Web temelli öğrenmede baskın öğrenme stilinin öğrenme etkinlikleri tercihi ve akademik başarıya etkisi
Özet
ABSTRACT LEARNING ACTIVITIES PREFERENCE OF THE DOMINANT LEARNING STYLE IN WEB-BASED LEARNING, AND ITS IMPACT ON ACADEMIC ACHIEVEMENT Kılıç, Ebru Master of Science, Educational Technology Program Adviser : Yrd. Doç. Dr. Nurettin Şimşek. Ocak 2002, 101 pages This study was realized to determine learning activities preference of the dominant learning style in web-based learning, and its impact on academic achievement. Theoretical basis of this study is Kolb Learning Style Model. Learning styles of 1 1 8 sample were determined through the use of Kolb Learning Style Inventory. As a result of this, it was revealed that 51 of the sample were convergers, 26 were divergers, 24 were assimilators, and 17 were accomodators. Following a pre-test, a two-week training was provided through a web site, which involved appropriate activities in accordance with each learning type. A post-test was applied at the end of the study. During the study, learning activities preferred by the subjects were recorded by the computer into a specially designed database, and these records were then used to calculate consistency scores as to the dominant learning style. Consistency scores for the learning activities were analyzed through mean and standard deviation, and variance of these scores to learning styles was analyzed through one-way variance test. General achievement scores of the subjects were determined via a relevant T-test, whereas Vllresponsiveness of the achievement scores to the dominant learning style and consistency scores was determined through one-way variance tests. Findings as to the distribution of dominant learning styles of the subjects verify the other findings existing in the literature. Consistency between the dominant learning style and the learning activities was determined as being at "indefinite consistency level" which did not differ according to the dominant learning style. Achievement scores of the subjects, both at general level and at sub-groups, increased meaningfully. It was determined that achievement scores of the subjects did not differ in accordance with the consistency scores regarding learning activity preferences. Findings of the study reveals that application of the suggestions concerning "appropriate learning activities," as stated in the literature, needs cultural adaptation
