Learning Style and Interaction Preference: Application of Moore's Typology
Access Status
Authors
Date
2011Type
Metadata
Show full item recordCitation
Source Title
Source Conference
Additional URLs
ISBN
School
Collection
Abstract
Moore’s (1989) typology of interaction (i.e., learner-learner, learner-instructor, and learner-content) is applied to assess and explore student interaction preference. Ninety-three college students in a hybrid educational psychology course completed a questionnaire that assessed learning style and interaction preference. Permission was obtained to use student grades for research purposes. Most students expressed the perception that the instructor and course content were most critical to their learning; a minority reported that other students most contributed to their learning. Students with active and global learning styles preferred learner-learner interaction. Students who expressed the perception that other students most contributed to their learning tended toward academic under-achievement. Contextual and individual variables require consideration in e-learning applications of Moore’s typology.
Related items
Showing items related by title, author, creator and subject.
-
Taylor, Simon P. G. (2012)This thesis is based on a project named Please Let Us Take Off (PLUTO) which recognized the need to further consider students’ attitudes and perceptions of their science experiences at secondary school and to examine their ...
-
Scott, Donald E. (2009)This study was a 360 degree exploration of the effectiveness of online learning experiences facilitated via Voice-over-Internet-Protocol (VoIP) by incorporating the insights afforded by students, their lecturers, and the ...
-
Sebela, Mokgoko Petrus (2003)The present research examined whether teachers in South Africa could use feedback from a learning environment instrument to help them to increase the degree to which they emphasised constructivist-oriented teaching ...