This doctoral study explored the relationship between adult learners’ motivation, multiple intelligences, and learning styles and their perceptions of Voice over Internet Protocol (VoIP)-mediated learning environments. The adult learners in this study were Singaporean Commerce students, undertaking a blended learning approach in their final capstone course. A mixed method approach was adopted utilising questionnaires, in-depth interviews and content analysis of their journal assignments. Students’ multiple intelligences and learning styles were assessed through questionnaires; as were their perceptions of the overall learning experience. In-depth interviews focused on their perceptions of the VoIP-mediated environment. The course required students to work in teams to assume control of a virtual international software business. The majority of the coursework was heavily reliant on teamwork, communication, and critical thinking skills including problem solving and decision making. Initial findings suggest there was little relationship between students’ multiple intelligences and learning styles and their perception of the VOIP environment. Students preferred interacting face-to-face, and as they were all located in the same city they chose to do this in preference to using VoIP. They did like the convenience of using VOIP to reduce the need for travel and preferred their formal instruction to be conducted via VOIP. Student preference for VOIP was greatly influenced by the instructor’s skill in using this online learning environment in an educationally sound manner. They tended to utilise the synchronous text chat facility in preference to voice communication options. They reported the instructor used the VOIP environment purely as a lecture format which limited the experience. This paper makes recommendations to instructors who are considering using VOIP-mediated learning environments.
|Keywords:||VOIP Learning Environments, Online Learning, Adult Learners, Multiple Intelligences, Learning Styles, Elluminate, Synchronous Interaction|
Instructor, Graduate Division of Educational Research, Faculty of Education, University of Calgary, Calgary, Alberta, Canada
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