ERIC Number: ED419532
Record Type: RIE
Publication Date: 1998-Mar
Analysis of Student Field Dependent Status, Attitude toward the Technology Medium, and Perception of Interaction in a Distance Education Setting: Implications for Improving the Quality of Distance Education.
This study is an analysis of student learning style (field dependence/independence), student attitudes toward the technology medium, and student perception of interaction. Research indicates that field independent (FI) individuals are more successful in distance education settings than field dependent (FD) individuals, which is a result of their ability to structure information and their environment. FD individuals thrive in a learning situation with high levels of interaction and a fostering of positive student attitudes. FD individuals rely upon the environment around them to develop their personal identity in the distance education classroom. In this study, field dependence status serves as the independent variable, while student attitude toward the technology medium and student perception of interaction are both dependent variables. A linear path analysis is used to determine if a causal relationship exists between the given variables. The proven stability of the field dependent construct means that changing a student's level of field dependence is not an option for improving a student's opportunities for success in a distance education setting. Informing students of the basic functions of the technical equipment and the day-to-day operation of the classroom could yield a more positive attitude towards the technology. (AEF)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Note: Paper presented at the Conference for the Louisiana Educational Research Association (March, 1998).