Document Type : Research Paper

Author

Assistant Professor, Dep. of Education, Bu-Ali Sina University

Abstract

The aim of this study was to investigate the interaction preferences power of the Students of web-based instruction courses learning styles. For this purpose, 120 students from Tehran Virtual University were selected by using random sampling, and then, all of them responded to Grasha and Richman learning styles and interaction preferences scales. The results analyzed by using Pearson correlation and stepwise regression analysis. The results of the analysis showed that the independent, collaborative and dependent styles are regularly the most anticipant of learner interaction with interface. Collaborative and independent styles are anticipant of learner interaction with content. The collaborative style is anticipant of learner interaction with the instructor and learner with learner. Based on the findings, it can be concluded that there is a positive and meaningful relationship between some learning styles and dimensions of interactions and the power of anticipant of learning styles for interaction dimensions are different. These findings help the designers of web-based training courses to provide suitable opportunities for making interactions between learners with different styles of learning for achieving the learning and success.

Keywords

بانشی، علی. (1391). هنجاریابی مقیاس سبک یادگیری گراشا و ریچمن. پایان­نامه کارشناسی ارشد رشته تحقیقات آموزشی، دانشکده علوم تربیتی و روان­شناسی، دانشگاه تهران.
گلند، فرنوش؛ مجتهد زاده، ریتا؛ حسینی، آغا فاطمه؛ میرحسینی، فخرالسادات و بیگدلی، شعله. (1393). عوامل موثر بر موفقیت یادگیری الکترونیکی از دیدگاه دانشجویان کارشناسی ارشد مجازی دانشگاه علوم پزشکی تهران. دوماهنامه راهبردهای آموزش در علوم پزشکی. دوره هفتم. شماره دوم. 95-89
کمال خرازی، علینقی؛ بازرگان، عباس؛ نارنجی ثانی، فاطمه و مصطفوی، زینب السادات. (1394). بررسی رابطه­ی بین میزان تعامل دانشجویان گروه فنی مهندسی موسسه آموزش عالی مهر البرز با عملکرد تحصیلی. فصلنامه آموزش مهندسی ایران. سال هفدهم، شماره 68، صص 111-89
جعفری، حمیده. (1388). بررسی میزان استفاده دانشجویان، اساتید، آموزشیاران از ابزارهای تعاملی موجود در سیستم مدیریت یادگیری دانشگاه علوم و حدیث و ارائه راهکار مناسب در این زمینه. پایان نامه کارشناسی ارشد، دانشگاه علامه طباطبایی. گروه تکنولوژی آموزشی.
عطاران، محمد و اعظمی، بهارک. (1390). کاوشی پدیدارشناسانه در تجربه تعامل یادگیرندگان در دانشگاه مجازی. فصلنامه علمی و پژوهشی مدیا، شماره پنجم.10-3
Anderson, T. (2003). Modes of interaction in distance education: Recent developments and research questions. In M. G. Moore & W. G. Anderson (Eds.), Handbook of distance education (pp. 129-144). Mahwah, NJ: Erlbau.
Beldarrain, Y. (2008). Engaging the 21st Century Learner: An Exploratory Study of the Relationship Between Interaction and Achievement in the Virtual High School. A Dissertation Presented in Partial Fulfillment Of the Requirements for the Degree Doctor of Philosophy, Capella University.UMI: 3311390.
Bray, E. Aoki, K. & Dlugosh, L. (2008). Predictors of learning satisfaction in Japanese online distance learners. International Review of Research in Open & Distance Learning, 9(3), 1-24.
Gillingham, P. (2009). Ghosts in the machine: Students participation and grade attainment in a Web-assisted social work course. Social Work Education, 28(4). Pp. 423-435.
Chejlyk, S. (2006). The effects of online course format and three components of student perceived interactions on overall course satisfaction. Dissertation Abstracts International, 67(4). (UMI No. 3213421).
Chen, S.-W. Stocker, J. Wang, R.-H. Chung, Y.-C. Chen, M.-F. )2009(. Evaluation of self regulatory online learning in a blended course for post-registration nursing students in Taiwan. Nurse Education Today 29 (7), 704–709.
Choi, D.H. Kim, J. & Kim, S.H. (2007). ERP training with a web-based electronic learning system: the flow theory perspective. International Journal of Human-Computer Studies, 65 (3), 223–243.
Cummins, C. A. (2011). A Relationship Between Interpersonal Interaction And Course Performance Among Online RN-BSN Learners, A Dissertation Presented in Partial Fulfillment Of the Requirements for the Degree Doctor of Philosophy Capella University.
Ellis, R. D. & Kurniawan, S. H. (2000). Increasing the usability of online information for older users—a case study in participatory design. Instructional Journal of Human-Computer Interaction, 12, 2, 263–276.
Engstrom, M. E. Santo, S. A. & Yost, R. M. (2008). Knowledge building in an online cohort. The Quarterly Review of Distance Education, 992, 151-167.
