Learning style and digital activity: An ecological study
Johnson, Genevieve Marie & Broadley, Tania (2011) Learning style and digital activity: An ecological study. In Williams, G, Statham, P, Brown, N, & Cleland, B (Eds.) Ascilite 2011, Changing Demands, Changing Directions, 4-7 December 2011, Wrest Point, Hobart, TAS.
In order to understand student engagement in higher education through the use of digital technologies, it is necessary to appreciate the broader use of differing technologies. Forty-eight first-year university students completed an online survey that queried patterns of digital activity across home, school and community contexts and that included rating scale items that measured learning style (i.e., active-reflective, sensing-intuitive, visual-verbal, sequential-global). Results suggest that students vary widely in digital activities and that such variation is related to differences in learning style. For example, active learners were more likely than reflective learners to engage in digital activities in the community and users of some specific application, as opposed to non-users, were more likely to be verbal than visual learners. Implications for instructional applications of digital technology in higher education are presented.
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|Item Type:||Conference Paper|
|Keywords:||Digital technology, Ecological model, Learning style, Techno-microsystem, Technology, Active learners, Digital technologies, Ecological models, Ecological studies, First-year, Higher education, Online surveys, Rating scale, Student engagement, University students, Visual learners, Ecology, Education computing, Students, HERN|
|Deposited On:||07 Mar 2016 00:50|
|Last Modified:||11 Mar 2016 03:35|
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