Students’ Perceived Benefits of Case-Based E-Learning According to Their Learning Styles
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Choi, I., Lee, S.J. & Jung, J.W. (2006). Students’ Perceived Benefits of Case-Based E-Learning According to Their Learning Styles. In T. Reeves & S. Yamashita (Eds.), Proceedings of World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2006 (pp. 1902-1909). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/23992.
World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (ELEARN) 2006
Honolulu, Hawaii, USA
Thomas Reeves & Shirley Yamashita
More Information on ELEARN
Table of Contents
Although many benefits of case-based instruction with technology have been reported, there are few empirical studies of how the benefits of multimedia-based, case-based e-learning (CBEL) are mediated by students' individual differences, such as their learning styles. Understanding the relationships between students' learning styles and the learning benefits of CBEL is important not only for the effective design of CBEL, but also for its appropriate use. This study investigates how students perceive the benefits of a CBEL lesson according to the four dimensions of learning style (sensing-intuitive, sequential-global, active-reflective, and visual-verbal dimensions). Fifty fourth-year students in a dental school were given a one-hour long lesson of CBEL for anesthesiology. The results revealed that sensing, sequential, and reflective learners tended to have a more meaningful learning experience with the given CBEL lesson compared with intuitive, global, and active learners.
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