Do Online Students Exhibit Different Learning Styles?
Presented at Hawaii International Conference on Education
January 2007
Joel Hausler
John W. Sanders
Barbara Young
USA
Abstract: Do online students exhibit different learning styles than onsite
students; and, if so, what accommodations relating to learning style
differences may be made for online students?
Instructional Issues
Most of us that have been teaching online classes are bothered by a
fundamental question. That question
centers around the effectiveness of online instruction. We do not wish to beg the question of how
effective we might be in our “on ground” onsite or traditional classes but we
assumed that when we have face to face contact with students that we may be
able to pick up feedback from our students that indicates whether or not we
have been effective –and, as a result, give us time to change strategies within
our classes. Indicators such as the
raised hand or body language may give us messages relating to student
comprehension that are missing in online delivery. Such direct feedback does not occur within
the online instruction format. Over the
years, we have had above average success in online class instruction, and our
failure rate has not been much different than what has occurred within onsite
classes using the traditional methods.
Perhaps we have done more to retain students in online classes or maybe we
have just been lucky. We have held
several assumptions about the makeup of online classes and wanted to explore
our assumptions further. As we explored
the question of effectiveness, it occurred to us that students who take online
classes might do so to satisfy particular needs and might even have different
learning styles than those students in our onsite classes. We decided to find out.
We used several measures to collect data. We developed our own online questionnaire to
survey students at the beginning and end of online and onsite classes. This would allow us to get attitudinal
information from first time online users.
We could also sample students who had previously taken online courses to
see if their expectations were different from those of first time online
students. We also wanted to measure any
attitudinal changes occurring by the end of the course. The results confirmed many of our suspicions
but also gave us some new insights into student motivation within our classes.
We also wanted to look at learning styles for online learners and
contrast it with those of students in our traditional offerings. Rather than develop our own learning styles
instrument, we looked at measures already in use. Of those we surveyed, (listed at the end of
the paper) we found the Solomon and Felder survey from
Background Information
At MTSU, we have offered online instruction for over ten years. Like most schools, we have learned much about the process. We are still trying to discover what “best practice” is for online classes. All of us involved in this study have approached online learning based on our traditional teaching methods and experiences. We share a variety of teaching styles, and so our online offerings, while similar in many respects, have also all been somewhat different. We have had the benefit of working with our information technology staff and have had to work with the administration choice of WebCT, or work with no front end shell program (our own websites). Through our experiences, we have been able to share our triumphs and failures. Not only has his made us individually better, but it has also enabled us to collectively identify some weaknesses in our delivery.
Our Online Survey
We developed several surveys to attempt to understand our students’
perceptions about online classes. We had
done this individually for some time to get feedback on our own courses, but
thought it was time to get departmental input on all our courses. The survey used (See Online Class Survey
Instrument [Appendix A]) is our own and probably similar to those used by
other universities. We originally
suspected that techno-savvy students would be those most likely to take online
classes and many students might prefer onsite traditional course offerings. We had other ideas that were both confirmed
and rebuked by our results. We also
wanted to measure students’ attitudinal changes form start to end of the
classes.
We learned students take online classes for the convenience of pursuing
a degree on their own timetable. They
want to be with their families; they don’t like the commute, and they don’t
want to fight for a parking place.
Another thing we learned is that people who take online classes have a
tendency to work on assignments at times which we would never offer to
on-campus classes. Parents get online
after their children are in bed.
Professionals and educators stay at work to take advantage of business
internet connections. Undergraduates
tend to be online after midnight. In
other words, online classes meet at any time a user is ready. Perhaps one of the biggest reasons students
took online classes was not to have to come on to the MTSU campus at all! Finally, many students who did not like online
classes said it did not meet their learning styles or they preferred a
traditional classroom setting.
Once we understood that it was not the techno-savvy folks making up the
largest portion of our online students, we were faced with the challenge of
finding out how to improve instruction further.
Did students with certain learning characteristics or abilities do
better than others? Perhaps there was a
profile of the successful online student – or at least we could find some
multiple personalities that might tell us more about who we were dealing with
and how best to meet their needs. Would
the research by Howard Gardner and Associates help define students who had
gifts in spatial, logical, or linear thinking as having some advantages in
online classes? Unfortunately, no easy
way to identify those folks seemed to readily apparent to us.
