Reactive Behavior Patterns in Distributed Learning: Bridging Student Resources and Cognition Charles D. Dziuban Patsy D. Moskal University of Central Florida

Distributed Learning Impact Evaluation StudentsFaculty Reactive behavior patterns Success Satisfaction Demographic profiles Retention Strategies for success Online programs Writing project model Large online classes Higher order evaluation models Student evaluation of instruction Theater

Students “Very Satisfied” with Online Learning by Generation Percent (N=1,536)

Changed Approach to Learning by Generation Percent (N=1,536)

What are Learning Styles? Cognitive styles “…people’s characteristic and typically preferred modes of processing information” Thinking styles “…preferred ways of using the abilities one has…” Adapted from Sternberg, R.J., Grigorenko, E.L. (1997). Are cognitive styles still in style? American Psychologist, 52(7),

Learning Styles: Interface Between Cognition and Personality CognitionPersonality Learning Styles Profile Students to Improve Learning

Different Styles of Learning Cognition-centered Gardner (1953) Witkin (1973) Personality-centered Jung (1923) Myers and Myers (1980) Gregorc (1984) Activity-centered Kolb (1974) Dunn and Dunn (1978)

Reactive Behavior Patterns William A. Long University of Mississippi Medical School

Student Outcome Domains in Online Learning Student Outcomes CognitiveAffectiveBehavioral Reactive behavior patterns

Resources Personality Emotional maturity Sophistication level Level of intellect Educational level Character development

A Description of Long Behavior Types Aggressive Independent high energy action-oriented not concerned with approval speaks out freely gets into confrontational situations Passive Independent low energy not concerned with approval prefers to work alone resists pressure from authority non-communicative Aggressive Dependent high energy action-oriented concerned with approval rarely expresses negative feelings performs at or above ability Passive Dependent low energy concerned with approval highly sensitive to the feelings of others compliant and pleasing

A Description of Long Behavior Traits Phobic exaggerated fears of things often feels anxious often sees the negative side doesn’t take risks Compulsive highly organized neat, methodical worker perfectionist strongly motivated to finish tasks Impulsive explosive quick-tempered acts before thinking frank short attention span Hysteric dramatic and emotional more social than academic artistic or creative tends to overreact compassionate

Distribution of Long Types and Traits for Fully Online Students AI 21% PI 18% AD 54% PD 7% 51% 75% 26% 30% (N=1,533)

Distribution of Long Types and Traits for Mixed-Mode Students AI 17% PI 23% AD 52% PD 8% 54% 76% 23% 32% (N=472)

Distribution of Long Types and Traits for Composition I Students AI 20% PI 23% AD 44% PD 14% 50% 53% 38% 40% (N=1,054)

Long Types and Traits for Web, Mixed- Mode, and General Education Students Web (N=1,533) Mixed-mode (N=472) Comp I (N=1,054) Aggressive Dependent 54%52%44% Passive Dependent 7%8%14% Compulsive74%76%53% Impulsive26%23%38% Types Traits

Changed Approach to Learning in Online Class by Long Type Aggressive Independent n=120 40% 34% 37% 25% Passive Independent n=83 Aggressive Dependent n=285 Passive Dependent n=28

Withdrawing Students Who Indicated That They Would Take Another Fully Online Course (by Long type) 67% 32% 0% 50% Aggressive Independent Passive Independent Aggressive Dependent Passive Dependent N=55

Some Validating Studies

Percentages of Perceived Discipline Problems by Long Types in Elementary Education Total n = % Impulsive No Total n = % Type AI Total n = % PI Total n = % AD, PD Total n = % Yes Total n = % Type AI Total n = % PI, AD, PD Total n = % Adapted from Dziuban, J., (1996). A study of the distribution of reactive behavior patterns in elementary age children and their relationship to selected demographics. Dissertation. The University of Central Florida.

Reactive Behavior Patterns by Gender for Advanced Placement Students Aggressive Independent n=11 Aggressive Dependent n=74 Passive Independent n=6 Passive Dependent n=9 Adapted from Cioffi, D., (1995). A Description of Reactive Behavior Patterns in Gifted Adolescents. Dissertation. The University of Central Florida.

Traits by Gender for Advanced Placement Students Hysteric n=38 Impulsive n=8 Compulsive n=63 Phobic n=12 Adapted from Cioffi, D., (1995). A Description of Reactive Behavior Patterns in Gifted Adolescents. Dissertation. The University of Central Florida.

Distribution of Community College Long Types with Passing Final Grades in Intermediate Algebra Aggressive Independent n=11 Aggressive Dependent n=74 Passive Independent n=6 Passive Dependent n=9 Adapted from Williams, E.C., (2002). An Analysis of Long’s Reactive Behavior Patterns Relative to the Success of Students in a Community College Algebra Course. Dissertation. The University of Central Florida.

Research Initiative for Teaching Effectiveness For more information contact: Dr. Chuck Dziuban (407) Dr. Patsy Moskal (407)