The DOI matches its Crossref record; 44 of the 44 references it cites were found in a registry or an index.
Exploring the relationships between learning styles, online participation, learning achievement and course satisfaction: An empirical study of a blended learning course
Abstract
The purpose of this study was twofold: first, to explore the relationship between students' learning styles and their online participation in a blended learning course, and second, to investigate the relationships of students' online participation with their learning achievement and with course satisfaction. A total of 78 undergraduate students from a general education course called D igital C itizenship took part in the study. All the participants were required to participate in four different types of online activity: information access , interactive learning , networked learning and materials development . The study used the method of partial least squares to explore the relationships between different constructs. The results indicate that students' learning styles were significantly related to online participation and that online participation in networked learning and materials development was significantly related to their learning achievement and course satisfaction. This study highlights not only the crucial role of learning styles in online participation but also the importance of individual constructivism and social interaction for effective online learning.
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Cited by
Challenges in the online component of blended learning: A systematic review
Rasheed, R. A., Kamsin, A., & Abdullah, N. A. (2020) · Computers & Education · doi:10.1016/j.compedu.2019.103701 · Cited by 1,472
Online Learning: Adoption, Continuance, and Learning Outcome—A Review of Literature
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Faculty’s and Students’ Perceptions of Online Learning During COVID-19
Almahasees, Z., Mohsen, K., & Amin, M. O. (2021) · Frontiers in Education · doi:10.3389/feduc.2021.638470 · Cited by 543
She, L., Ma, L., Jan, A., Sharif Nia, H., & Rahmatpour, P. (2021) · Frontiers in Psychology · doi:10.3389/fpsyg.2021.743936 · Cited by 170
Evaluating the effectiveness of blended learning using the ARCS model
Ma, L., & Lee, C. S. (2021) · Journal of Computer Assisted Learning · doi:10.1111/jcal.12579 · Cited by 132
Metadata
- Authors
- Cheng, G., & Chau, J.
- Venue
- British Journal of Educational Technology
- Publisher
- Wiley
- Published
- 2014-12-22
- Volume
- 47
- Issue
- 2
- Pages
- 257-278
- ISSN
- 0007-1013 (ISSN-L)
- 1467-8535
- OpenAlex
- W1708013612
- Cited by
- 274
- References
- 44
- FWCI
- 20.50
- Type
- journal article
- Language
- en
- Open access
- closed
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Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