Learning Styles
As a result, we considered examining educational research which focused
on learning styles. It is
important that instructors provide assignments to complement learning
styles. Matching instructional style to
learning style has been shown to enhance learning, that is, “…retain
information longer, apply it more effectively, and have more positive attitudes
toward the subject of the course.” (Moallem, 2003) Were
some student’s learning styles predisposed to success in an online class? We
discovered an online survey tool to assist us in defining and examining these
learning pre-dispositions. Barbara
Soloman and Richard Felder at
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Solomon
– Felder Learning Styles Summary |
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Active – like to use new material such as discussion, explaining, group
work. Taking notes is difficult. Active learners must be involved in
learning by doing what |
Reflective – need time to think about new information,
not good at memorization or just reading material one time |
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Sequential – like information presented in linear
steps. Need some help putting the
“big” picture together |
Global – big picture learners can
learn different things and then put them together |
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Sensing – like learning facts, follow proven methods of exploration and
problem solving, good at memorization, careful, practical learners, like real
world connections |
Intuitive – like discovering possibilities and relationships, tend to take
risks in learning, don’t like to bog down in repetitive tasks, may be prone
to careless mistakes |
|
Visual – learn best by what they see, like charts graphs, pictures, films,
demonstrations |
Verbal – learn more from written or spoken presentations, like hearing
discussion and explanation |
The survey asks student to choose their preferences and gives them
feedback concerning their own learning style. (See attached printout). Obviously, each student has some of all the
learning styles but not necessarily a balance of each. Students who have a predilection for one
style over another may have difficulty learning in some areas. By assessing not only our students’ learning
styles but also looking at our assignments in our classes, we were able to
“map” student preferences and our offerings.
Some studies have found that student with indicators of extroversion
(Active), intuition (Intuitive), thinking and judging (Active and Sequential)
tend to be more satisfied with online learning. (Altman, 1988). Learner satisfaction has a high correlation
with distance education success. (Kelly, 1994)
We were able to bear out these results when we compared the responses to
our survey and the Learning Styles Index results.
Examples from Fall, 2006
N=16 for Online and N=64 for On Site
While we found students who preferred visual learning were slightly less
inclined to prefer online classes, we found no one discernable learning style to
be prevalent in most of our online classes.
Preferences were more likely dictated by other considerations than
learning styles. For example, setting
one’s own pace of learning outweighed the visual learning style preference one
might expect as a consideration in choosing online classes. What we did find was that satisfaction in
online course seemed to increase when we were careful to design assignments to
cover all learning styles. This confirms
earlier findings in classes where teachers design a variety of
assignments, the students use all learning styles. (Feldman, 1996)
We found the following modifications and design considerations to be
useful in meeting all learning styles.
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Active/Reflective |
Post notes or guides to information Use guided readings Add field experiences to online classes Use online discussions through software or list serves Add group work to get students to exchange information |
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Visual/Verbal |
Organizers as product (webbing, charts,
flow charts) Teleresearch Audio presentations (PowerPoint/Impactica) Assignment details are elaborated in
written document |
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Sensing/Intuitive |
Case studies. Analogies / Examples before theory. |
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Sequential/Global |
Connect new material to old. Overview of assignment and objectives defined.
Road map for a complex assignment |
We would strongly recommend the use of this survey at the beginning of courses
so modifications may be made. The
website for the survey can be found at http://www.engr.ncsu.edu/learningstyles/ilsweb.html.
Of course, if good course design is used at the onset, all learning styles
should be met but it is possible to have a class with a imbalance or learning
preference quite different from design expectations. We have certainly found each class may have
quite a difference in balance of learning styles. Some of this may be due to the use of
screening tools for certain classes or perhaps it is the luck of the draw. “Learning
styles are a way to help improve your quality of learning. By understanding
your own personal styles, you can adapt the learning process and techniques you
use.” (Learning-styles-online.com, homepage)
We have found helpful information at Learning-styles-online.com website http://www.learning-styles-online.com/ this site is dedicated to helping you better understand learning styles, as well
as providing an easy way to discover your own styles.”
