The efficacy of two online instructional methods, guided inquiry and video, were experimentally examined for learning and change of misconceptions regarding learning styles; the relationship of student characteristics to outcomes was also examined. Learners’ mindset interacted with instructional method for learning; additional learner characteristics also indicated some relationship to the efficacy of these instructional methods for learning. Misconceptions, however, were generally resistant to change. Implications for online instruction and future directions for research are explored
| Identifer | oai:union.ndltd.org:ETSU/oai:dc.etsu.edu:etsu-works-2-1634 |
| Date | 06 August 2019 |
| Creators | Barton, Alison L., Chesley, Colin |
| Publisher | Digital Commons @ East Tennessee State University |
| Source Sets | East Tennessee State University |
| Detected Language | English |
| Type | text |
| Source | ETSU Faculty Works |
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