Will Online Instruction Affect Online Learner's Learning Styles?
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Liu, Y. (2007). Will Online Instruction Affect Online Learner's Learning Styles?. In R. Carlsen et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2007 (pp. 880-881). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/24661.
Conference Information
Society for Information Technology & Teacher Education International Conference (SITE) 2007
San Antonio, Texas, USA
March 26, 2007
ISBN 1-880094-51-4
Roger Carlsen, Karen McFerrin, Jerry Price, Roberta Weber & Dee Anna Willis
AACE
More Information on SITE
Table of Contents
Author
Abstract
This study was designed to investigate how online instruction affected students' learning styles in a graduate educational course. A one group pretest-posttest design was employed. The study involved 19 students in an online section in a graduate course in the fall semester of 2004. Significant statistical differences were found in many learning style subscales between pretest and posttest. Specifically, the posttest at the end of the course indicated that participants had a higher preference for conditions-goal, conditions-competition, conditions-instructor, conditions-details, conditions-independence, conditions-authority, and mode-reading than the pretest at the beginning of the course. Implications resulted from the study.
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