NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1164384
Record Type: Journal
Publication Date: 2018-Jan
Pages: 12
Abstractor: As Provided
ISSN: ISSN-1537-2456
Do Creative Learners Prefer Inquiry-Based Learning Instructions in Digital Education Programs?
Rosar, Michaela; Lipka, Alexander; Weidlich, Joshua; Bastiaens, Theo
International Journal on E-Learning, v17 n1 p5-16 Jan 2018
This quasi-experimental study compares preferences for the amount of instructional guidance between creative and noncreative learners. Instructional guidance is implemented as a two-level factor represented as two variants of a visual design task, only differing in the amount of verbal guidance they gave. Dependent preference outcomes were measured using an adapted version of the Web-based Learning Environmental Preference (WLEP) questionnaire by Yang and Tsai. A total of N = 41 students participated: 17 pupils (mean age: 17.6, SD = 3.1) currently enrolled in a creative educational program and 24 pupils (mean age: 21.5, SD = 1.89) from programs unrelated to art. ?[superscript 2]-Tests of dichotomized preference values showed significant less approval of the high-guidance instruction by the creative group (d = 0.701; RR = 0.461; OR = 0.234). Results suggest a relation between learning in a creative domain and low-guidance forms of instruction that should be taken in account when designing online instruction for this domain.
Association for the Advancement of Computing in Education. P.O. Box 1545, Chesapeake, VA 23327. Tel: 757-366-5606; Fax: 703-997-8760; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Germany
Grant or Contract Numbers: N/A