CNU
Learning Behavioral Styles of K-12 to
Adult Learners in e-Learning Environment
in Korea
- with the development of measuring instrument
Won Sik Choi, Prof. Ph.D.
(Chungnam National Univ. in Korea)
Kwang Sik Ahn, Teacher, Ph.D.
(Kunsan Technical High School in Korea)
Yoon Young Cha, Teacher
(Bundang Middle School in Korea)
http://webcai.cnu.ac.kr
Contents
1
3
Background
2
Tool Making Process
3
LBS & Its Constituents
4
LBS by Learner Types
2/22
http://webcai.cnu.ac.kr
Background
(1/5)
 In EL environment, our learners learn
what they want to learn even if the EL
content induces them to follow the
learning paths it directs.
 This means that the learners get their
knowledge from their learning
behaviors in the EL environment.
3/22
http://webcai.cnu.ac.kr
Background
(2/5)
 In this sense, it would have more
educational value for us to find out each
learner’s LBS than to find out the
individual LS.
 Because LS is very ambiguous in
applying it to our learners’ knowledge
achievement or knowledge improvement.
4/22
http://webcai.cnu.ac.kr
Kolb’s Learning Styles (3/5)
5/22
http://webcai.cnu.ac.kr
Free Learning Styles Inventory (4/5)
6/22
http://webcai.cnu.ac.kr
Myers-Briggs Type Indicator (MBTI) (5/5)
7/22
http://webcai.cnu.ac.kr
Tool Making Process of LBS in EL (1/6)
 First, 90 preliminary items were
developed on the basis of literature
review on the related subjects.
 For the content validity of the items, 16
EL experts of Delphi members
examined the 90 items.
8/22
http://webcai.cnu.ac.kr
Tool Making Process of LBS in EL (2/6)
 Through several discussion, examination,
and adjustment of the items with the Delphi
members,
 the content validity were investigated twice
and 38 items were deleted whose CVR was
lower than the criterion.
 As the result, the 52 items were secured for
the analysis.
9/22
http://webcai.cnu.ac.kr
Tool Making Process of LBS in EL (3/6)
 The targeted subjects were adults who
are over the age of 20 and have taken
EL classes more than twice or for more
than two semesters held by universities,
companies, or educational organizations
throughout the country, Korea.
10/22
http://webcai.cnu.ac.kr
Tool Making Process of LBS in EL (4/6)
 967 learners were selected and 642 filled out
the questionnaire.
 But 35 were excluded because of the
insincere response, so 607 were used for the
analysis.
11/22
http://webcai.cnu.ac.kr
Tool Making Process of LBS in EL (5/6)
 After the factor-analysis on the 607 learners’
responses for the 52 items,
 four factors comprising 20 items of LBSs in
EL were drawn since some items in the four
factors have multi-co-linearity and some
other items have too low EIGEN values.
12/22
http://webcai.cnu.ac.kr
Tool Making Process of LBS in EL (6/6)
 As the result, final secured four factors,
perfectly divided by five items each, were
drawn from the 20 items.
 Therefore, these 20 items become the final
measuring tool for the LBS in EL
environment.
13/22
http://webcai.cnu.ac.kr
4 Factors and their Names
Factor 1
Positive and Cooperative
Learning Behavioral Style
Factor 2
Factor 3
Environment Independent and
Self-taught Learning
Behavioral Style
Environment Dependent and
Self-taught Learning
Behavioral Style
Factor 4
Passive Learning Behavioral
Style
14/22
http://webcai.cnu.ac.kr
Naming and its Items
(1/4)
 Factor 1 : Positive and Cooperative LBS
1. I like to work with others.
2. I like group activities.
3. I like to do assignment with other learners.
4. I like to study in group when learning.
5. I offer my opinion actively in group discussion.
15/22
http://webcai.cnu.ac.kr
Naming and its Items
(2/4)
 Factor 2 : Environment Independent
and Self-taught LBS
1. I do control my learning progress for my self.
2. I do study further finding more materials related
with internet lecture for my self.
3. I have my own plan about learning progress.
4. I have enough background knowledge when
taking classes.
5. I do all assignments as soon as I get them.
16/22
http://webcai.cnu.ac.kr
Naming and its Items
(3/4)
 Factor 3 : Environment Dependent and
Self-taught LBS
1. I prefer to be given the definitive direction about
assignment.
2. I can understand easily when an instructor
explains.
3. I want to be instructed in detail about what to
study and how to study.
4. I can learn better when I interact well with an
instructor.
5. I won’t allow classes to interfere with other area
of my life.
17/22
http://webcai.cnu.ac.kr
Naming and its Items
(4/4)
 Factor 4 : Passive LBS
1. I like the instructor who is indifferent to me.
2. I am not likely to offer my own opinion when
taking classes.
3. I like the instructor who doesn’t point me out.
4. I don’t ask any questions even when I am
curious about something.
5. I give up studying when I can’t understand the
lesson.
18/22
http://webcai.cnu.ac.kr
Learning Behavioral Styles by Grade Level
19/22
http://webcai.cnu.ac.kr
20/22
http://webcai.cnu.ac.kr
Learning Behavioral Styles by Gender
21/22
http://webcai.cnu.ac.kr
Conclusion
 The learners’ LBS known by using
this measuring tool would be able to
provide an valuable information
about learners in EL environment to
the instructors in the EL classes or
the instructional designers of web
contents with LMS
22/22
CNU
Thank You!!