Multiple Intelligences in Online, Hybrid, and Traditional Business Statistics Courses

López, Sergio; Patron, Hilde

doi:10.9743/jeo.2012.2.2

Cited by 7 publications

(8 citation statements)

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“…The descriptive results obtained from the MI profiles revealed that students are higher on Intrapersonal intelligence, as students in Lopez and Patron's (2012) study, and lower in Existential intelligence. Bodily-Kinesthetic and Musical-Rhythmic intelligences were also found as other highly developed intelligences of the current student sample.…”

Section: Discussionmentioning

confidence: 99%

“…In acknowledging the discrepancies among studies, certain differences have been documented and identified between these studies. A review of some recent studies on MI in different countries and disciplines has revealed that perhaps McKethan, Rabinowitz and Kemodle (2010) and Lopez and Patron (2012) were among the first researchers who investigated the MI of students in different modes of delivery. For example, Lopez and Patron (2012) conducted a quantitative study to explore different intelligences that students use in their Business Statistics courses.…”

Section: Bodily-kinestheticmentioning

confidence: 99%

“…Accordingly, Palmberg (cited in Richards & Rodgers, 2014) states that this intelligence is "a concern with philosophical issues such as the status of mankind in relation to universal existence. Accordingly, multiple intelligences (MI) may be an important influence on students' success in online supplementary learning (Lopez & Patron, 2012;Tyler & Loventhal, 2011). Identifying the weaknesses and strengths of students can potentially make them more independent (Coffield, Moseley, Hall, & Ecclestone, 2004;Diaz-Lefebvre, 2004;Lopez & Patron, 2012) especially in the online environment where the interaction between student-teacher is limited and requires learners to rely on more independent self-teaching techniques than previous student cohorts.…”

Section: Existentialmentioning

confidence: 99%

“…Accordingly, multiple intelligences (MI) may be an important influence on students' success in online supplementary learning (Lopez & Patron, 2012;Tyler & Loventhal, 2011). Identifying the weaknesses and strengths of students can potentially make them more independent (Coffield, Moseley, Hall, & Ecclestone, 2004;Diaz-Lefebvre, 2004;Lopez & Patron, 2012) especially in the online environment where the interaction between student-teacher is limited and requires learners to rely on more independent self-teaching techniques than previous student cohorts. According to Foong, Shariffudin, and Mislan (2012), the way of delivering the knowledge may not match the abilities of learners, leading to inefficient outcomes and learning failure of learners.…”

mentioning

confidence: 99%

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Multiple Intelligences, Motivations and Learning Experience Regarding Video-Assisted Subjects in a Rural University

Hajhashemi¹,

Caltabiano²,

Anderson³

2018

INT J INSTRUCTION

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This study investigates multiple intelligences in relation to online video experiences, age, gender, and mode of learning from a rural Australian university. The inter-relationships between learners' different intelligences and their motivations and learning experience with the supplementary online videos utilised in their subjects are investigated. These videos were accessed by students using a variety of digital devices, including mobile devices and in lecture theatres. Quantitative responses using online surveys were collected from 111 students. Measures included McKenzie's Multiple Intelligences Inventory and the Online Video Experience Inventory. The Online Video Experience Inventory resulted in two sub-scales, namely, motivation and learning experience. Overall multiple intelligences was significantly positively correlated with learning experience but not student motivation. Although the findings revealed a significant difference between the MI profiles of respondents and their age category, it was revealed that all students are lower in Existential intelligence. Further analyses between gender and the MI subscales also indicated significant differences between gender and Logical-Mathematical and Intrapersonal intelligences. However, a negligible significant relationship was found between the two sub-scales of the Learning Experience Inventory and age of the participants.Keywords: multiple intelligences, students' motivation, students' experience, rural university, video-assisted learning 168Multiple Intelligences, Motivations and Learning Experience … International Journal of Instruction, January 2018 • Vol.11, No.1 INTRODUCTIONDigital technologies, connected to the Internet and internal university networks as an aspect to increase the quality and reach of teaching and learning in higher education, have already changed the lives of learners around the world. Recent reforms in Australian tertiary education are a good case in point. Providing the students with the opportunity of complementing internal classes with online supplements has been one of the crucial developments. Traditionally, courses were offered in internal or face-to-face mode. Today, however, owing to the growth of technology and demand for alternative modes of delivery, some courses are offered fully or partially online. This use of the Internet follows the aim of government to improve the accessibility of tertiary education for all Australians. Also this mode of the Internet learning and teaching would be beneficial to those students who otherwise could not participate internally. Modes of delivery such as online or blended may never entirely replace direct face-to-face involvement, but they have the potential to augment traditional instruction. This has motivated researchers to direct their attention to the use of Information Communication Technology (ICT) to help learners become confident and active communicators. In addition, some researchers (Driscoll, Jicha, Hunt, Tichavsky, & Thompson, 2012;Keengwe, Onchwari, & Agamba, 2014) st...

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Section: Discussionmentioning

confidence: 99%

Section: Bodily-kinestheticmentioning

confidence: 99%

Section: Existentialmentioning

confidence: 99%

mentioning

confidence: 99%

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Multiple Intelligences, Motivations and Learning Experience Regarding Video-Assisted Subjects in a Rural University

Hajhashemi¹,

Caltabiano²,

Anderson³

2018

INT J INSTRUCTION

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“…A study conducted by [10] which involves a group of 128 students showed that interpersonal is the most dominant type of intelligence. The authors suggested that educator should assign more group work and encourage peer teaching.…”

Section: Related Workmentioning

confidence: 99%

Online multiple intelligence teaching tools (On-MITT) for enhancing interpersonal teaching activities

Mohamad

Salam

Bakar

et al. 2014

AIP Conference Proceedings

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Abstract. The theories of Multiple Intelligence (MI) used in this paper apply to students with interpersonal intelligence who is encouraged to work together in cooperative groups where interpersonal interaction is practiced. In this context, students used their knowledge and skills to help the group or partner to complete the tasks given. Students can interact with each other as they learn and the process of learning requires their verbal and non-verbal communication skills, cooperation and empathy in the group. Meanwhile educators can incorporate cooperative learning in groups in the classroom. On-MITT provides various tools to facilitate lecturers in preparing e-content that applies interpersonal intelligence. With minimal knowledge of Information and Technology (IT) skills, educators can produce creative and interesting teaching activities and teaching materials. The objective of this paper is to develop On-MITT prototype for interpersonal teaching activities. This paper addressed initial prototype of this study. An evaluation of On-MITT has been completed by 20 lecturers of Malaysian Polytechnics. Motivation Survey Questionnaire is used as the instrument to measure four motivation variables: ease of use, enjoyment, usefulness and self-confidence. Based on the findings, the On-MITT can facilitate educators to prepare teaching materials that are compatible for interpersonal learner.

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Students’ multiple intelligences in video-assisted learning environments

et al. 2018

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Multiple Intelligences in Online, Hybrid, and Traditional Business Statistics Courses

Cited by 7 publications

References 8 publications

Multiple Intelligences, Motivations and Learning Experience Regarding Video-Assisted Subjects in a Rural University

Multiple Intelligences, Motivations and Learning Experience Regarding Video-Assisted Subjects in a Rural University

Online multiple intelligence teaching tools (On-MITT) for enhancing interpersonal teaching activities

Students’ multiple intelligences in video-assisted learning environments

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