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www.MADLaT.ca Perceptual Modalities The Implications for Students in Web-based Learning Glenn Cockerline CockerlineG@BrandonU.ca David Yearwood Yearwood@UND.Nodak.edu
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www.MADLaT.ca Learning Styles
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www.MADLaT.ca Curry’s Onion Model
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www.MADLaT.ca Cognitive Style The Interface between the Brain & our Environment Perception Field Orientation
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www.MADLaT.ca Perception : How We Acquire Information from our Environment Vision -> Sound -> Force -> Scent -> Taste ->
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www.MADLaT.ca How We Acquire Information for Academic Purposes Vision -> Sound -> Force -> Scent -> Taste ->
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www.MADLaT.ca VAK / VA R K Read/write a preference for symbolic images over iconic images
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www.MADLaT.ca V AK / V ARK Visual colour motion dimension
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www.MADLaT.ca Test
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www.MADLaT.ca V A K / V A RK Auditory pitch rhythm tempo dynamics timber location
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www.MADLaT.ca Not a Test
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www.MADLaT.ca VA K / VAR K K inesthetic tactile (cutaneous) proprioception(limb position)
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www.MADLaT.ca Cognitive Style 2 Field Orientation
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www.MADLaT.ca Field Orientation Field Independent (Analytical) Details first then building to the “Big Picture” Field Dependent (Global) “Big Picture” first then fills in the details
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www.MADLaT.ca Who is Advantaged or Disadvantaged in the Traditional Classroom?
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www.MADLaT.ca Who is Advantaged or Disadvantaged by Web-based Learning?
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www.MADLaT.ca The Human-Computer Interface How do we get information from WebCT?
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www.MADLaT.ca So what’s the significance for Students in Web-based Learning?
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www.MADLaT.ca Research Questions Is there a relationship between the way students acquire knowledge and their: comfort with WebCT use of WebCT satisfaction with WebCT
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www.MADLaT.ca Comfort with WebCT Field Dependent (Global) learners were less comfortable converting between file types
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www.MADLaT.ca Comfort with WebCT Field Dependent (Global) learners were less comfortable uploading & downloading file
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www.MADLaT.ca Comfort with WebCT Auditory learners were less comfortable with WebCT than other learners.
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www.MADLaT.ca Comfort with WebCT Kinesthetic Learners were more comfortable with WebCT than other learners.
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www.MADLaT.ca Use of WebCT There was a negative correlation between auditory learners and the number of content pages they read.
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www.MADLaT.ca Use of WebCT There was a negative correlation between auditory learners and the number of discussion pages they read.
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www.MADLaT.ca Use of WebCT There was a negative correlation between auditory learners and the number of posts made to discussions.
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www.MADLaT.ca Satisfaction with WebCT There was a positive correlation between readers and their satisfaction with web links.
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www.MADLaT.ca Implications for Auditory Learners Accessed fewer pages Spend the same amount of time doing so
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www.MADLaT.ca Implications for Kinesthetic Learners Accessed more pages Spend the same amount of time doing so.
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www.MADLaT.ca Implications for FD (Global) Learners FDs have a lower tolerance for technical details => importance of introductory sessions
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www.MADLaT.ca Implications for FD (Global) Learners FDs pay less attention to details => more prone to errors
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www.MADLaT.ca Questions
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