A consideration that is not found in any survey is a measure focusing
on whether or not students have a propensity to procrastinate. No student will initially admit to
procrastination – especially if it might affect entry into a class. There is no disputing that some students not
faced with mandatory attendance will not be on time. Deadlines help, but this does not force
students to participate in discussion or other areas where they must be active,
on-time participants. Assessment should
include incentives to not only get students to participate in a timely fashion
but also in a meaningful way. Calendars
and timelines help, but students can still “sit” in the back of the room if you
let them. Course design and instructor
persistence also help but cannot make all students successful if they choose to
procrastinate. Even time logs with WebCT
and other programs do not provide any indication of quality time spent on
task. These logs are measures of access
time and login events only. The logs though
are useful tools for knowing which students might need some “prodding” to keep
up with assignments.
Conclusions
Our “Best Practice” ideas have been continually evolving to keep up
with our students. We have tried a
variety of things to make sure students understand what kinds of challenges
they face in an online class. Though we
are now teaching the “computer generation,” most students have been trained to
succeed in an “on-ground” atmosphere for at least 12 years before they enter
college. Many must relearn how to
succeed in another setting. It is
important to remember to remove as many obstacles to their success as possible
to that online delivery is centered on learning content usable by various
learning styles. Our advice is to keep
the process dynamic and to seek feedback from students to be sure learning is
as student centered as possible.
References
Felder, Richard M. Index of Learning Styles (ILS). North Carolina State
University Retrieved, from http://www.ncsu.edu/felder-public/ILSpage.html
Felder, Richard M. (1996) Matters of style. ASEE Prism, 6(4).
Feldman, K. (1996). Identifying exemplary teaching: Using data from
course and teacher evaluations. In M.
Svinicki and R. Menges, (Eds.). Honoring Exemplary Teaching, New Directions for
Teaching and Learning, 65, 41-50.
Kolb, D. A. (1984). Experiential learning: experience as the source of
learning and development.
Moallem, Mahnaz. (2003). Applying learning styles in an online course,
Academic Exchange Quarterly, 7[4], p209(6). Retrieved from
Reviewed and Recommended Online Sources:
Abiator’s online learning styles http://www.berghuis.co.nz/abiator/lsi/lsitest1.html
Lpride Learning styles http://www.ldpride.net/learning_style.html
Learning Styles Online.com http://www.learning-styles-online.com/
http://www.conti-creations.com/atlas.htm ATLAS learning styles of adults.
http://www.fastrak-consulting.co.uk/tactix/features/lngstyle/style04.htm Fastrack learning. Styles
Appendix A: - Online
Class Survey Instrument
Instructions for completing this survey:
There are 4 parts to
this survey:
- The first part consists of your perceptions about online classes
before you enrolled and should be answered based on ideas you had prior to
enrolling.
- The second part deals with your perceptions now that you have
completed or are currently enrolled in an online class.
- The third part is filling out the online survey to determine your
learning style.
- Finally, in the fourth section you are asked to indicate how well
the online course has met your learning needs. This information not only gives us
feedback about your motivation for taking an online class but will be
invaluable in helping us design online classes that fit a variety of
learning styles.
What you need to do:
1. Answer the questions
in Parts 1, 2, & 4 on this form, save it as “perceptions-yourlastname.doc”
& attach the file to an email to your instructor.
2. After you complete
the online “learning styles” survey (Part 3) save it as “surveyresults.htm” and attach to an email to your instructor.
If you have problems emailing the files as
attachments, please contact your instructor.
