Order effects in the affective learning styles of overachievers and underachievers.

Learner characteristics are vital to student success so that teachers can reach them and stimulate their curiosity such that they will wish to learn and find it interesting. One characteristic unique to the online venue is students feeling isolated. Other distinguishing elements include the type of course, whether students pay for their courses, demographics, self-efficacy, motivation, and control over the learning process. Technical characteristics also affect online learning. These characteristics include user-friendly technology, convenience, sophisticated technology, previous experience with eLearning, and access to mobile technology. Administrative characteristics are also important and include nine constituent elements. These include affective learning engagement and the success of community colleges. Then one must consider recognition of essential learner traits, learning styles, motivational factors, the situation theory of publics, and the role of self-efficacy. Next, administration should promote self-regulatory learning skills and improved course access. Finally, motivation characteristics must also be considered. All of these elements influence student success in online learning.

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Role of intelligence and task difficulty in the affective learning styles of children with high and low self-concepts.

Journal of Educational Psychology ◽

10.1037/0022-0663.70.3.406 ◽

1978 ◽

Vol 70 (3) ◽

pp. 406-413 ◽

Cited By ~ 2

Author(s):

Gerald J. August ◽

Joseph F. Rychlak

Keyword(s):

Learning Styles ◽

Task Difficulty ◽

Affective Learning ◽

And Task

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Student Anticipations and Reactions to Hybrid Format Education

Perspectives on Issues in Higher Education ◽

10.1044/ihe11.2.76 ◽

2008 ◽

Vol 11 (2) ◽

pp. 76-82 ◽

Cited By ~ 4

Author(s):

Sarah M. Ginsberg

Keyword(s):

Qualitative Study ◽

Learning Styles ◽

Student Perceptions ◽

Course Design ◽

Learning Experience ◽

Learning Experiences ◽

Traditional Classroom ◽

Traditional Learning ◽

Online Platform ◽

Hybrid Format

Abstract This qualitative study examined student perceptions regarding a hybrid classroom format in which part of their learning took place in a traditional classroom and part of their learning occurred in an online platform. Pre-course and post-course anonymous essays suggest that students may be open to learning in this context; however, they have specific concerns as well. Students raised issues regarding faculty communication patterns, learning styles, and the value of clear connections between online and traditional learning experiences. Student concerns and feedback need to be addressed through the course design and by the instructor in order for them to have a positive learning experience in a hybrid format course.

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