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Student Engagement and Learning Preferences in an Online Health Information Technology Course with Asynchronous Instructor-Created Videos.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Student Engagement and Learning Preferences in an Online Health Information Technology Course with Asynchronous Instructor-Created Videos./
Author:	Williamson, Lynette M.
Description:	1 online resource (138 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 79-09(E), Section: A.
Subject:	Education. -
Online resource:	click for full text (PQDT)
ISBN:	9780355945645

Student Engagement and Learning Preferences in an Online Health Information Technology Course with Asynchronous Instructor-Created Videos.
Williamson, Lynette M.

Student Engagement and Learning Preferences in an Online Health Information Technology Course with Asynchronous Instructor-Created Videos. - 1 online resource (138 pages)

Source: Dissertation Abstracts International, Volume: 79-09(E), Section: A.

Thesis (Ed.D.)--Gwynedd Mercy University, 2018.

Includes bibliographical references

The purpose of the study was to investigate the relationship of student engagement and learning preferences in an online course at a community college that contained asynchronous instructor-created videos (AICVs). This study used a quantitative research design and included two instruments, one created for the study and the other being the VARK version 7.1 questionnaire. The adult student population for this study were enrolled in an entirely online academic program. The course that the students were enrolled in is a part of the academic discipline of Health Information Technology (HIT). Using the VARK questionnaire and research scoring method to identify a dominant learning preference, the findings show that the most common dominant learning preference from the sample was reading/writing (i.e. learning by written word); the second most common was kinesthetic (i.e., learning by doing); the third most common was visual (i.e. observable); and the least selected learning preference was aural (i.e. auditory). When reviewing the study findings, students in an online course that included asynchronous instructor-created videos, reported a reduced sense of isolation overall. Other inquiries for this study centered on the examination of any difference between student's learning preference, isolation, and feeling of connection between the course instructor and the student. While students with a dominant aural learning preference had a slightly higher favorable response, this was not found to be statistically significant.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355945645Subjects--Topical Terms:

555912
Education.
Index Terms--Genre/Form:

554714
Electronic books.

Student Engagement and Learning Preferences in an Online Health Information Technology Course with Asynchronous Instructor-Created Videos.
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500 $a Source: Dissertation Abstracts International, Volume: 79-09(E), Section: A.
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502 $a Thesis (Ed.D.)--Gwynedd Mercy University, 2018.
504 $a Includes bibliographical references
520 $a The purpose of the study was to investigate the relationship of student engagement and learning preferences in an online course at a community college that contained asynchronous instructor-created videos (AICVs). This study used a quantitative research design and included two instruments, one created for the study and the other being the VARK version 7.1 questionnaire. The adult student population for this study were enrolled in an entirely online academic program. The course that the students were enrolled in is a part of the academic discipline of Health Information Technology (HIT). Using the VARK questionnaire and research scoring method to identify a dominant learning preference, the findings show that the most common dominant learning preference from the sample was reading/writing (i.e. learning by written word); the second most common was kinesthetic (i.e., learning by doing); the third most common was visual (i.e. observable); and the least selected learning preference was aural (i.e. auditory). When reviewing the study findings, students in an online course that included asynchronous instructor-created videos, reported a reduced sense of isolation overall. Other inquiries for this study centered on the examination of any difference between student's learning preference, isolation, and feeling of connection between the course instructor and the student. While students with a dominant aural learning preference had a slightly higher favorable response, this was not found to be statistically significant.
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