Part One
Online Course Perceptions Prior to Enrolling
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Place an X next to all that are reasons that you
considered before taking this course (what you considered before the course
started)
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A |
I don't want to drive to
campus
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B |
I don't like to sit
in a classroom |
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C |
It was not possible
for me to be available on the day/time that the on ground class was offered |
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D |
I have a learning
style that matches online learning style |
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E |
I like to do my
coursework at any time during the day or week |
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F |
I have taken online
classes before and knew what to expect |
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G |
Online courses
usually have less work |
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H |
I find the online
assignments compatible with my needs and abilities |
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I |
I am
computer/technology proficient and am at ease with technology |
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J |
This course is only
offered in an online format |
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L |
I like being the
person responsible for my own learning |
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M |
I was curious about
how to take on online class |
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N |
I like being able
to set the pace of learning |
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O |
I like being able
to see all of the course content at any time |
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P |
Obligations to
family |
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Q |
Distance from MTSU |
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1. If there are any other reasons not listed for
taking an online course, please tell me below. |
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2 |
Would you take another online
course? (Check yes or no) Yes No |
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Part Two
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Online Course Perceptions While in Course |
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Now that you have enrolled or have completed
an online class, place an X by |
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A |
I don't want to
drive to campus |
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B |
I don't like to sit
in a classroom |
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C |
It was not possible
for me to be available on the day/time that the on ground class was offered |
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D |
I have a learning
style that matches online learning style |
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E |
I like to do my
coursework at any time during the day or week |
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F |
I have taken online
classes before and knew what to expect |
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G |
Online courses
usually have less work |
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H |
I find the online
assignments compatible with my needs and abilities |
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I |
I am
computer/technology proficient and am at ease with technology |
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J |
This course is only
offered in an online format |
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K |
I would not take
this course if it were not required |
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L |
I like being the
person responsible for my own learning |
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M |
I was curious about
how to take on online class |
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N |
I like being able
to set the pace of learning |
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O |
I like being able
to see all of the course content at any time |
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P |
Obligations to
family |
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Q |
Distance from MTSU |
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2.
Are there reasons that would prevent or deter you from taking another online
class? Please explain below. |
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Part Three
Take the Learning Styles Assessment at http://www.engr.ncsu.edu/learningstyles/ilsweb.html
(or use previous results) please
do so to help us answer questions we have concerning our online courses. Once you have completed the survey, save it
as “surveyresults.htm” and attach it to an email
to your instructor.
Part Four
After you have taken the online survey, look
at your results to answer the survey questions in Part 4. Please
read the following information and answer the questions following this section
about this online course.
Brief Description of Learning Styles
Active and
Reflective Learners:
Active learners tend to retain and understand
information best by doing something active with it – discussing or applying it
or explaining it to others. Reflective learners tend to think about it quietly
before responding. They tend to like to
work alone. Active learners might be
described by “Let’s try it and see how it works” while reflective learners
might prefer “Let’s think it through first”.
Sensing and Intuitive Learners:
Sensing learners like learning facts and
solving problems by established patterns, while intuitive learners prefer
discovering possibilities and don’t depend on explained material. Sensors tend
to be good at memorization and hands-on learning, while intuitive learners tend
to grasp new concepts and abstractions.
Sensors are more careful and practical than
intuitors while intuitors tend to be more innovative and work faster. Sensors like courses with connection to the
real world while intuitors don’t want to get bogged down in routines “plug-in”
courses.
Visual and Verbal Learners:
Visual learners learn best when they can “see”
pictures, diagrams, time lines, and etc. while verbal learners create pictures
out of words – spoken or read.
Sequential and Global Learners:
Sequential learners understand best when
things are laid out in a linear fashion – each step logically follows the
previous one. Global learners tend to
make connections in large jumps, absorbing material randomly without any
seeming connection. Sequential learners follow logical paths in coming up with
solutions to complex problems but global learners can solve problems quickly
once they have grasped the “big” picture.
Sequential learners can explain problem solution step by step whereas
global learners may have difficulty explaining how they arrived at the
solution.
For more explanation of your Learning Styles Survey, http://www.ncsu.edu/felder--public/ILSdir/styles.htm Now take a look at your Learning Styles
Survey results from the online survey and consider the following questions:
3.
How does this online course fit with your learning styles?
4.
Specifically, how has the arrangement of this course met your learning
style? Conversely, if the course has not
met your learning style, identify how your needs were unmet. (If you have some needs met and some not met,
so much the better.)
5.
Finally, if the course could be changed to meet your learning needs, what
changes would you suggest?
Use space below to answer questions 3-5:
- The course
fits will because I can see what’s expected of me through the examples
that are given for each assignment.
- As I said,
everything that is expected of me is laid out in a clear manner. I can easily obtain help from the
instructor for any problem that I am experiencing.
- I do not
suggest any changes. This course
works really well for me.
6. Answer the questions
in Parts 1, 2, & 4 on this form, save it as “perceptions-yourlastname.doc”
& attach the file to an email to your instructor.
7. After you complete the online “learning
styles” survey (Part 3) save it as “surveyresults.htm”
and attach to an email to your instructor. Thanks for your help!
Appendix B – Felder-Solomon Learning Styles Questionnaire
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NC |
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Index of Learning Styles Questionnaire
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