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• W2042541917 abstract "This study explores and describes different viewpoints on blended e-Education by using Q methodology to identify students’ perspectives and classify them into perceptional types. It is also designed to examine possible relationships among learner’s perceptional type, characteristics (i.e., academic self-efficacy, interest in blended e-Education, and extraversion) and academic achievement levels. Fifty undergraduate students taking blended e-Education courses at a Korean university were chosen as participants in this study. As a result of the study, four types of learners were identified and given the following descriptive labels: (I) e-Education Interested Type, (II) Traditional Lecture Friendly Type, (III) Social Interactionist Type, and (IV) Yes-But Mixed Type. Further, it was found that those who have either higher academic self-efficacy or extraversion achieved higher academic achievement. It is also shown that female students in general have less interest in blended e-Education. Implications of these results are discussed in the context of blended e-Education course design." @default.
• W2042541917 created "2016-06-24" @default.
• W2042541917 creator A5086042787 @default.
• W2042541917 date "2012-09-01" @default.
• W2042541917 modified "2023-10-15" @default.
• W2042541917 title "A study on learners’ perceptional typology and relationships among the learner’s types, characteristics, and academic achievement in a blended e-Education environment" @default.
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• W2042541917 doi "https://doi.org/10.1016/j.compedu.2012.01.010" @default.
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