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    Learning Style and Interaction Preference: Application of Moore's Typology

    Access Status
    Fulltext not available
    Authors
    Johnson, Genevieve
    Date
    2011
    Type
    Conference Paper
    
    Metadata
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    Citation
    Johnson, Genevieve Marie. 2011. Learning Style and Interaction Preference: Application of Moore's Typology, in Proceedings of Global Learn Asia Pacific: Global Conference on Learning and Technology, Mar 28 - Apr 01 2011, pp. 1445-1450. Melbourne, Vic.: EdITLib.
    Source Title
    Global Learn Asia Pacific (Global Learn) 2011
    Source Conference
    Global Learn Asia Pacific 2011
    Additional URLs
    http://www.editlib.org/p/37357
    ISBN
    1880094851
    School
    School of Education
    URI
    http://hdl.handle.net/20.500.11937/24825
    Collection
    • Curtin Research Publications
    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.

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