A study on learners' perceptional typology and relationships among the learner's types, characteristics, and academic achievement in a blended e-Education environment
|dc.identifier.citation||COMPUTERS & EDUCATION, v.59, no.2, pp.304 - 315||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.publisher||PERGAMON-ELSEVIER SCIENCE LTD||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|
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