Humor and learning styles
Toward a deeper understanding of learning effectiveness in the virtual environment
Bibliographic Data
| ID | 12645429 |
|---|---|
| Authors | Steven Tam (0000-0002-3117-9774, Fort Hays State University, corresponding author) |
| Year | 2021 |
| Volume | 22 |
| Issue | 2 |
| Pages | 143-156 |
| Publication date | 2021-08-10 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Qualitative Research Journal (JOURNAL) |
| Journal identifiers | ISSN: 1443-9883 • E-ISSN: 1448-0980 |
| Publisher | Emerald Publishing Limited (PUBLISHER • GB) |
| DOI | 10.1108/qrj-04-2021-0041 |
| OpenAlex | W3195490047 |
| Language | EN |
| Citations received | 2 |
| References cited | 25 |
Purpose This study explores how virtual learners perceive the use of humor in instructor-developed videos and their other factors for learning effectiveness in an online course. Design/methodology/approach The study adopted a set of qualitative methods flowing from lesson study, to pilot study, to self-declaration of a learning style, to semi-structured interviews. Through the process, 142 undergraduate business students from the same online course, of different learning styles, discussed their perspectives on the instructor's use of humor and their learning preferences in online situations. Thematic analysis was performed. Findings First, humor is deemed harmless, but its value is perceived at different degrees among the four styles of adult learners for their benefit of learning motivation toward an online course. Second, four common themes that respond to learning effectiveness online are addressed. Research limitations/implications Similar studies with additional samples, including students in other countries, in different age groups and/or on different online courses, are encouraged to strengthen the current findings. Practical implications The results provide evidence to school administrators, course developers and instructors on the importance of using a diverse pedagogy in online education. To motivate virtual learners, being humorous from instructors proves insufficient but developing the course with all respective features for different learners' styles is a clue. Originality/value It is among the first studies contextualizing a differential relationship between humor and learners' styles as well as evaluating the effectiveness of an online course from the learning-style standpoint
Learning styles · Mathematics education · Multimedia · Online learning · Originality · Pedagogy · Qualitative research · Set (abstract data type · Sociology · Style (visual arts · Thematic analysis · Value (mathematics · Virtual learning environment · Communication in Education and Healthcare · Computer Science · Humor Studies and Applications · Online and Blended Learning · Psychology · Social Psychology
| Unique citing works | 2 |
|---|---|
| Citations per year | 2 |
| Citation span | 2025 - 2026 (2) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 2 |