Virtual Success: The Relationship of Adult Learning Styles and Success in Online Graduate Education Leadership Programs
Cynthia Loeffler, Sam Houston State University, 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 investigated the relationship between the learning styles of professional adult learners and their success in online graduate programs in education leadership and what graduate students and professors of online programs in education perceived as skills necessary for student success in online, computer-mediated environments. Quantitative and qualitative approaches were used to capture data for this descriptive, causal/comparative study. Instrumentation included a constructed and validated four-point Likert Scale survey, which provided a demographic profile and learning style assessment of all subjects in the study. Preliminary findings of this ongoing study indicated that participants reported learning styles that were predominantly visual, read/write and multi-modal; that time management was a major factor in participating in online postsecondary education leadership programs; and that the opportunity to reflect before responding was significant regarding perceived success in online postsecondary professional education leadership programs.
Loeffler, C. (2005). Virtual Success: The Relationship of Adult Learning Styles and Success in Online Graduate Education Leadership Programs. 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. 1181-1186). Phoenix, AZ, USA: Association for the Advancement of Computing in Education (AACE).