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Home CCSU Theses & Dissertations Learning Styles of Online Students vs. Onground Students

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Identifier	Thesis 1852
Author	Reynolds, Debra
Title	Learning Styles of Online Students vs. Onground Students
Publisher	Central Connecticut State University
Date	2005
Resource Type	Master's Thesis
Notes	With colleges and universities dramatically increasing the number of courses they offer online, it has become more important for administrators to identify characteristics of successful online learners. The present study attempted to examine the learning styles of online and onground students. Given the typical structure of online classes which places a very heavy emphasis on reading and writing as the primary information transmission modality, I hypothesized that students who prefer online classes would be higher on their preference for the read/write mode. Conversely, it was hypothesized that students in onground classes will exhibit a greater preference for auditory modes of communication. This study also attempted to determine if a specific learning style had a significantly better outcome in either the online or onground courses. Eighty students from a small community college in Connecticut participated in this study and were given the VARK Learning Style Inventory to complete. A correlational design was used to collect data and determine if there was a difference in learning style of online versus onground students. The learning styles of the participants were compared using a 2 (condition) x 4 (learning style) chi-square test of independence. Additionally, course grades were converted into z-scores which were used as the dependent variable in a two-way ANOVA examining course type (online, onground) and learning style (Visual, Read/Write, Kinesthetic, Multiple). It should be noted that because only one participant in this study had a learning style of Aural, this style was left out of the ANOVA. Results of the chi-square suggested a moderate association between learning style and course preference, while results of the two-way ANOVA showed no significant main effects of course type or learning style and the interaction term was also not significant. Thus, there was no overall difference in academic performance between onground and online students, nor did the specific learning style impact class performance. The failure to find a significant interaction suggests that learning style had no differential impact on academic outcomes across types of instruction. Limitations of the current study as well as suggestions for future research are also discussed.
Subject	Education, Higher -- Effect of technological innovations on Education, Higher -- Computer-assisted instruction Learning, Psychology of
Department	Department of Psychology
Advisor	Goldstein, Marc B.
Type	Text
Digital Format	application/pdf
Language	eng
OCLC number	713734319
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