Thesis (Ed.D.)--Boston University / PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you. / Field dependent and field independent cognitive styles are contrasting ways of perceiving and processing information. This study investigated how the cognitive styles of field dependence (FD) and field independence (FI) affect the achievement levels of distance learners. Cognitive style refers to the manner in which an individual perceives and processes information. As described by Allport style is the "particular manner of execution which permeates any highly integrated volitional activity" (Allport, 1937, p. 494). In distance education, spontaneous learner-instructor interaction is frequently neither as flexible nor as timely as it would be in conventional instruction. This research examined the effects of matching or mismatching the design of asynchronous distance education to the field dependent and the field independent learner. Horn's construction of Information Mapping© (Horn, R.E., 1989) was employed to add structure compatible with the Field Dependent learner. Subjects were administered the GEFT, a measure of field dependence-independence. Only those in the first and fourth quartiles of the resulting distribution participated the study. The first quartile was comprised of Field Dependent (FD) subjects and the fourth quartile was comprised of Field Independent (FI) subjects. Half of each group was randomly selected to receive asynchronous online instruction designed to match their cognitive style, and half received asynchronous online instruction designed to mismatch their cognitive style. Analysis of the results showed that matching the cognitive style of the FD asynchronous distance learner resulted in significant differences between the pre and post test scores. However, an analysis of the test results for the FI learners whose instruction was designed to match their cognitive style showed no significant differences from pre to post test. The FI learners whose instruction was designed to mismatch their cognitive style did show a significant difference from pre to post test. A two-by-two factor analysis showed a significant effect for the design of the modules, but no effect for cognitive style or the interaction of cognitive style and module design. Matching the FD cognitive style, in asynchronous distance education had a positive impact on achievement for both Field Dependent and Field Independent learners as measured from pre to post test. / 2031-01-02

Online learning is no longer considered novel within higher education. It has emerged as an accepted distinct channel and environment for instructional engagement. There is a notable deficit of works and theoretical constructs specifically addressing the identification and differentiation of online learner types and examining them as a distinct system within the learning environment. Learning effectiveness within an online instructional environment is affected by the individual student engaged in the instruction. The instructional experience of the learner is determined by their individual perceptions of and reactions to both internal and external factors. Therefore, it is critical to address the online learner holistically as a stand-alone systemic dimension of the online learning environment to truly understand their differentiating behaviors, motives, characteristics, and dynamics. The study classified and articulated the distinctive types of learners engaged in online instruction within the higher education context based on the key dynamics, factors, and influencers of the individual in order to provide a more comprehensive understanding of the individuals engaged in learning. Additionally, the study generated a new theoretical model, the taxonomy of online learner types (TOLT) to provide unique insights into the different types of learners and serve as an essential step towards developing awareness and facilitating deeper investigations in the future.

Nontraditional students enrolled in online courses tend to drop out within their first year because they do not have the basic literacy skills or essential college skills needed for success. They often need the guidance of an online instructor. The purpose of this case study was to explore the perceptions of instructors and students about the effectiveness of Skype as a scaffolding tool for increasing academic achievement for underprepared students in online remedial English composition courses through interactions with their instructor. The conceptual framework included Bruner's cultural-psychological theory of education, Vygotsky's social constructivist theory, and Siemens's connectivism theory. The study was centered on 4 research questions; the first 2 focused on students' and instructors' perceptions of student writing based on student-instructor Skype interactions, and the last 2 concentrated on students' and instructors' perceptions of Skype's effectiveness to scaffold English composition skills to remedial online students. The data sources were 6 student interviews, 2 instructor interviews, and 12 audio recordings of Skype sessions. Data were analyzed for patterns and themes using open coding. The key findings were that students and instructors perceived the Skype interactions created changes in students' writing because of ease of use, indispensableness, rapport, and skill acquisition. This study may affect positive social change by informing online instructors and other personnel of online institutions of higher education about the importance of real-time interactions between students and instructors and providing services for underprepared students using Skype to help enhance their learning of critical writing skills.