Evidence-Based Online Course Development Practices Using Three Years of Incoming Student Data  

作　　者：Robert G. Crosby III Dirk Davis Riste Simnianovski 

机构地区：[1]California Baptist University, Riverside, USA

出　　处：《US-China Education Review(A)》2015年第9期602-609,共8页美中教育评论（A）

摘　　要：Knowledge of university students＇ reading speed and learning style preferences allows online course designers to more effectively meet the academic needs of all learners. The present study utilizes three years of incoming student data （N = 1,776） from a mid-sized online Christian university to determine whether students＇ average online reading speed and learning style preferences differ significantly between declared majors. Results showed that English majors had a faster on-screen reading time than business and psychology majors. Significant between-major differences were also detected for five of the seven learning style preferences. Implications for course designers are discussed.

关 键 词：learning styles online education higher education course development 

分 类 号：TP393.092[自动化与计算机技术—计算机应用技术] G641[自动化与计算机技术—计算机科学与技术]