Date of Graduation
2000
Document Type
Dissertation/Thesis
Abstract
This study examined the effects of learning style, prior computer experience, and a 15-week, on-line development course on developers' attitudes and performance before, during, and after the instruction. The treatment, prior computer experience, and developers' learning style were used as the independent variables. Responses from the stages of concern instrument and final project performance scores were used as the dependent measures. Simple regressions and ANOVAs were used to determine whether any effects or relationships existed among the variables. The results of this study show no significant effects found in the relationship of learning style on developers' on-line course development performance or on students' attitudes; however, there were significant changes in students' attitudes as well as relationships between their prior authoring and on-line course experiences and final project performance. The results indicate significant differences of increased externally based concerns as well as decreases in internally based concerns, the same shifts found in much of the stages of concern research, in students' attitudes toward on-line course development. The findings of this study indicate the importance of an interactive hands-on learning environment and a building block approach to instruction. Both of these instructional features contributed to the changes in this study. A conclusion drawn from this research is that on-line course development topics should be taught using varied approaches such that each individual learning style can be accommodated.
Recommended Citation
Takacs, James, "The effects of on-line course development, prior computer experience, and learning style on developers' attitudes and performance." (2000). Graduate Theses, Dissertations, and Problem Reports. 9872.
https://researchrepository.wvu.edu/etd/9872