Are Learning Styles Relevant in Web-Based Instruction?
Journal of Educational Computing Research Volume 29, Number 1, ISSN 0735-6331
This study investigated the impact of learning style on performance in a Web-based learning environment. Specifically, Introductory Psychology students with different learning styles, as measured by Kolb's Learning Styles Inventory (LSI-IIa), were randomly assigned to one of two Web-based training modules that differed only in terms of their number of multimedia enhancements and user interaction options. Outcome measures included an online final test over the material presented in the modules and an online survey measuring participants' reactions to the modules. The potential impact of learning style was also assessed with respect to the students' final grade in the lecture course. Results indicated that neither student learning style nor online course module version had any impact on mean test score or on reaction to the online module. Furthermore, learning style was not related to the students' overall performance in the lecture course. The implications of these results for considering learning styles in the design of Web-based instruction are discussed. (Contains 4 tables and 1 figure.)
Harris, R.N., Dwyer, W.O. & Leeming, F.C. (2003). Are Learning Styles Relevant in Web-Based Instruction?. Journal of Educational Computing Research, 29(1), 13-28.
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Hayley Mayall, Northern Illinois University, United States
Society for Information Technology & Teacher Education International Conference 2008 (Mar 03, 2008) pp. 3870–3873
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