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![Page 1: Reactive Behavior Patterns in Distributed Learning: Bridging Student Resources and Cognition Charles D. Dziuban Patsy D. Moskal University of Central Florida.](https://reader035.fdocuments.us/reader035/viewer/2022062515/56649d1f5503460f949f3f4f/html5/thumbnails/1.jpg)
Reactive Behavior Patterns in Distributed Learning: Bridging
Student Resources and Cognition
Charles D. Dziuban
Patsy D. Moskal
University of Central Florida
![Page 2: Reactive Behavior Patterns in Distributed Learning: Bridging Student Resources and Cognition Charles D. Dziuban Patsy D. Moskal University of Central Florida.](https://reader035.fdocuments.us/reader035/viewer/2022062515/56649d1f5503460f949f3f4f/html5/thumbnails/2.jpg)
Distributed Learning Impact Evaluation
Students Faculty
Reactive behaviorpatterns
SuccessSatisfaction
Demographicprofiles
Retention
Strategies forsuccess
Online programs
Writing project model
Large online classes
Higher orderevaluation models
Student evaluation ofinstruction
Theater
![Page 3: Reactive Behavior Patterns in Distributed Learning: Bridging Student Resources and Cognition Charles D. Dziuban Patsy D. Moskal University of Central Florida.](https://reader035.fdocuments.us/reader035/viewer/2022062515/56649d1f5503460f949f3f4f/html5/thumbnails/3.jpg)
Students “Very Satisfied” with Online Learning by Generation
33%
41%
57%
0
10
20
30
40
50
60
Boomer Gen X Millennial
Per
cent
(N=1,536)
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Changed Approach to Learning by Generation
20%
38%
50%
0
10
20
30
40
50
60
Boomer Gen X Millennial
Per
cent
(N=1,536)
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What are Learning Styles?
• Cognitive styles• “…people’s characteristic and typically
preferred modes of processing information”
• Thinking styles• “…preferred ways of using the abilities one
has…”
Adapted from Sternberg, R.J., Grigorenko, E.L. (1997). Are cognitive styles still in style? American Psychologist, 52(7), 700-712.
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Learning Styles: Interface Between Cognition and Personality
Cognition PersonalityLearningStyles
Profile Students to Improve Learning
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Different Styles of Learning • Cognition-centered
• Gardner (1953) • Witkin (1973)
• Personality-centered• Jung (1923)• Myers and Myers (1980)• Gregorc (1984)
• Activity-centered• Kolb (1974)• Dunn and Dunn (1978)
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Reactive Behavior Patterns
William A. Long
University of Mississippi Medical School
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Student Outcome Domains in Online Learning
StudentOutcomes
Cognitive Affective Behavioral
Reactive behavior patterns
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Resources
• Personality
• Emotional maturity
• Sophistication level
• Level of intellect
• Educational level
• Character development
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A Description of Long Behavior Types
• Aggressive Independent• high energy• action-oriented• not concerned with approval• speaks out freely• gets into confrontational situations
• Passive Independent• low energy• not concerned with approval• prefers to work alone• resists pressure from authority• non-communicative
• Aggressive Dependent
• high energy
• action-oriented
• concerned with approval
• rarely expresses negative feelings
• performs at or above ability
• Passive Dependent
• low energy
• concerned with approval
• highly sensitive to the feelings of others
• compliant and pleasing
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A Description of Long Behavior Traits
• Phobic
• exaggerated fears of things
• often feels anxious
• often sees the negative side
• doesn’t take risks
• Compulsive
• highly organized
• neat, methodical worker
• perfectionist
• strongly motivated to finish tasks
• Impulsive• explosive• quick-tempered• acts before thinking• frank• short attention span
• Hysteric• dramatic and emotional• more social than academic• artistic or creative• tends to overreact• compassionate
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Distribution of Long Types and Traits for Fully Online Students
AI21%
PI18%
AD54%
PD7%
51%
75%
26%
30%
(N=1,533)
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Distribution of Long Types and Traits for Mixed-Mode Students
AI17%
PI23%
AD52%
PD8%
54%
76%
23%
32%
(N=472)
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Distribution of Long Types and Traits for Composition I Students
AI20%
PI23%
AD44%
PD14% 50%
53%
38%
40%
(N=1,054)
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Long Types and Traits for Web, Mixed-Mode, and General Education Students
Web(N=1,533)
Mixed-mode(N=472)
Comp I(N=1,054)
Aggressive
Dependent
54% 52% 44%
Passive Dependent
7% 8% 14%
Compulsive 74% 76% 53%
Impulsive 26% 23% 38%
Typ
esT
rait
s
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Changed Approach to Learning in Online Class by Long Type
0
5
10
15
20
25
30
35
40
45
AggressiveIndependent
n=120
40%
34%37%
25%
PassiveIndependent
n=83
AggressiveDependent
n=285
PassiveDependent
n=28
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0
10
20
30
40
50
60
70
80
Withdrawing Students Who Indicated That They Would Take Another Fully Online Course (by Long type)
67%
32%
0%
50%
AggressiveIndependent
PassiveIndependent
AggressiveDependent
PassiveDependent
N=55
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Some Validating Studies
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Percentages of Perceived Discipline Problems by Long Types in Elementary Education
Total n = 834 22.4 %
Impulsive
No Total n = 662
10.7 %
Yes Total n = 172
67.4 %
Type Type
AI Total n = 51
52.9 %
PI Total n = 124
21.8 %
AD, PDTotal n = 487
3.5%
AI Total n = 111
82.0 %
PI, AD, PD Total n = 61
41.0 %
Adapted from Dziuban, J., (1996). A study of the distribution of reactive behavior patterns in elementary age children and their relationship to selected
demographics. Dissertation. The University of Central Florida.
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14%10%
59%
18%
4%2%
90%
4%
0
10
20
30
40
50
60
70
80
90
100
BoysGirls
Reactive Behavior Patterns by Gender for Advanced Placement Students
AggressiveIndependent
n=11
AggressiveDependent
n=74
PassiveIndependent
n=6
PassiveDependent
n=9
Adapted from Cioffi, D., (1995). A Description of Reactive Behavior Patterns in Gifted Adolescents. Dissertation. The University of Central Florida.
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12%
45%
12%
35%
76%
4%
41%
0
10
20
30
40
50
60
70
80
BoysGirls
Traits by Gender for Advanced Placement Students
Hystericn=38
Impulsiven=8
Compulsiven=63
Phobicn=12
Adapted from Cioffi, D., (1995). A Description of Reactive Behavior Patterns in Gifted Adolescents. Dissertation. The University of Central Florida.
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21%
44%
14% 13%
20%
37%
23%18%
0
10
20
30
40
50
TraditionalComputer Assisted
Distribution of Community College Long Typeswith Passing Final Grades in Intermediate Algebra
AggressiveIndependent
n=11
AggressiveDependent
n=74
PassiveIndependent
n=6
PassiveDependent
n=9
Adapted from Williams, E.C., (2002). An Analysis of Long’s Reactive Behavior Patterns Relative to the Success of Students in a Community College Algebra Course. Dissertation. The University of Central Florida.
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Research Initiative for Teaching Effectiveness
For more information contact:
Dr. Chuck Dziuban(407) 823-5478
Dr. Patsy Moskal(407) 823-0283
http://pegasus.cc.ucf.edu/~rite