Relationships between individual learning style differences and cognitive, affective, and behavioral attitudes toward interactive videodisc training programs among multi skilled health care professionals.

摘要

Interactive videodisc (IVD) was reportedly the best instructional technology, and learning style pedagogics (LS) the best instructional approach, in technology based learning (TBL). Research was needed to maximize IVD and LS as ongoing agents of change in workplace learning. Since workers were responsible for ongoing learning outcomes in the workplace, their responses toward IVD were examined as indicators of their intentions to use IVD continuously.; A test study was conducted to ascertain the nature of relationships between learning styles, attitudes, and IVD, as ongoing agents of change in workplace learning. Since health care was the workplace arena where benefits of ongoing learning were vital to saving lives, evaluation of LS and IVD attitude was conducted among professionals in a regional hospital. Individual learning styles served as thinking responses relative to affective (H{dollar}sb1{dollar}, H0{dollar}sb1{dollar}), cognitive (H{dollar}sb2{dollar}, H0{dollar}sb2{dollar}), and behavioral (H{dollar}sb3{dollar}, H0{dollar}sb3{dollar}), attitudes toward IVD among 40 subjects. Trainee responses toward learning, and IVD, were measured by the LSI, and IVDAM, respectively. The F-test evaluation for each category revealed that no significant relationships existed between individual learning styles and attitudes toward IVD. Learning style differences did not influence attitudes toward IVD in workplace learning.