Adult learning styles and attitudes toward computer assisted instruction

Area of Science:

• Educational Technology
• Nursing Education
• Adult Learning

Background:

• Limited research exists on the relationship between adult learning styles and attitudes toward Computer-Assisted Instruction (CAI).
• Understanding these attitudes is crucial for effective integration of CAI in educational settings.

Purpose of the Study:

• To investigate the relationship between distinct learning style categories and students' attitudes toward Computer-Assisted Instruction (CAI).
• To assess changes in attitudes toward CAI after its implementation in a nursing research course.

Main Methods:

• A pre- and post-test design was employed with adult nursing students.
• Two validated questionnaires were administered: the Attitude Toward Computer Assisted Instruction Semantic Differential Tool and the Learning Style Inventory (Kolb).

Main Results:

• A statistically significant increase in negative attitudes toward CAI was observed post-intervention.
• Students across all four learning style categories exhibited significantly more negative attitudes regarding CAI's function.
• Assimilators specifically showed significantly greater negative attitudes concerning creativity and overall CAI experience.

Conclusions:

• The integration of CAI in this nursing research course led to a decline in student attitudes.
• Unmet expectations or specific software evaluations may contribute to the observed negative attitude shift.
• Further research is needed to explore factors influencing adult learners' attitudes toward CAI across different disciplines.