links.
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Implications for
Auditory Learners
• Accessed fewer pages
• Spend the same amount of time doing so
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Implications for
Kinesthetic Learners
• Accessed more pages
• Spend the same amount of time doing so.
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Implications for
FD (Global) Learners
• FDs have a lower tolerance for technical
details
• => importance of introductory sessions
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Implications for
FD (Global) Learners
• FDs pay less attention to details
• => more prone to errors
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Questions