Outcomes of Matching Student Learning Styles to Delivery
of Research and Technology Coursework
Dr. Claudia Knezek, Kean University Chairperson
Dr. Melda Yildiz, Kean University
Dawn M. Dowd, Kean University
Dr. Roxie James, Kean University
Bridget Lepore Cowell, Kean University
Abstract
Many colleges require undergraduate students to complete General Education (GE) courses,
along with coursework in designated majors. At Kean University, General Education offerings
include five foundation courses (Transition to Kean, College Composition, Speech
Communication as Critical Citizenship, Research and Technology, and a college level
Mathematics section.) Research and Technology is a multidisciplinary course that enables
faculty to introduce research skills to undergraduate students. The University administration has
recently experienced a need to balance traditional delivery with electronic modes that support the
learning styles of these entry-level millennial learners. Therefore, a one-year study was
conducted, using the Adaptive Teaching Taxonomy methodology, to expand the traditional
offering of Research and Technology and include the augmented, blended, and online delivery of
this course. This research has implications for educators to effectively match teaching strategies
to the implementation of electronic media in the classroom. The results will also support
universities in addressing future needs of student learners, especially through the review and
adoption process of the Adaptive Teaching Taxonomy course delivery system.
Introduction
According to Siemens & Tittenberger (2009), research has confirmed that technical tools
influence how the brain processes information. The most effective procedure used for selection
of media type begins with clarifying the learning intent, evaluating the impact of the media, and
then selecting the appropriate technology. Technology includes a variety of sources: audio,
video, games, simulations, online lectures, and combinations to support learning. This multiliteracy approach, enables learners to acquire knowledge in a different format than in the past,
which primarily involved updating course content and not updating teaching methodologies.
Purpose
The purpose of this study is to improve the instructional quality of the Research and Technology
course by utilizing teaching strategies and electronic media that are representative of the
predominant student learning styles at Kean University. The Adaptive Teaching Taxonomy
methodology, used to expand the traditional “face to face” delivery of Research and Technology
courses; includes augmented, blended, and online delivery sections. Previous studies by Hong &
Kinshuk, (2004), Carver et. al, (1999), Felder & Silverman (1988), Gilbert & Han (1999), and
Paredes & Rodriguez (2002) expressed the need to facilitate and implement Felder and
Silverman’s theories of learning styles for selection of proper electronic media and teaching
strategies in each section. Franzoni & Assar (2009) met this challenge through the development
of the Adaptive Teaching Taxonomy, a science of orderly classifications that match different
learning styles with teaching strategies and e-media. In July 2008, the Delphi method was used
by a panel of experts to successfully approve the taxonomy.
Many researchers (Rose, 1998; Ford & Chen, 2001) have studied the benefits of teaching styles
closely matching the student preferred method of acquiring knowledge. Most studies relied on
Kolb’s Learning Styles Inventory (LSI) or more recently on the Index of Learning Styles (ILS).
This approach requires the deployment of resources that support the learning styles of as many
students as possible. The Adaptive Teaching Taxonomy, inclusive of the Index of Learning
Styles, proved to be the most effective instrument for identifying the predominant learning style
of students based on the dimensions of perception, entry channel, processing, and understanding
knowledge. The reliability and validity of the learning style instrument had been documented in
2005 and 2007. Additionally, this methodology had been successfully used with undergraduate
students taking computer programming courses that were technically similar to the Kean
Research and Technology course work.
Methodology
In Phase I of the study, faculty members volunteered to instruct augmented, blended and online
sections. Students were self-selected for participating in the Index of Learning Styles, which
netted fairly matched results in all styles except for the augmented class being more sensitive.
The questionnaire consists of 44 multiple-choice questions targeting a variety of learning style
skills. Using the Franzoni & Assar (2009) Adaptive Learning Model, the Research and
Technology course content was revised to address the needs of all student learning styles. After
predominant student learning styles were identified for each section, the augmented, hybrid, and
on-line sections were then adjusted to include the following course activities described in Table
1.
Once teaching strategies were developed, appropriate electronic media was selected to match
student learning styles identified by Franzoni and Assar (2009). Augmented courses were
minimally involved in the use of technology, which included students’ creating power points,
conducting on-line data searches, development of word documents, and using excel to analyze
data. Blackboard was used to conduct hybrid and on-line courses.
Table 1. Adaptive Teaching Taxonomy Hybrid and On-line Electronic Media
Applications
Media Strategies
Audio
Collaboration
Communication
Diagram
Reading
Search
Tutoring
Video
Seminar
Activities
Skype Substitute (24/7 availability)
Blog (partners, class, instructor)
Chat, E-mails
Graphics, Diagrams
Digital Journals, On-line Library Text
Internet Research
Blackboard (class/instructor)
Skype, Webpage Development, Library Web
Results
Table 2 represents data that was collected on overall student satisfaction and grade point
averages (A=4 to F=0) for each of the sections. A total of 76 students participated in the
pilot phase of the study, which ranged between 24 and 27 students per section. The small
sample size limited the use of Analysis of Variance for these groups. However, the overall
“quality of instruction” question of the SIRII, a standardized course assessment instrument
was accessed to identify student perceptions of satisfaction and ranged from 1=low to
5=high. The researchers anticipated that students from the hybrid course would have
higher grade point averages and higher overall satisfaction scores. Interestingly, the
augmented course yielded the lowest grade point average, but received the highest
“overall quality of instruction” score. Academic scores were higher in the normally
difficult on-line course, while the hybrid grades were mid-range.
Table 2. Research and Technology Pilot Study Results
Categories
Augmented
Delivery
Hybrid
Delivery
On-line
Delivery
Course Grade
Point Average
2.76
2.86
3.58
Quality of
Instruction
Overall Score
4.27
4.12
3.86
In Phase II of the study, the schedule identified distance learning sections on the registration site,
which allowed students to self-select their preferred course delivery formats. Over 300 students
attend the twelve sections (6 control/ 2 augmented/ 2 blended/ 2 online). Results confirmed that
the Adaptive and traditional sections were evenly matched in most areas, except for the active
learning needs of the traditional students. Similarities between the two groups may have been
related to the fact that these students were learning new knowledge. Next, a two-tailed t-test was
applied to further identify learning differences between the two groups. Results showed that
students earned slightly higher grades in traditional classes than in the adaptive courses. Since
perceived course satisfaction results will not be available until December 2011, the Analysis of
Variance (ANOVA) experimental design described in Phase 1 will be fully executed at that time.
Conclusion
In conclusion, the study will continue to prove or disprove the hypotheses of the Adaptive
Technology courses yielding higher course grade point averages and higher course satisfaction
ratings than the control group of traditional learners. Also, this research has implications for
educators to effectively match teaching strategies to the implementation of electronic media in
the classroom. The research team further anticipates that the results of this study will support
universities in addressing future needs of student learners, especially through the review and
adoption process of the Adaptive Teaching Taxonomy course delivery system.