Field-related learning styles and online education
Eunjoo Oh, University of Tenessee, United States
Society for Information Technology & Teacher Education International Conference, in Atlanta, GA, USA ISBN 978-1-880094-52-5 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
Every year the number of online classes offered in higher education increases and the e-learning market grows tremendously. However, there are still many controversial issues related to the effectiveness of online education. One of the critical claims is that it does not take into account students' learning styles. This study examines how students' learning styles are correlated with their attitudes toward online education. The GEF Test and attitude survey toward online education were administered to 104 students enrolled in various courses in the University of Tennessee's College of Education. The findings in this study have shown that students learning styles were not correlated with their selection of instructional mode, attitudes, or performance in online environments. The most important factors in making students feel comfortable and successful in online education were familiarity with the format of instruction from previous experience and online environments.
Oh, E. (2004). Field-related learning styles and online education. In R. Ferdig, C. Crawford, R. Carlsen, N. Davis, J. Price, R. Weber & D. Willis (Eds.), Proceedings of SITE 2004--Society for Information Technology & Teacher Education International Conference (pp. 2981-2988). Atlanta, GA, USA: Association for the Advancement of Computing in Education (AACE).