- Title
- The relationship between learning styles and perceptions of blended learning : a case study of third-year Environmental Science students at Rhodes University
- Creator
- Gambiza, James
- ThesisAdvisor
- Mostert, Markus
- Subject
- Blended learning
- Subject
- Education, Higher -- Computer-assisted instruction
- Subject
- Environmental sciences -- Study and teaching (Higher)
- Date
- 2010
- Type
- Thesis
- Type
- Masters
- Type
- MEd
- Identifier
- vital:2013
- Identifier
- http://hdl.handle.net/10962/d1016352
- Description
- The use of blended learning to support teaching and learning is growing globally. Few studies, however, have investigated the relation between students’ learning styles and their perceptions of blended learning. This study used a case-study approach to investigate third year Environmental Science students’ learning styles and perceptions of the online component of blended learning at Rhodes University. Vermunt’s inventory of learning’s styles instrument was used to assess the students’ learning styles. Students’ perceptions of online learning were assessed using an 84-item online experience questionnaire. Multivariate cluster analyses based on students’ learning styles, perceptions of online learning and final coursework marks were done. The correlation between learning styles and perceptions of blended learning was assessed. Students had been using computers for about 10 years. About 91% of students owned computers and 50% had access to Internet at home or in their residences. Internet and email were the most commonly used tools for student learning averaging about at least six times per week. Three of Vermunt’s four learning styles were identified. These were the meaning-directed, application-directed and reproduction-directed styles. The undirected learning style was absent. A major finding of this study was the dissonance in learning styles of students. For example, students with the meaning-directed style also scored high on reproduction-directed style. Students combined deep approaches with memorisation when learning. I developed an instrument consisting of seven scales that described students’ perceptions of online learning. The scales were epistemological judgements, multiple sources of information, learning goals, relevance, Internet experience, appropriate tool and student interaction. There was high within scale variability in students’ perceptions of online learning. The perception that the Internet provided multiple sources of information was positively associated with advanced models of epistemology that support the construction of knowledge. There was dissonance between the perception of the Internet as enhancing epistemological judgements and some components of learning style. A perception of epistemological judgements was positively correlated with both deep and surface cognitive processing strategies.
- Format
- 123 leaves, pdf
- Publisher
- Rhodes University, Faculty of Education, Education
- Language
- English
- Rights
- Gambiza, James
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RU Department of Education
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