Impact of learning styles on the community of inquiry presences in multi-disciplinary blended learning environments

In this research, a survey method utilising questionnaires and focus group interviews was employed to determine correlations between students' learning styles and each of the presences in the CoI Framework across disciplines as well as students' blended learning experience. To this end, th...

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Bibliographic Details
Published in:Interactive learning environments 2018-08, Vol.26 (6), p.827-838
Main Author: Chang-Tik, Chan
Format: Article
Language:English
Subjects:
Blended Learning
Cognitive Style
Communities of Practice
Community of inquiry
Correlation
Focus Groups
Foreign Countries
Graduate studies
Intellectual Disciplines
Interdisciplinary Approach
Interviews
Learning
learning style
multi-disciplinary environments
Questionnaires
Regression (Statistics)
Regression analysis
Regression models
Statistical Analysis
Statistical tests
Student Surveys
student-centred teaching
Students
Undergraduate Students
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Summary:In this research, a survey method utilising questionnaires and focus group interviews was employed to determine correlations between students' learning styles and each of the presences in the CoI Framework across disciplines as well as students' blended learning experience. To this end, the linear regression model was the statistical approach used to explore the correlation between each of the presences and the learning styles after controlling for the disciplines. Consequently, a three-way cross-tab using Chi-square statistics was the statistical method used to discover the variations of the students' experience of blended learning under different disciplines and learning styles. A total of 12 lecturers and 377 students from three private institutions were involved in this study. The results show that among the four discipline categories, only the soft-applied has a significant effect on the linear regression model. In this particular discipline, the Kinesthetic variable alone has a significant effect on all the three presences in the CoI Framework. The R-squared values are rather small. Further investigation should be directed towards an inclusion of a larger number of postgraduate participants, more courses in the soft-pure and hard-pure categories, and the learning styles of lecturers.
ISSN:1049-4820
1744-5191
DOI:10.1080/10494820.2017.1419495