Students learning styles and their preferences
Students' Learning Styles and
Their Preferences for Online
Instructional Methods
Presenter ： Xiao, Gui-hui
Advisor ： Chen, Min-puu
Date ： July 17,2007
Butler, T. J., & Pinto, Z. G. (2005).Students' learning styles and their preferences for online instructional methods. Journal of Educational Technology Systems, 34(2),199-221.
Outline
Introduction
Background
-Online Course Design
-Course Design and Learning Styles
Methods
-Research Design
-Subjects and Procedures
Results
Conclusions
Introduction(1/3)
In an attempt to serve online students ’ needs, several questions were asked:
Is there a dominant learning style of students in online courses?
Is there a preferred method of online instruction?
Is there a relationship between learning styles and the preferred method of online instruction?
Introduction(2/3)
Learning Styles Inventories (LSI) and their role in education have had a constant presence in the literature for well over 60 years.
The foundation of learning style assessment is in
Jungian philosophy.
˙ the fundamental basis:
Myers-Briggs Personality Type Indicator (MBTI)
˙ several of the learning style inventory tools:
Kolb Learning Styles Inventory
Canfield Learning Styles Inventory
-the Grasha-Reichmann Learning Styles Scales
-the Gregorc Learning Styles Delineator (GSD)
Introduction(3/3)
The G regorc Learning S tyle D elineator requires the subject to complete a matrix consisting of ten sets of four words.
Background
The application of LSIs in all aspects of education is well represented in the literature, warranting use in both traditional and
online educational settings.
Diaz and Cartnal were one of the first to compare the learning styles of online learners with on-campus students.
- The Kolb LSI and a self-created survey were used by
Karuppan to evaluate student access to an online lecture in two sections of an introductory principles of management course.
- Andrusyszyn administered a self-developed questionnaire to 125 nurse practitioner students.
Background
Online Course Design
While transitioning an on-campus Leadership in
Organizations course to the online environment,
Hutton found that structured learning goals and threaded discussions were necessary for online learning.
Course Design and Learning Styles
Simon found significant differences in the preferred training methods based on the Kolb learning style.
Specifically, differences were reported between the reflective/observers and their active/experimentation counterparts for skill acquisition and comprehension.
Methods
Research Design
The research design for this study was a descriptive correlation study utilizing a 2-part survey.
Subjects and Procedures
The subjects consisted of a convenience sample of all graduate students(N = 331) enrolled in an active online graduate course offered bySetonWorldWide.
Methods
Results
The Online Program
Convenience was the most frequent reason
(91.7%) given for choosing online learning, while 46.9% cited the appeal of online learning as a major reason for enrolling in an online graduate program.
Results
Conclusions
The correlations between the learning styles and the methods of instructional methods that suit those styles, were examined within the definitions outlined by Gregorc.
While no single dominant learning style emerged, strong preferences for online instructional methods were found.
Educators must be challenged beyond the definitions established in the pre-online era, identify the learning styles of online learners, and analyze the types of instructional methods that are unique to online learning.
