The Influence of Learning Styles on Learners in E-Learning Environments: An Empirical Study

The purpose of this study was to compare the effects of e-learning versus those of traditional instructor-based learning, on student learning, based on student learning styles. Another goal was to determine if e-learning is more effective for those with a particular learning style. The Kolb Learning Style Inventory (LSI) measured the learning styles of students. This post-test, intact-group design examined the dependent variable of student knowledge based on the learning style of each subject and the learning method to which each was exposed. The results revealed that for the instructor-based learning class (traditional), the learning style was irrelevant, but for the web-based learning class (e-learning), the learning style was significantly important. The results indicated that students with the Assimilator learning style (these learn best through lecture, papers and analogies) and the Converger learning style (these learn best through laboratories, field work and observations) achieved a better result with the e-learning (web-based) method.

Does tailoring instructional style to a medical student\u27s self-perceived learning style improve performance when teaching intravenous catheter placement? A randomized controlled study.

BACKGROUND: Students may have different learning styles. It is unclear, however, whether tailoring instructional methods for a student\u27s preferred learning style improves educational outcomes when teaching procedures. The authors sought to examine whether teaching to a student\u27s self-perceived learning style improved the acquisition of intravenous (IV) catheter placement skills. The authors hypothesized that matching a medical student\u27s preferred learning style with the instructor\u27s teaching style would increase the success of placing an IV catheter. METHODS: Using the VARK model (i.e., visual [V], auditory [A], read/write [R] and kinesthetic [K]), third-year medical students reported their self-perceived learning style and were subsequently randomized to instructors who were trained to teach according to a specific learning format (i.e., visual, auditory). Success was gauged by: 1) the placement of an IV on the first attempt and 2) the number of attempts made until an IV line was successfully placed. RESULTS: The average number of attempts in the matched learning style group was 1.53, compared to 1.64 in the unmatched learning style group; however, results were not statistically significant. Both matched and unmatched groups achieved a similar success rate (57 and 58 %, respectively). Additionally, a comparison of success between the unmatched and matched students within each learning style modality yielded no statistical significance. CONCLUSIONS: Results suggest that providing procedural instruction that is congruent with a student\u27s self-perceived learning style does not appear to improve outcomes when instructing students on IV catheter placement

An E-Learning Investigation into Learning Style Adaptivity

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Learning style and learning strategies in a multimedia environment

There is a growing realization that it may be expeditious to combine elements from different theories of learning when trying to derive a coherent and usable policy towards computer‐mediated learning. Consideration of the subtle distinction between Computer‐Aided Learning (CAL) and Computer‐Aided Instruction (CAI) conform the basis of a possible classification of computer‐mediated learning, and hence of multimedia tools. This classification enables the development of a continuum upon which to place various strategies for computer‐mediated learning, and hence a means of broadly classifying multimedia learning tools

The Relationship Between Preferred Modal Learning Style and Patterns of Use and Completion of an Online Project Management Training Programme

This paper reports the results of a pilot study, conducted to observe and evaluate the patterns of use and completion of a set of project management units and to identify any relationships between these factors and learning style. The aim of the study was to gather data on which to base a subsequent software development project, based around personalising the learning materials. The participants were adult professionals employed in public sector organisations in the UK and the study was based within a real business e-learning environment. Data regarding preferred learning style was collected via a questionnaire and usage, progress and completion rates were gathered from computer logging data, with user permission. To assess preferred learning style, the VARK inventory (Fleming and Mills, 1992) was used; this categorises learners according to modal preference for learning: Visual, Auditory, Read/write and Kinaesthetic. The results showed that learners with a preferred Visual mode showed the best record for completions and were characterised by frequent usage, but for relatively shorter study durations. In contrast, learners preferring the Auditory modality had the lowest proportion of completions, and also this group logged on less frequently but for longer study periods. Learners with a preferred Kinaesthetic mode were characterised by the highest proportion of ‘In-Process’ learners (who were regularly using the system but not yet completed). The paper concludes with a proposal to build a personalisable learning environment incorporating specific modal features. A further study will then observe more closely the interaction between preferred modal learning style, mode of presentation and usage and performance. Keywords: VARK, modal learning style, business e-learning, project managemen

Do Classroom Teaching Methods Incorporate All Types of Learning Styles?

An individual’s learning style is a natural pattern of processing or acquiring knowledge. Three types of learning styles that were studied are visual, auditory, and kinesthetic (tactile). An individual’s ability to acquire knowledge depends upon the style of instruction received by the teacher. The purpose of this project was to examine whether the teaching methods used in a high school biology classroom take into account different types of student learning styles. Student teaching in a biology class has given the author the opportunity to study the learning needs of the students. The participants were given a questionnaire during class asking each student to answer questions that would reflect their preferred style of learning. The students were also asked what methods were used during instruction that satisfied their learning style needs or caused them to struggle. The author then analyzed the data from the questionnaire to determine if the students felt their learning needs were met

Learning style preference and critical thinking perception among engineering students

Engineering education plays a vital role towards modernization of world. Therefore, engineering students need to be nurture with multiple skills like learning preferences and critical thinking skills. This study has been conducted to identify the learning style preferences and critical thinking perception of the engineering students from three programs electrical engineering, mechanical engineering and civil engineering at Universiti Tun Hussein Onn Malaysia (UTHM), Johor. Survey research design was applied in this study. The quantitative data was collected by two questionnaires Index of Learning Styles (ILS) that is based on Felder-Silverman Learning Style Model (FSLSM) and Critical Thinking Skills (CTS) questionnaire which consists of analysis, evaluation, induction and deduction in terms of problem solving and decision making. A total of 315 final year engineering students were participated in this study. Data was analyzed in descriptive and inferential statistics involving tests Analysis of Variance (ANOVA), Pearson Correlation and linear regression. The study discovered that engineering students are preferred to be visual learners (83.80%). Visual learning style denotes FSLSM input dimension and visual learners learn best by diagrams, charts, maps and graphical presentations. This study also found that engineering students possess critical thinking perception in all dimensions. However, there is no statistical significant difference of learning style found among engineering programs as “p” value found 0.357. Whereas, there is statistical significant critical thinking difference found among engineering programs as “p” value found 0.006. Lastly, findings revealed that there is no significant relationship found between learning styles and critical thinking skills. The study findings suggested that providing preferred learning style (visual learning style) in classroom will enhance students’ academic achievement and increase their cognitive level. This study might serve as a guideline for educators to facilitate learners to enhance their learning and thinking for better outcomes in academia as well as in workplace