The effect of prompting to students with different learning styles

Research areas:
Year:
2010
Type of Publication:
Article
Authors:
Journal:
Multicultural Education & Technology Journal
Volume:
4
Number:
3
Pages:
198 - 213
ISSN:
1750-497X
Abstract:
Using question prompts to support and guide learning in technology-based environments can be highly beneficial for students. Research, however, indicates that the positive effect from prompting may vary depending on students’ personal traits. This study explores the impact of question prompts on student learning in relation to their learning styles. The context of the study is technology-enhanced learning in an ill-structured domain. A web-based environment for case-based instruction has been developed, where question prompts have been used to focus students’ attention on important aspects of the material. Sixty-two undergraduate students, majoring in Computer Science, were grouped in four learning style groups according to Kolb’s Learning Style Inventory and studied Software Project Management cases online. The results indicate that although all students acknowledge the value of prompting, there are still significant differences in the performance of students with different learning styles. The implication for instructional design is that the integration of question prompts as student supporting tool in technology-enhanced learning environments might not improve learning for all students alike independent of their learning styles.


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