Comparative and non-comparative evaluation in educational technology

Part2: Non-comparative Research

Research Title: Learning Styles and Students’ Attitudes Toward the Use of Technology in Higher and Adult Education Classes

The purpose of this non-comparative research was to examine weather the attitudes toward the use of technology of students enrolled in Higher and Adult Education courses at the University of Memphis differ based on their learning style preference. The tow research questions the research sought to answer were: 1) what are students’ attitudes toward the use of technology in HIAD courses? 2) Do attitudes toward the use of technology in HIAD courses differ for Kolb’s four categories of students’ learning styles? . Students enrolled in the Department of Leadership at the University of Memphis were the population from which the participants were chosen. Particularly, all Master and Doctoral students in all graduate courses offered in Higher and Adult (HIAD) education formulate the total participation. Lukow’s Attitude Toward the Use of Technology Survey (ATUTS) was used to measure students attitude toward the use of technology and the Kolb Learning Style Inventory (LSI) was used to measure the learning styles. Diverging, Assimilating, Converging and Accommodating are the four different learning styles examined by the LSI. The students’ responses to the LSI and the ATUTS then compared and analyzed to determine if a relationship existed between them. Main results drown by the study were: Respondents with “Converging” learning style had the most favorable attitude toward the use of technology and Respondents with a “Diverging” learning style had the lowest attitude toward the use of technology

PowerPoint Presentation:
http://www.slideshare.net/athra29/comparative-and-noncomparative-evaluation-in-educational-technology-1378507

Comparision Table:
http://www.scribd.com/doc/14871166/Comparasion-TableCompartive-Noncomparative-research

Refrences:
Thomas D. Cox,(2008),Learning Styles and Students’ Attitudes Toward the Use of Technology in Higher and Adult Education Classes,Institute for Learning Styles Journal

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