Reactive Behavior Patterns in Distributed Learning: Bridging Student Resources and Cognition

1
Reactive Behavior Patterns in Distributed
Learning Bridging Student Resources and Cognition

• Charles D. Dziuban
• Patsy D. Moskal
• University of Central Florida

2
Distributed Learning Impact Evaluation
Students
Faculty
3
Students Very Satisfied with Online Learning by
Generation
Percent
(N1,536)
4
Changed Approach to Learning by Generation
Percent
(N1,536)
5
What are Learning Styles?

• Cognitive styles
• peoples 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.
6
Learning Styles Interface Between Cognition and
Personality
Profile Students to Improve Learning
Learning Styles
Cognition
Personality
7
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)

8
Reactive Behavior Patterns

• William A. Long
• University of Mississippi Medical School

9
Student Outcome Domains in Online Learning
Student Outcomes
Cognitive
Affective
Behavioral
Reactive behavior patterns
10
Resources

• Personality
• Emotional maturity
• Sophistication level
• Level of intellect
• Educational level
• Character development

11
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

12
A Description of Long Behavior Traits

• Phobic
• exaggerated fears of things
• often feels anxious
• often sees the negative side
• doesnt 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

13
Distribution of Long Types and Traits for Fully
Online Students
75
PD 7
51
AI 21
AD 54
30
26
PI 18
(N1,533)
14
Distribution of Long Types and Traits for
Mixed-Mode Students
76
PD 8
54
AI 17
AD 52
32
23
PI 23
(N472)

15
Distribution of Long Types and Traits for
Composition I Students
PD 14
53
50
40
38
AI 20
AD 44
PI 23
(N1,054)

16
Long Types and Traits for Web, Mixed-Mode, and
General Education Students
Types
Traits
17
Changed Approach to Learning in Online Class by
Long Type
40
37
34
25
Aggressive Independent n120
Passive Independent n83
Aggressive Dependent n285
Passive Dependent n28
18
Withdrawing Students Who Indicated That They
Would Take Another Fully Online Course (by Long
type)
67
50
32
0
Aggressive Independent
Passive Independent
Aggressive Dependent
Passive Dependent
N55
19
Some Validating Studies
20
Percentages of Perceived Discipline Problems by
Long Types in Elementary Education
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.
21
Reactive Behavior Patterns by Gender for Advanced
Placement Students
Aggressive Independent n11
Aggressive Dependent n74
Passive Independent n6
Passive Dependent n9
Adapted from Cioffi, D., (1995). A Description of
Reactive Behavior Patterns in Gifted
Adolescents. Dissertation. The University of
Central Florida.
22
Traits by Gender for Advanced Placement Students
Hysteric n38
Impulsive n8
Compulsive n63
Phobic n12
Adapted from Cioffi, D., (1995). A Description of
Reactive Behavior Patterns in Gifted
Adolescents. Dissertation. The University of
Central Florida.
23
Distribution of Community College Long Types with
Passing Final Grades in Intermediate Algebra
Aggressive Independent n11
Aggressive Dependent n74
Passive Independent n6
Passive Dependent n9
Adapted from Williams, E.C., (2002). An Analysis
of Longs Reactive Behavior Patterns Relative to
the Success of Students in a Community College
Algebra Course. Dissertation. The University of
Central Florida.
24
Research Initiative for Teaching Effectiveness

• For more information contact
• Dr. Chuck Dziuban
• [phone]
• dziuban_at_mail.ucf.edu
• Dr. Patsy Moskal
• [phone]
• pdmoskal_at_mail.ucf.edu
• http//pegasus.cc.ucf.edu/rite