Cognitive Consequences of Internet-Based Teaching and Learning and Distance Education Students

Funded by 2002-03 Emporia State University Research and Creativity Grant

Mirah Dow, Ph.D. dowmirah@emporia.edu
Assistant Professor
Director of Student Services & School Library Media
School of Library and Information Management
Emporia State University

Student Research Team Members: Lorissa Neidel, Elena Beliaeva, Tatiana Pachkova, and Kristine Kramer

Abstract: Postsecondary educators need information related to electronic instruction that will be both helpful and positively perceived by both instructors and students. The School of Library and Information (SLIM) provides a unique mixture of informants who have experiential knowledge of a combination of delivery modes and instructional methods including Internet-Based instruction. This grounded theory study utilized focus group methodology to gather data from seven SLIM student groups (Kansas (3), Colorado (2), Idaho, and Oregon) to generate theory and effects applications. The investigation utilized Simon Baron-Cohen’s Theory of Mind research to question students’ propensity to neglect social perceptions that are typically known through face-to-face interactions and close proximity to others and to form the basis for suggesting ways to improve instruction and alleviate teaching and learning challenges.

Full text available: http://slim.emporia.edu/text/cognitive.pdf