Fleming, N. D. (2005). Teaching and learning styles: VARK strategies (2nd ed.). Christchurch: The Digital Print and Copy Center.
Ford, N. & Chen, S. (2000). Individual differences, hypermedia navigation and learning: an empirical study. Journal of Educational Multimedia and Hypermedia, 9, 281–312.
Fuhrmann, B. S. & Grasha, A.F. (1983). A Practical handbook for college teachers. Boston: Little, Brown.
Garland, D. & Martin, B. N. (2005). Do gender and learning style play a role in howonline courses should be designed? Journal of Interactive Online Learning, 4, 2. Retrieved online 17/ 12/ 2006, from http:// www.ncolr. org/ jiol.
Garrison, D. R. & Cleveland-Innes, M. (2005). Facilitating cognitive presence in online learning: Interaction is not enough. American Journal of Distance Education, 19(3), 133–148.
Galbbert, W. & Sims, R. (2007), Teacher-student interactions in online nursing education in ICT: providing choices for learning and learners, Proceeding Ascilite Singapore.
Gillingham, P. (2009). Ghosts in the machine: Students participation and grade attainment in a Web-assisted social work course. Social Work Education, 28(4), 423-435.
Galbbert, W. & Sims, R. (2007), Teacher-student interactions in online nursing education in ICT: providing choices for learning and learners, Proceeding Ascilite Singapore.
Grasha, A. (1996). Teaching with style Alliance Pittsburgh.
Grasha, A. (1996). A practical Guide to Enhancing Learning by Understanding Teaching and Learning Style. Pittsburgh: Publishers Alliance.
Gunawardena, C. N. Lowe, C. A. & Anderson, T. (1997). Analysis of a global online debate and the development of an interaction analysis model for examining social construction of knowledge in computer conferencing. Journal of Educational Computing Research, 17(4), 397–430.
Harvey, M. Bukley, R. Novicevice, M.E. Lfessi, A. (2002). Developing a Framework for an Online Education. Instructional Journal Management, Vol 16, No 1. PP 46053.
Hawkins, A. (2011). Interaction and Disconnection in a Virtual High School. A dissertation submitted to the faculty of Brigham Young University in partial fulfillment of the requirements for the degree of Doctor of Philosophy, Instructional Psychology and Technology Brigham Young.
Hillman, D. C. Willis, D. J. & Gunawardena, C. N. (1994). Learner-interface interaction in distance education: An extension of contemporary models and strategies for practitioners. The American Journal of Distance Education 8, 2, 30–42.
Hirumi, A. (2002). “A Framework for Analyzing Designing and Sequencing Planned E-learned Interaction”. The Quarterly Review of Distance Education, Vol. 3, No. 2, pp. 141-160.
Jonassen, D. H. & Grabowski, B. L. (Eds) (1993). Handbook of individual differences. Hillsdale, NJ: Erlbaum.
Jeong, A. (2006). 'Gender Interaction Patterns and Gender Participation in Computer-Supported Collaborative Argumentation', American Journal of Distance Education, 20(4). Pp. 195-210
Kolloff, M. (2011). Strategies for effective student/student interaction in online courses. 17th annual conference on distance teaching and learning. University of Wisconsin System.
Kuo, Y. C. Walker, A. E. Schroder, K. E. E. & Belland, B. R. (2014). Interaction, Internet self-efficacy, and self-regulated learning as predictors of student satisfaction in online education courses. The Internet and Higher Education, 20, 35-50.
Kolb, D. (1976). Learning style inventory technical manual. Boston, MA: McBer Company.
Larsen, R. E. (1992). Relationship of learning style to the effectiveness and acceptance of interactive video instruction. Journal of Computer Based Instruction, 19, 1, 17–21.
Liu, C. C. & Tsai, C C. (2008). An analysis of peer interaction patterns as discoursed by on-line small group problem-solving activity. Computers and Education, 50(3), 627–639.
Logan, K. & Thomas, P. (2002). Learning Styles in Distance Education Students Learning to Program. Paper presented at the Psychology of Programming Interest Group 14th Annual Workshop. Retrieved October 12, 2008, from http://www.ppig.org/papers/14th-logan.pdf
Maddux, C. (2004). Developing online courses: Ten myths. Rural Special Education Quarterly, 23(2), 27-32.
Murray, M., Pérez, J. Geist, D. & Hedrick, A. (2012). Student Interaction with Online Course Content: Build It and They Might Come. Journal of Information Technology Education: Research. V (11).125-138.
McLoughlin, C. (2002). Learner support in distance and networked learning environments: Ten dimensions for successful design. Distance Education, 23(2), 149–162.
