A study on learners' perceptional typology and relationships among the learner's types, characteristics, and academic achievement in a blended e-Education environment
DC Field | Value | Language |
---|---|---|
dc.contributor.author | Kim, Jin-Young | ko |
dc.date.available | 2014-04-10T01:18:38Z | - |
dc.date.created | 2013-06-07 | ko |
dc.date.issued | 2012-09 | - |
dc.identifier.citation | COMPUTERS & EDUCATION, v.59, no.2, pp.304 - 315 | ko |
dc.identifier.issn | 0360-1315 | ko |
dc.identifier.uri | https://scholarworks.unist.ac.kr/handle/201301/2980 | - |
dc.identifier.uri | http://www.sciencedirect.com/science/article/pii/S0360131512000115?via%3Dihub | ko |
dc.description.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. | ko |
dc.description.statementofresponsibility | close | - |
dc.language | ENG | ko |
dc.publisher | PERGAMON-ELSEVIER SCIENCE LTD | ko |
dc.subject | Academic achievements | ko |
dc.subject | E-education | ko |
dc.subject | Learner | ko |
dc.subject | Personality | ko |
dc.subject | Typology | ko |
dc.title | A study on learners' perceptional typology and relationships among the learner's types, characteristics, and academic achievement in a blended e-Education environment | ko |
dc.type | ARTICLE | ko |
dc.identifier.scopusid | 2-s2.0-84862794883 | ko |
dc.identifier.wosid | 000305036400014 | ko |
dc.type.rims | ART | ko |
dc.description.wostc | 3 | * |
dc.description.scopustc | 3 | * |
dc.date.tcdate | 2015-02-28 | * |
dc.date.scptcdate | 2014-07-12 | * |
dc.identifier.doi | 10.1016/j.compedu.2012.01.010 | ko |
Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.