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Learning style and digital activity: an ecological study

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Open access
Authors
Johnson, Genevieve
Broadley, Tania
Date
2011
Type
Conference Paper

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Johnson, Genevieve Marie and Broadley, Tania. 2011. Learning style and digital activity: an ecological study, in G. Williams, P. Statham, N. Brown and B. Cleland (ed), Changing demands, changing directions: Proceedings of ascilite 2011, Dec 4-7 2011, pp. 643-656. Hobart: University of Tasmania.
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ASCILITE 2011 Changing demands, changing directions. Proceedings
Source Conference
ASCILITE 2011 Changing demands, changing directions
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School of Education
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The author(s) assign to ascilite and educational non-profit institutions, a non-exclusive licence to use this document for personal use and in courses of instruction, provided that the article is used in full and this copyright statement is reproduced. The author(s) also grant a non-exclusive licence to ascilite to publish this document on the ascilite web site and in other formats for the Proceedings ascilite Hobart 2011. Any other use is prohibited without the express permission of the author(s).

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Abstract

In order to understand student engagement in higher education through the use of digital technologies, it is necessary to appreciate the broader use of differing technologies. Forty-eight first-year university students completed an online survey that queried patterns of digital activity across home, school and community contexts and that included rating scale items that measured learning style (i.e., active-reflective, sensing-intuitive, visual-verbal, sequential-global). Results suggest that students vary widely in digital activities and that such variation is related to differences in learning style. For example, active learners were more likely than reflective learners to engage in digital activities in the community and users of some specific application, as opposed to non-users, were more likely to be verbal than visual learners. Implications for instructional applications of digital technology in higher education are presented.