Self-assessed learning style correlates to use of supplemental learning materials in an online course management system
Self-assessed learning style correlates to use of supplemental learning materials in an online course management system
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DOI：
10.3109/0142159x.2011.542209
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发表时间：
2011-01-01
期刊：
影响因子：
4.7
通讯作者：
Fresa-Dillon, Kerin
中科院分区：
文献类型：
--
作者：
Halbert, Caitlin;Kriebel, Richard;Fresa-Dillon, Kerin
背景资料：在线学习材料在医学education.Aim的好处：这项研究相关的某些自我识别的学习风格与使用自选的在线learning materials.Methods：第一年的骨科医学生获得审查和/或总结材料通过在线课程管理系统（CMS），同时注册在临床前课程。在课程结束时，学生完成了自我评估的学习风格的基础上的学习风格的指数和一个简短的调查，他们的使用和感知优势的在线learning materials.Results：学生谁访问的在线材料获得同等成绩的人没有。然而，研究发现，学生谁描述他们的学习风格为积极的，直观的，全球性的，和/或视觉更有可能使用在线教育资源比那些谁确定他们的学习风格为反射，感应，顺序，和/或verbial.Conclusions：识别学生的学习风格可以帮助医学教育工作者指导学生的学习资源，最适合他们的个人需求。
Background: The benefit of online learning materials in medical education is not well defined.Aim: The study correlated certain self-identified learning styles with the use of self-selected online learning materials.Methods: First-year osteopathic medical students were given access to review and/or summary materials via an online course management system (CMS) while enrolled in a pre-clinical course. At the end of the course, students completed a self-assessment of learning style based on the Index of Learning Styles and a brief survey regarding their usage and perceived advantage of the online learning materials.Results: Students who accessed the online materials earned equivalent grades to those who did not. However, the study found that students who described their learning styles as active, intuitive, global, and/or visual were more likely to use online educational resources than those who identified their learning style as reflective, sensing, sequential, and/or verbal.Conclusions: Identification of a student's learning style can help medical educators direct students to learning resources that best suit their individual needs.