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ERIC Number: EJ912546
Record Type: Journal
Publication Date: 2011-May
Pages: 8
Abstractor: As Provided
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0360-1315
Effects of an Online Learning Community on Active and Reflective Learners' Learning Performance and Attitudes in a Face-to-Face Undergraduate Course
Zhan, Zehui; Xu, Fuyin; Ye, Huiwen
Computers & Education, v56 n4 p961-968 May 2011
The purpose of this study was to examine the effects of an Online Learning Community (OLC) on active and reflective learners' learning performance and attitude in a face-to-face undergraduate digital design course. 814 freshmen in an introductory digital design course were randomly assigned to one of two treatments: one offered students an OLC, which required students to discuss their assignments and readings online and participate in certain online learning activities; the other one did not offer the OLC (NC: no online learning community), but required involving students in face-to-face discussion. Individual students' learning styles were measured using Felder and Solomon's Index of Learning Styles Questionnaire. Results indicated that both active and reflective learners in the OLC intervention performed significantly better than those who were in the NC intervention. Results also indicated that active learners performed significantly better than reflective learners in the NC intervention; however, reflective learners performed significantly better than active learners in the OLC intervention. No significant difference between active and reflective learners' attitudes was found. These findings indicated that OLC might be an effective means for improving both active and reflective learners' learning performance and attitudes; however, its effects on active learners might not be as great as on reflective learners. (Contains 2 tables.)
Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A