A study on learners鈥?perceptional typology and relationships among the learner鈥檚 types, characteristics, and academic achievement in a blended e-Education environment
- 作者：Jin-Young Kim ; jyk@unist.ac.kr
- 关键词：Blended e-Education ; Learner ; Typology ; Academic achievement ; Personality
- 刊名：Computers and Education
- 出版年：2012
- 期刊代码：34_03601315
- 类别：cp
- 出版时间：September, 2012
- 卷：59
- 期：2
- 页码：304-315
- 文件大小：376 K
摘要
This study explores and describes different viewpoints on blended e-Education by using Q methodology to identify students鈥?perspectives and classify them into perceptional types. It is also designed to examine possible relationships among learner鈥檚 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.