Investigating the Relationship between Learning Style Preferences and Teaching Collaboration Skills and Technology: An Exploratory Study

Kim, S. and Sonnenwald, D. H. Investigating the Relationship between Learning Style Preferences and Teaching Collaboration Skills and Technology: An Exploratory Study., 2002 . In American Society of Information Science & Technology Annual Conference. [Conference paper]


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English 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.

Item type: Conference paper
Keywords: learning style, information seeking, collaboration
Subjects: G. Industry, profession and education.
H. Information sources, supports, channels.
B. Information use and sociology of information > BD. Information society.
Depositing user: Diane Sonnenwald
Date deposited: 14 Aug 2006
Last modified: 02 Oct 2014 12:04


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