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Humor and learning styles: toward a deeper understanding of learning effectiveness in the virtual environment
Qualitative Research Journal Pub Date : 2021-08-12 , DOI: 10.1108/qrj-04-2021-0041
Steven Tam 1
Affiliation  

Purpose

This study explores how virtual learners perceive the use of humor in instructor-developed videos and their other factors for learning effectiveness in an online course.

Design/methodology/approach

The study adopted a set of qualitative methods flowing from lesson study, to pilot study, to self-declaration of a learning style, to semi-structured interviews. Through the process, 142 undergraduate business students from the same online course, of different learning styles, discussed their perspectives on the instructor's use of humor and their learning preferences in online situations. Thematic analysis was performed.

Findings

First, humor is deemed harmless, but its value is perceived at different degrees among the four styles of adult learners for their benefit of learning motivation toward an online course. Second, four common themes that respond to learning effectiveness online are addressed.

Research limitations/implications

Similar studies with additional samples, including students in other countries, in different age groups and/or on different online courses, are encouraged to strengthen the current findings.

Practical implications

The results provide evidence to school administrators, course developers and instructors on the importance of using a diverse pedagogy in online education. To motivate virtual learners, being humorous from instructors proves insufficient but developing the course with all respective features for different learners' styles is a clue.

Originality/value

It is among the first studies contextualizing a differential relationship between humor and learners' styles as well as evaluating the effectiveness of an online course from the learning-style standpoint.



中文翻译:

幽默和学习方式:对虚拟环境中学习效果的更深入理解

目的

本研究探讨了虚拟学习者如何看待教师制作的视频中幽默的使用以及他们在在线课程中学习效果的其他因素。

设计/方法/方法

该研究采用了一套定性的方法,从课程学习到试点研究,再到学习风格的自我声明,再到半结构化访谈。在此过程中,来自同一在线课程、不同学习风格的 142 名本科商科学生讨论了他们对教师幽默运用的看法以及他们在在线情境中的学习偏好。进行了主题分析。

发现

首先,幽默被认为是无害的,但它的价值在四种风格的成人学习者中被不同程度地感知,因为他们有利于在线课程的学习动机。其次,解决了响应在线学习效果的四个常见主题。

研究限制/影响

鼓励使用额外样本进行类似研究,包括其他国家、不同年龄组和/或不同在线课程的学生,以加强当前的研究结果。

实际影响

结果为学校管理人员、课程开发人员和教师提供了在在线教育中使用多样化教学法的重要性的证据。为了激励虚拟学习者,教师的幽默证明是不够的,但针对不同学习者的风格开发具有各自特点的课程是一条线索。

原创性/价值

它是首批将幽默与学习者风格之间的差异关系情境化的研究之一,并从学习风格的角度评估在线课程的有效性。

更新日期:2021-08-12
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