id	author	title	date	pages	extension	mime	words	sentences	flesch	summary	cache	txt
work_56d7q6xehjcvtazs6onpwrv4wm	Patrick J. Fahy	Student Learning Style and Asynchronous Computer-Mediated Conferencing (CMC) Interaction	2005	19	.pdf	application/pdf	5714	580	57	measured by the Kolb Learning Style Inventory, and online communication behavior, as measured by analysis of transcripts of computer-mediated conferencing (CMC) interaction using a previously developed style model were confirmed, especially for the dichotomous types Convergers and Divergers, and Assimilators and Accommodators. confirm the presence of individual learner differences and preferences affecting outcomes such as satisfaction, fulfillment of expectations, and engagement in the learning process (Atherton 2002; Liu and Ginther 1999; preferences or styles arising from differences in gender (Fahy 2002a; Herring 1992; Rodino 1997), learning motives and intentions (Donath 1999), experience with technology (Blocher 1997), "list effects" (the influence of the The purposes of the study were first, to survey and describe the Kolb learning styles in the two groups of participants, and then to relate the Kolb types Previous literature has reported analysis of transcripts of CMC interaction using the TAT, examining communication styles and networking preferences (Fahy 2002a, 2002b, 2003; Fahy, Crawford, and Ally 2001).	./cache/work_56d7q6xehjcvtazs6onpwrv4wm.pdf	./txt/work_56d7q6xehjcvtazs6onpwrv4wm.txt