Student Learning Styles of Traditional Courses versus Online Distance Courses
Aaron Richmond, Leping Liu, University of Nevada-Reno, United States
Society for Information Technology & Teacher Education International Conference, in Phoenix, AZ, USA ISBN 978-1-880094-55-6 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
This study attempts to evaluate the distribution of learning styles of students in online distance education courses versus those who are enrolled in traditional in-class courses. One hundred and one undergraduate students from three universities were administered the Learning Styles Inventory (LSI) developed by Kolb (1976). Students learning styles were determined as convergent, divergent, assimilative, or accommodative respectively. The analysis revealed no significant differences in distribution of Learning Styles in online distance education courses versus students enrolled in traditional courses. Based on these results, important prescriptions may be made regarding online course instruction based on Kolb's (1984) theoretical and applied methods.
Richmond, A. & Liu, L. (2005). Student Learning Styles of Traditional Courses versus Online Distance Courses. In C. Crawford, R. Carlsen, I. Gibson, K. McFerrin, J. Price, R. Weber & D. Willis (Eds.), Proceedings of SITE 2005--Society for Information Technology & Teacher Education International Conference (pp. 576-578). Phoenix, AZ, USA: Association for the Advancement of Computing in Education (AACE).
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Analyzing the effect of learning styles and study habits of distance learners on learning performances: A case of an introductory programming course
The International Review of Research in Open and Distributed Learning Vol. 15, No. 4 (Aug 15, 2014)
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