Investigating the relationship between learning style preferences and teaching collaboration skills and technology: An exploratory study
✍ Scribed by Seung-Lye Kim; Diane H. Sonnenwald
- Publisher
- Wiley (John Wiley & Sons)
- Year
- 2005
- Tongue
- English
- Weight
- 797 KB
- Volume
- 39
- Category
- Article
- ISSN
- 0044-7870
No coin nor oath required. For personal study only.
✦ Synopsis
Abstract
This paper reports on an exploratory study that investigates the relationship between participants' learning style preferences and their perceptions of a professional workshop on collaboration and technology to support collaboration. The Learning Preference Scale‐Students (LPSS) (Owens & Barnes, 1992) was administered to identify participants' learning style preferences as cooperative, competitive and/or individualized. Using cluster analysis two groups, or categories, of learning style preferences among the participants emerged. Group 1 showed a strong preference for the cooperative learning style, and Group 2 showed a strong preference for competitive and cooperative learning styles. Group 1 rated the workshop more positively than Group 2. However, Group 2 reported a larger increase in self‐efficacy compared to those in Group 1 (18.9% vs. 6.0%). Both groups provided different suggestions regarding the content of the workshop. Group 1 suggested adding more discussions and group exercises, whereas Group 2 suggested adding explicit theory or rules to govern behavior. These findings indicate that learning styles should be considered as a potential variable that influences learning outcomes and preferences.