Learning style interacts with discussion environment: TDE disadvantages global learners while CFDE shows no such inequality¶
Claim · All claims
Evidence · 1 study (2 entries) · causalr2·q3
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i? Cognitive learning perception differed significantly by group and learning style (F=3.00, p=0.03); the highest perceptions were among CFDE users regardless of sequential or global style, and the lowest among global learners using TDE. → Yilmaz 2016
q3 i? For affective learning perception the group-by-style difference was not significant (F=1.67, p=0.18). → Yilmaz 2016 (2)
Evidence¶
Yilmaz 2016¶
Yilmaz, E. O., & Yurdugul, H. (2016). Design and effects of a concept focused discussion environment in e-learning. Eurasian Journal of Educational Research, 63, 353-374. https://doi.org/10.14689/ejer.2016.63.20
q3 · i? · causal · r2
Two-way analysis of the Felder-Soloman sequential-global dimension across the 90 students: CFDE sequential (33.74) and global (33.33) groups did not differ, while TDE global learners (28.46) had the lowest cognitive perception per the Duncan test.
"According to Table 7, cognitive perceptions differ based on students’ learning choices and whether they used TDE and CFDE to an extent that is statistically significant (F=3.00; p≤0.05)."
Yilmaz 2016 (2)¶
Yilmaz, E. O., & Yurdugul, H. (2016). Design and effects of a concept focused discussion environment in e-learning. Eurasian Journal of Educational Research, 63, 353-374. https://doi.org/10.14689/ejer.2016.63.20
q3 · i? · causal · r2
The affective perception ANOVA across the four group-by-style cells was not significant (F=1.67, p=0.18); no effect size is printed.
"Affective learning perception Experiment group – Sequential 34 29.29 5.90 1.67 0.18"
Discussion¶
Related Claims¶
- The review reports that students' views of the blended learning process differ according to their learning styles — related
- Students using CFDE report higher cognitive learning perception than students using TDE — related
- CFDE and TDE do not differ in affective learning perception — related
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