Are Learning Styles Relevant in Web-Based Instruction?

This study investigated the impact of learning style on performance in a Web-based learning environment. Specifically, Introductory Psychology students with different learning styles, as measured by Kolb's Learning Styles Inventory (LSI-IIa), were randomly assigned to one of two Web-based train...

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Bibliographic Details
Published in:Journal of educational computing research 2003, Vol.29 (1), p.13-28
Main Authors: Harris, Rorie N., Dwyer, William O., Leeming, Frank C.
Format: Article
Language:English
Subjects:
Cognitive Style
College Students
Internet
Introductory Courses
Learning Modules
Learning Styles Inventory
Lecture Method
Measures (Individuals)
Online Courses
Psychology
Scores
Student Attitudes
Surveys
Teaching Methods
Web Based Instruction
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Summary:This study investigated the impact of learning style on performance in a Web-based learning environment. Specifically, Introductory Psychology students with different learning styles, as measured by Kolb's Learning Styles Inventory (LSI-IIa), were randomly assigned to one of two Web-based training modules that differed only in terms of their number of multimedia enhancements and user interaction options. Outcome measures included an online final test over the material presented in the modules and an online survey measuring participants' reactions to the modules. The potential impact of learning style was also assessed with respect to the students' final grade in the lecture course. Results indicated that neither student learning style nor online course module version had any impact on mean test score or on reaction to the online module. Furthermore, learning style was not related to the students' overall performance in the lecture course. The implications of these results for considering learning styles in the design of Web-based instruction are discussed.
ISSN:0735-6331
1541-4140
DOI:10.2190/YHL4-UP7P-K0GD-N5LJ