Are learning style preferences of health science students predictive of their attitudes towards e-learning?
Are learning style preferences of health science students predictive of their attitudes towards e-learning?
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健康科学学生的学习风格偏好是否可以预测他们对电子学习的态度？
DOI：
10.14742/ajet.1127
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发表时间：
2009
影响因子：
4.1
通讯作者：
T. Holt
中科院分区：
文献类型：
--
作者：
T. Brown;M. Zoghi;B. Williams;S. Jaberzadeh;L. Roller;C. Palermo;L. Mckenna;C. Wright;M. Baird;M. Schneider;L. Hewitt;J. Sim;T. Holt
本研究旨在探讨健康科学学生的学习风格偏好能否预测其对电子学习的态度。一项由学习风格指数（ILS）和在线学习环境调查（OLES）组成的调查向澳大利亚一所大学10个不同健康科学专业的2885名学生分发。我们共回收了822份可用的调查问卷，回应率为29.3%。采用SPSS软件进行线性回归分析。在ILS主动反思维度上，44%的健康科学学生报告为主动学习者，60%为感知学习者，64%为顺序学习者。学生对在线学习的态度表明，他们在所有9个分量表的偏好得分都高于他们的实际得分。线性回归分析结果表明，外语学习风格在外语学习实际子量表和首选子量表方差中所占比例较小。在les实际子量表中，ILS主动反思和感觉直觉学习风格维度是健康科学学生对电子学习态度的最常见预测因子。在学习风格偏好子量表中，学习风格主动反思维度和顺序全局维度是最常见的方差来源。健康科学学生的学习风格（由ILS测量）似乎只能在有限的程度上用作学生对电子学习态度的预测因子。然而，教育工作者仍然应该在使用技术进行教学的背景下考虑学生的学习风格。
The objective for this study was to determine whether learning style preferences of health science students could predict their attitudes to e-learning. A survey comprising the Index of Learning Styles (ILS) and the Online Learning Environment Survey (OLES) was distributed to 2885 students enrolled in 10 different health science programs at an Australian university. A total of 822 useable surveys were returned generating a response rate of 29.3%. Using SPSS , a linear regression analysis was completed. On the ILS Active-Reflective dimension, 44% of health science students reported a preference as being active learners, 60% as sensing learners, and 64% as sequential learners. Students' attitudes toward e-learning using the OLES showed that their preferred scores for all 9 subscales were higher than their actual scores. The linear regression analysis results indicated that ILS learning styles accounted for a small percentage of the OLES actual and preferred subscales' variance. For the OLES actual subscales, the ILS Active-Reflective and Sensing-Intuitive learning style dimensions were the most frequent predictors of health science students' attitudes towards e-learning. For the OLES preferred subscales, ILS Active-Reflective and Sequential-Global learning style dimensions accounted for the most frequent source of variance. It appears that the learning styles of health science students (as measured by the ILS) can be used only to a limited extent as a predictor of students' attitudes towards e-learning. Nevertheless, educators should still consider student learning styles in the context of using technology for instructional purposes.