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How cultural and learning style differences impact students’ learning preferences in blended learning

Tempelaar, Dirk; Rienties, Bart; Giesbers, Bas and van der Loeff, Sybrand Schim (2012). How cultural and learning style differences impact students’ learning preferences in blended learning. In: Francois, Emmanuel Jean ed. Transcultural Blended Learning and Teaching in Postsecondary Education. Hershey, PA: Information Science Reference (an imprint of IGI Global), pp. 30–51.

URL: http://www.igi-global.com/book/transcultural-blend...
DOI (Digital Object Identifier) Link: https://doi.org/10.4018/978-1-4666-2014-8.ch003
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Abstract

In teaching introductory statistics to first year students, the Maastricht University uses a blended learning environment that allows them to attune available learning tools to personal preferences and needs, in order to address large diversity in students. That diversity is a direct consequence of a heterogeneous inflow of primarily international students, transferring from different secondary school systems with large differences in prior knowledge, and transferring from very different cultural backgrounds. In this empirical contribution, the authors focus on the role an adaptive online tutorial as component of the blend can play in bridging the consequences of a broad range of differences such as prior mastery of the subject, cultural background, and learning approaches. They do so by investigating the relationships between the intensity of the use of the e-tutorial and students’ characteristics related to nationality, cultural background, learning styles, goal-setting behavior, achievement motivations, self-concept constructs, and subject attitudes.

Item Type: Book Section
Copyright Holders: 2013 IGI Global
ISBN: 1-4666-2014-5, 978-1-4666-2014-8
Academic Unit/School: Learning and Teaching Innovation (LTI) > Institute of Educational Technology (IET)
Learning and Teaching Innovation (LTI)
Item ID: 39824
Depositing User: Bart Rienties
Date Deposited: 01 Apr 2014 14:37
Last Modified: 07 Dec 2018 10:22
URI: http://oro.open.ac.uk/id/eprint/39824
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