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Kim, Jin-Young
Division of General Studies
Research Interests
  • Communication education

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A study on learners' perceptional typology and relationships among the learner's types, characteristics, and academic achievement in a blended e-Education environment

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Title
A study on learners' perceptional typology and relationships among the learner's types, characteristics, and academic achievement in a blended e-Education environment
Author
Kim, Jin-Young
Keywords
Academic achievements; E-education; Learner; Personality; Typology
Issue Date
2012-09
Publisher
PERGAMON-ELSEVIER SCIENCE LTD
Citation
COMPUTERS & EDUCATION, v.59, no.2, pp.304 - 315
Abstract
This study explores and describes different viewpoints on blended e-Education by using Q methodology to identify students' perspectives and classify them into perceptional types. It is also designed to examine possible relationships among learner's perceptional type, characteristics (i.e., academic self-efficacy, interest in blended e-Education, and extraversion) and academic achievement levels. Fifty undergraduate students taking blended e-Education courses at a Korean university were chosen as participants in this study. As a result of the study, four types of learners were identified and given the following descriptive labels: (I) e-Education Interested Type, (II) Traditional Lecture Friendly Type, (III) Social Interactionist Type, and (IV) Yes-But Mixed Type. Further, it was found that those who have either higher academic self-efficacy or extraversion achieved higher academic achievement. It is also shown that female students in general have less interest in blended e-Education. Implications of these results are discussed in the context of blended e-Education course design.
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DOI
10.1016/j.compedu.2012.01.010
ISSN
0360-1315
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DGS_Journal Papers
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