Does cognitive style diversity affect performance in dyadic student teams?

Vanderheyden, Karlien; Baets, Shari De

doi:10.1016/j.lindif.2015.01.006

Cited by 18 publications

(10 citation statements)

References 97 publications

(115 reference statements)

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“…Tarhini et al (2014), on the other hand, stated that gender did not moderate PU, PEOU, and ITU. Similarly, Vanderheyden and De Baets (2015) concluded that gender differences were neither correlated with learner performance nor satisfaction. Our analysis suggests that both men and women had a similar behavioural intention to use BELS and PS irrespective of their gender differences as pinpointed in Table 5.…”

Section: Discussionmentioning

confidence: 99%

Investigating the effect of learning styles in a blended e-learning system: An extension of the technology acceptance model (TAM)

Al-Azawei

Parslow

Lundqvist

2016

AJET

173

157

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This study assesses learner perceptions of a blended e-learning system (BELS) and the feasibility of accommodating educational hypermedia systems (EHSs) according to learning styles using a modified version of the technology acceptance model (TAM). Recently, Moodle has been adopted by an Iraqi university alongside face-to-face (F2F) classrooms to provide flexible learning and improve understanding. Based on TAM, individual differences and perceptions were explored in relationships between learner satisfaction and technology adoption. The model was extended to include e-learning self-efficacy, perceived satisfaction, and learning styles. Although other variables can be integrated, the proposed framework is to investigate the effect of learning styles in predicting satisfaction and BELS acceptance. A total of 210 undergraduate students voluntarily took part in the research. Data was gathered using a survey instrument and the Index of Learning Styles (ILS) Questionnaire. Partial least squares structural equation modelling (PLS-SEM) technique was used to examine the path associated between dependent and independent constructs. Unlike prior TAM literature, this research highlights the integration of perceived satisfaction and technology acceptance in accordance with psychological traits and learner beliefs. Overall, the model achieved an acceptable fit and successfully integrated intention to use (ITU) and perceived satisfaction (PS). However, psychological differences did not indicate positive impacts on learner satisfaction and e-learning adoption.

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Section: Discussionmentioning

confidence: 99%

Investigating the effect of learning styles in a blended e-learning system: An extension of the technology acceptance model (TAM)

Al-Azawei

Parslow

Lundqvist

2016

AJET

173

157

View full text Add to dashboard Cite

show abstract

“…Studies on cognitive style congruence have mostly used the difference score approach or median split (Allinson et al, 2001; Armstrong et al, 2002Armstrong et al, , 2004Armstrong & Priola, 2001;Lin et al, 2010;Vanderheyden & De Baets, 2015), the polynomial regression analysis approach used in the current study preserves the independent effect of each component measure (Shanock et al, 2010). Polynomial regression and surface analysis allowed us to analyze communication satisfaction in four major settings which would not be possible by using difference scores.…”

Section: Data Analysis and Findingsmentioning

confidence: 99%

“…A significant shortcoming of existing studies on cognitive style congruence is the fact that they have used a difference score approach to measure the absolute distance between cognitive style scores of the dyads or a median split approach to categorize the cognitive styles (Allinson, Armstrong, & Hayes, 2001;Armstrong, Allinson, & Hayes, 2002, 2004Armstrong & Priola, 2001;Lin, Kao, & Chang, 2010;Vanderheyden & De Baets, 2015). The difference score fails to differentiate between the relationship among an analytic manager managing an intuitive employee and an intuitive manager managing an analytic employee, since the difference in the scores would be the same in both cases.…”

Section: Introductionmentioning

confidence: 99%

Do Birds of a Feather Communicate Better? The Cognitive Style Congruence Between Managers and Their Employees and Communication Satisfaction

Erdil¹,

Tanova

2015

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The paper investigates whether cognitive style congruence of managers and employees on the analytic-intuitive dimension influence employee communication satisfaction. The cognitive style and employee communication satisfaction was measured in 136 manager/employee dyads. Polynomial regression and surface analysis were used to analyze communication satisfaction under four conditions. First, an analytic congruence condition where both manager and employee are analytical, second, an intuitive congruence condition where both are intuitive, third, an incongruence condition where an intuitive manager manages an analytic employee, and fourth, another incongruence condition where an analytic manager manages an intuitive employee. Results supported the similarity effect hypothesis indicating that congruence increases employee communication satisfaction in general. Furthermore, the surface analysis also allowed us to see that the communication satisfaction is higher in the intuitive congruence condition. The study did not support the hypothesis that in incongruent dyads intuitive managers are preferred.

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“…• Surface level variable: Vanderheyden & De Baets (2015) consider gender and age group as surface level variables that might affect learner satisfaction and performance. Based on their consideration, only gender was incorporated in our model.…”

Section: Research Model and Hypothesesmentioning

confidence: 99%

Which Factors Affect Learner Achievement? Analysing the Role of Psychological, Surface Level, Environmental and Learner Effort Variables

Al-Azawei¹,

Lundqvist²

2015

IJE

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The meshing hypothesis of learning styles suggests that matching teaching and learning styles can promote learning experience. In this research, learning styles (psychological variable), gender diversity (surface level variable), learning modes (environmental variable), and learning time (learner effort variable) were integrated in a model in order to explore their pedagogical impacts on learner performance. The investigated learning environments adopted the traditional teaching approach of 'one-size-fits-all'. Variables of 59 undergraduate students were measured using the Index of Learning Styles (ILS), an academic record, and a log file of Moodle system. Based on the proposed model, the identified hypotheses were quantitatively analysed. Surface level, environmental, and learner effort variables showed to have a significant effect on learner performance. However, the meshing hypothesis could not be proven. This suggests that other variables are more likely to influence achievement than learning styles.

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Does cognitive style diversity affect performance in dyadic student teams?

Cited by 18 publications

References 97 publications

Investigating the effect of learning styles in a blended e-learning system: An extension of the technology acceptance model (TAM)

Investigating the effect of learning styles in a blended e-learning system: An extension of the technology acceptance model (TAM)

Do Birds of a Feather Communicate Better? The Cognitive Style Congruence Between Managers and Their Employees and Communication Satisfaction

Which Factors Affect Learner Achievement? Analysing the Role of Psychological, Surface Level, Environmental and Learner Effort Variables

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