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Understanding Dissonance in Online Learning: A Study on Value Change and Information Seeking

This research by Robert F. Brooks explores the phenomenon of post-decisional dissonance among online learning students at Florida State University. It examines the motivations behind students' choices in distance learning and their subsequent information-seeking behavior, informed by Festinger's cognitive dissonance theory. Utilizing a pilot study with a 68-item online questionnaire, the findings reveal that enrollees experience remorse and seek to enhance the attractiveness of their chosen program. Future research shall focus on larger samples, longitudinal studies, and the value-behavior relationship in online education.

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Understanding Dissonance in Online Learning: A Study on Value Change and Information Seeking

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  1. Information Seeking & Value Change in Online Learning Robert F. Brooks Doctoral Candidate Florida State University

  2. Post-Decisional Dissonance* • What-Have-I-Done Syndrome • Chosen Something Unpleasant • Rejected Something Pleasant • Motivated to Minimize Dissonance • Increase Desirability of Chosen • Decrease Desirability of Un-chosen *Festinger, L. (1957). A theory of cognitive dissonance. Stanford: Stanford University Press

  3. Reducing Dissonance • Seek Consonant Information • Increase Value of Chosen

  4. Research Questions • Change in value of distance learning? • Change in information-seeking behavior?

  5. Methodology • Pilot Study • IS Master’s Degree at FSU • 30 Students out of 40 in Summer 98 • 68-Item Online Questionnaire • 5-Point Likert Scale • Wilcoxon Signed Ranks Test

  6. Discussion • Enrollees’ Remorse • Increase Desirability of DL • Seek Information about DL • Dissonance Reduction Activities • Provide Information After Enrollment • Provide Interaction Opportunities

  7. Future Research • Larger Sample (Normal Distribution) • Longitudinal Study • Value-Behavior Relationship • Opinion Leaders • Identification • Role • Forms of Information

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