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Effects of learning styles on online professional development with educators

, Walden University, United States

Walden University . Awarded


Although the field of distance education is growing, according to research, most online courses only use text-based instructional strategies instead of incorporating various instructional strategies to match differing learning styles. Furthermore, studies of learning styles in online professional development courses are limited. Using a quasi-experimental research design with two independent groups, this study, based in utilizing learning style theory, addressed whether educators were successful in an online professional development workshop if they had prior knowledge of their learning modes. The experimental group participants were administered the Canfield Learning Style Inventory to determine their dominant learning modes and then advised to complete strategies in the course that match their dominant learning modes. A comparison of means using the t test was used in the data analyses. The findings showed that educators in the experimental group were successful; however, the difference between groups was not statistically significant. Recommendations for online training specialists and instructional designers include administering a learning style inventory to trainees prior to an online workshop and adding instructional strategies in order to meet various learning styles. This study aimed to promote positive social change by showing educators that online training sessions designed using learning style theory could be an effective method for professional development. This study also promotes positive social change by demonstrating that online training is effective and can save time and money by not requiring travel to the host center for professional development.


Aden, L.A.P. Effects of learning styles on online professional development with educators. Ph.D. thesis, Walden University. Retrieved November 20, 2019 from .

This record was imported from ProQuest on October 23, 2013. [Original Record]

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