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ERIC Number: EJ1102532
Record Type: Journal
Publication Date: 2016
Pages: 19
Abstractor: As Provided
Reference Count: 41
ISBN: N/A
ISSN: ISSN-0307-5079
Instructional Style and Learner-Centered Approach: A Cross-Institutional Examination of Modality Preference for Online Course Delivery in a Graduate Professional Program
Bonnici, Laurie J.; Maatta, Stephanie L.; Klose, M. Katherine; Julien, Heidi; Bajjaly, Stephen
Studies in Higher Education, v41 n8 p1389-1407 2016
This case study examined student preference for delivery mode of online courses in two graduate degree programs in Library and Information Science. Within-group and between-groups comparisons indicated a distinct preference across the institutions. Findings from focus groups conducted with two cohorts of students enrolled in a federally funded project indicated students preferring asynchronous delivery enrolled in such courses to accommodate busy lifestyles. In the synchronously deployed course, flexibility in accommodation of various learning styles was evidenced by such influential factors as teaching style, instructional design, and topicality. Findings inform online education for modality and instructional style.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Alabama; Florida; Georgia; Michigan