Reactive Behavior Patterns in Distributed Learning: Bridging

Student Resources and Cognition

Charles D. Dziuban

Patsy D. Moskal

University of Central Florida

Distributed Learning Impact Evaluation

Students Faculty

Reactive behaviorpatterns

SuccessSatisfaction

Demographicprofiles

Retention

Strategies forsuccess

Online programs

Writing project model

Large online classes

Higher orderevaluation models

Student evaluation ofinstruction

Theater

Students “Very Satisfied” with Online Learning by Generation

33%

41%

57%

0

10

20

30

40

50

60

Boomer Gen X Millennial

Per

cent

(N=1,536)

Changed Approach to Learning by Generation

20%

38%

50%

0

10

20

30

40

50

60

Boomer Gen X Millennial

Per

cent

(N=1,536)

What are Learning Styles?

• Cognitive styles• “…people’s characteristic and typically

preferred modes of processing information”

• Thinking styles• “…preferred ways of using the abilities one

has…”

Adapted from Sternberg, R.J., Grigorenko, E.L. (1997). Are cognitive styles still in style? American Psychologist, 52(7), 700-712.

Learning Styles: Interface Between Cognition and Personality

Cognition PersonalityLearningStyles

Profile Students to Improve Learning

Different Styles of Learning • Cognition-centered

• Gardner (1953) • Witkin (1973)

• Personality-centered• Jung (1923)• Myers and Myers (1980)• Gregorc (1984)

• Activity-centered• Kolb (1974)• Dunn and Dunn (1978)

Reactive Behavior Patterns

William A. Long

University of Mississippi Medical School

Student Outcome Domains in Online Learning

StudentOutcomes

Cognitive Affective Behavioral

Reactive behavior patterns

Resources

• Personality

• Emotional maturity

• Sophistication level

• Level of intellect

• Educational level

• Character development

A Description of Long Behavior Types

• Aggressive Independent• high energy• action-oriented• not concerned with approval• speaks out freely• gets into confrontational situations

• Passive Independent• low energy• not concerned with approval• prefers to work alone• resists pressure from authority• non-communicative

• Aggressive Dependent

• high energy

• action-oriented

• concerned with approval

• rarely expresses negative feelings

• performs at or above ability

• Passive Dependent

• low energy

• concerned with approval

• highly sensitive to the feelings of others

• compliant and pleasing

A Description of Long Behavior Traits

• Phobic

• exaggerated fears of things

• often feels anxious

• often sees the negative side

• doesn’t take risks

• Compulsive

• highly organized

• neat, methodical worker

• perfectionist

• strongly motivated to finish tasks

• Impulsive• explosive• quick-tempered• acts before thinking• frank• short attention span

• Hysteric• dramatic and emotional• more social than academic• artistic or creative• tends to overreact• compassionate

Distribution of Long Types and Traits for Fully Online Students

AI21%

PI18%

AD54%

PD7%

51%

75%

26%

30%

(N=1,533)

Distribution of Long Types and Traits for Mixed-Mode Students

AI17%

PI23%

AD52%

PD8%

54%

76%

23%

32%

(N=472)

Distribution of Long Types and Traits for Composition I Students

AI20%

PI23%

AD44%

PD14% 50%

53%

38%

40%

(N=1,054)

Long Types and Traits for Web, Mixed-Mode, and General Education Students

Web(N=1,533)

Mixed-mode(N=472)

Comp I(N=1,054)

Aggressive

Dependent

54% 52% 44%

Passive Dependent

7% 8% 14%

Compulsive 74% 76% 53%

Impulsive 26% 23% 38%

Typ

esT

rait

s

Changed Approach to Learning in Online Class by Long Type

0

5

10

15

20

25

30

35

40

45

AggressiveIndependent

n=120

40%

34%37%

25%

PassiveIndependent

n=83

AggressiveDependent

n=285

PassiveDependent

n=28

0

10

20

30

40

50

60

70

80

Withdrawing Students Who Indicated That They Would Take Another Fully Online Course (by Long type)

67%

32%

0%

50%

AggressiveIndependent

PassiveIndependent

AggressiveDependent

PassiveDependent

N=55

Some Validating Studies

Percentages of Perceived Discipline Problems by Long Types in Elementary Education

Total n = 834 22.4 %

Impulsive

No Total n = 662

10.7 %

Yes Total n = 172

67.4 %

Type Type

AI Total n = 51

52.9 %

PI Total n = 124

21.8 %

AD, PDTotal n = 487

3.5%

AI Total n = 111

82.0 %

PI, AD, PD Total n = 61

41.0 %

Adapted from Dziuban, J., (1996). A study of the distribution of reactive behavior patterns in elementary age children and their relationship to selected

demographics. Dissertation. The University of Central Florida.

14%10%

59%

18%

4%2%

90%

4%

0

10

20

30

40

50

60

70

80

90

100

BoysGirls

Reactive Behavior Patterns by Gender for Advanced Placement Students

AggressiveIndependent

n=11

AggressiveDependent

n=74

PassiveIndependent

n=6

PassiveDependent

n=9

Adapted from Cioffi, D., (1995). A Description of Reactive Behavior Patterns in Gifted Adolescents. Dissertation. The University of Central Florida.

12%

45%

12%

35%

76%

4%

41%

0

10

20

30

40

50

60

70

80

BoysGirls

Traits by Gender for Advanced Placement Students

Hystericn=38

Impulsiven=8

Compulsiven=63

Phobicn=12

Adapted from Cioffi, D., (1995). A Description of Reactive Behavior Patterns in Gifted Adolescents. Dissertation. The University of Central Florida.

21%

44%

14% 13%

20%

37%

23%18%

0

10

20

30

40

50

TraditionalComputer Assisted

Distribution of Community College Long Typeswith Passing Final Grades in Intermediate Algebra

AggressiveIndependent

n=11

AggressiveDependent

n=74

PassiveIndependent

n=6

PassiveDependent

n=9

Adapted from Williams, E.C., (2002). An Analysis of Long’s Reactive Behavior Patterns Relative to the Success of Students in a Community College Algebra Course. Dissertation. The University of Central Florida.

Research Initiative for Teaching Effectiveness

For more information contact:

Dr. Chuck Dziuban(407) 823-5478

dziuban@mail.ucf.edu

Dr. Patsy Moskal(407) 823-0283

pdmoskal@mail.ucf.edu

http://pegasus.cc.ucf.edu/~rite