Date of Award
2003
Document Type
Dissertation
Degree Name
Doctor of Education (EdD)
Department
Educational Leadership
First Advisor
Gary D. Chamberlin
Abstract
Educational professionals have always been attracted by the potential of what is going to happen in the future. From film in the 1920s, to television in the 1950s, to computers in the 1980s, and now informational technology in the 1990s, there have always been great expectations that new technology would soon enhance learning and instruction. This study investigated the relationship between student perceptions, academic achievement, and learning style characteristics across three instructional delivery formats: campus-based lecture classes, campus-based lecture classes with computer-enhanced components, and classes offered fully online. As users of the electronic classroom, faculty must properly and professionally integrate technology into instructional activities to benefit students most. The study examined whether differences in student perceptions and achievement were attributable to delivery method or learning style preferences, with the goal of informing institutional decisions about technology integration and distance education quality.
Recommended Citation
Robertson, Blake Embrey, "Testing the Relationship Between Student's Perceptions, Achievement, and Learning Style Characteristics in Campus Based Lecture Classes, Campus Based Lecture Classes with Computer Enhanced Components, and Classes Offered On-Line" (2003). Theses and Dissertations. 141.
https://research.ualr.edu/etd/141