Moore, M. G. (1989). Editorial: Three types of interaction. The American Journal of Distance Education, 3(2), 1-6.
Moore, M.G. (1993). Theory of transactional distance. In: D. Keegan (ED.), Theoritical Principles of distance education, (pp.22-38). New York: Routedge.
Moore, M.G. & Kearley, G. (1996). Distance education: A system view. Belmont, CA: Wadsworth.
Morrow, Revonda G. (2007). Interactivity in an Online Learning Environment: A Case Study of Participant Experience in Professional Development, Griffin University, Doctoral Dissertation.
Paechter, M. Maier, B., Macher, D. )2010(. Students' expectations of, and experiences in e-learning: their relation to learning achievements and course satisfaction. Computers & Education 54 (1), 222–229.
Palmer, S. Holt, D. & Bray, S. (2008). Does the discussion help? The impact of a formally assessed online discussion on final student results. British Journal of Education Technology, 39(5), 847-858.
Paloff, R. M. & Pratt, K. (2001). Lessons learned from the cyberspace classroom – The realities of online teaching. San Francisco, CA: Jossey-Bass. Perceptual and Motor Skills, 72, 243–248.
Pituch, K. A. & Lee, Y.K. (2006). The influence of system characteristics on e-learning use. Computers & Education 47 (2), 222–244.
Croxton, R. A (2014). The Role of Interactivity in Student Satisfaction and Persistence in Online Learning. MERLOT Journal of Online Learning and Teaching. Vol. 10, No. 2,131-321.
Robinson, C. C. & Hullinger, H. (2008, Nov/Dec). New benchmarks in higher education: Student engagement in online learning. Journal of Education for Business, 101-108.
Ross, J. & Shulz, R. (1999). Can computer aided instruction accommodate all learners equally? British Journal of Educational Technology, 30, 1, 5–24.
Rossi, D. van Rensburg, H. Beer, C. Clark, D. Danaher, P. & Harreveld, B. (2013). Learning interactions: a cross-institutional multi-disciplinary analysis of learner-learner and learner teacher and learner-content interactions in online learning contexts. Final Report 2012. DEHub Report Series 2013, Armidale NSW, Australia: University of New England, DEHub. Available from: http://dehub.edu.au/publications/reports.
Rovai, A. P. & Barnum, K. T. (2003). Online course effectiveness: An analysis of student interactions and perceptions of learning. Journal of Distance Education, 18(1), 57-73.
Shaw, R.S. (2012). A study of the relationships among learning styles, participation types, and performance in programming language learning supported by online forums. Computers & Education, 58, 111-120
Schrire, S. (2004). Interaction and cognition in asynchronous computer conferencing. Instructional Science, 32 (6), 475–502.
Sein, M. & Robey, D. (1991). Learning style and the efficacy of computer training methods.
Selvaggi, T. (2015). An Exploratory Study of Levels of Interaction Occurring with Graduate Students in an Online Literacy Course. International Journal of E-Learning & Distance Education.vol 30, N (2).
Shih, C. & Gamon, J. (1999). Learner Learning Styles Motivation Learning Strategies and Achievement in Web-Based Course Journal of Computer Enhanced learning 99, 3, http:// iccel. wfu. edu/ publications/ journals/ jcel/ jcel990305/ ccshih.htm
Simpson, C. & Yunfei, D. (2004). Effects of learning styles and class participation on students’ enjoyment level in distributed learning environments. Journal of Education for Library and Information Science, 45(2), 123-136.
Su, B. Bonk, C.J. Magjuka, R. J. Xiaojing Liu, X. & Lee, S. H. (2005). The Importance of Interaction in Web-Based Education: A Program-level Case Study of Online MBA Courses Indiana University.
Tai, L. (2008). Corporate e-learning An Inside View of IBM’s Solutions. Published by Oxford University Press, Inc.p7.
Vygotsky, L. S. (1986). Thought and language (A. Kozulin, Trans.). Cambridge, MA: MIT Press. (Original work published 1934).
Wang, K. H. Wang, T. H. Wang, W. L. & Huang, S. C. (2006). Learning styles and format assessment strategy: enhancing student achievement in Web-based learning. Journal of Computer Assisted Learning, 22, 207–217.
Whyte, M. M. Karolick, D. M. Nielsen, M. C. Elder, G. D. & Hawley,W. T. (1995). Cognitive styles and feedback in computer-assisted instruction. Journal of Educational Computing Research, 1, 12, 195–203.
Zimmerman, T. D. (2012) Exploring Learner to Content Interaction as a Success Factor in Online Courses. The International Review of Researc